Congress cuts $191 million from ed tech

Geoff Fletcher, Editor-in-Chief of T.H.E. Journal raises the following questions regarding budget cuts in educational technology:

-What should we have done differently to avoid these cuts?
-More important, what should we do in the future to ensure these cuts do not become the norm?
-Most important, what will you do?

T.H.E. Journal: November 2004 Special Alert

Congress cuts $191 million from educational technology

The weekend before Thanksgiving, Congress passed the Omnibus Appropriations Bill that funds a number of departments of the federal government, including education. While education funding is up about $1.4 billion overall, the Educational Technology State Grants part of Title II D, the section of No Child Left Behind related to educational technology, was cut by $191,841, 000. This is a 27.7% cut in the money that goes to states for local grants to fund educational technology. This is also the money that is used by many state departments of education to support numerous technology and education initiatives throughout the states. full text

In the short rows, as they say

For those of you who may not be familiar with southern slang, "in the short rows" means that there are only a few more rows in the field. I always wanted to work in tobacco as a teen, but my dad would never let me. Why did I want to get up at 5am, work in 100 degree North Carolina heat in the middle of July, and come home exhausted and nasty? Money, of course. I had to settle for cutting grass in the heat instead quite a few years later when I could drive myself. Anyway the point of my rambling is this...the semester and the year is coming to a close. I know I haven't posted lately, but I have been working on my blog's aesthetics.

Deb offered some great comments and suggested that I personalize my space a bit more. Maybe you've noticed the changes; I've added a mini poll, headline news, and a cartoon-of-the-day (compliments of BRAVENET WEB SERVICES). I give a "shout out" to them--free and easy. I hope these additions make my blog a bit more inviting. I'd like your comments if you have a few minutes to spare. In the next week or so, I'll be posting my final project. To change it up a bit, I think I'm going to discuss trends in video games with an emphasis on what some people consider "educational." More later.......

How valuable is an online degree?

Here's an article I found on MSN today that raises the question, "Who would hire an onine grad?" They asked a number of well known Fortune 500 companies this question, and the results can be found here: Jennifer Mulrean article

Another article that hits close to home--literally--and may be of local interest. Pamlico County News Text below:

Chief's degrees questioned: Officials downplay education's role in hiring of new Oriental police chief; master's, bachelor's on resume are from widely discredited Internet site by Tony Tharp

Oriental officials, who first plugged their new police chief's master's degree in criminology, reversed course and sought to downplay education's role after questions about the degree's legitimacy.

Police Chief Bobby G. Byrum, a former Pasquotank County deputy sheriff, was selected as the village's new chief on Oct. 25, in part, at least two town officials acknowledge, because his resume showed a bachelor's degree in criminal justice and a master's in criminology.

Both of Byrum's degrees were acquired from an Internet site known as St. Regis University, which claims to have accreditation from the West African nation of Liberia. The chief defended his studies as legitimate when reached by telephone last week, but an official with a statewide association of police chiefs said he sees a red flag. more-->

EOTO Response #5

Nonprofit Organizations and the Digital Divide Michelle Clemens Michelle's Freedom Forum

Michelle discusses the digital divide in regard to minority entities. The emergence of new technology affects us all, but she asks, "what about small organizations that are trying to compete in the ever evolving world of communication technologies?" Michelle's concern is that nonprofit organzations are at a disadvantage for a number of reasons including limited access and resources.

I'd like to address her second biggest fear on the subject--funding. Michelle points out that many of these orgs do not have experienced or knowledgeable staff who can do online work, create web pages, etc. They don't have the money to pay professional designers and editors, so often the content and layout is lacking.

A possible solution--not necessarily for the funding but for the manpower is this: hire students who need internship or co-op credit. When I was in college trying to build a beginner resume, I needed experience. I had a number of unpaid internships including grant writing, which enabled me to gain experience and help others simultaneously. Nonprofit orgs could contact colleges and universities and ask for English or computer majors. I know there would be willing participants. Even if it is unpaid, many students receive course credit as long as they can document their work and hours via logsheets and such.

Here are some links to possible funding sources:

OSP: Finding Funding
Nonprofit Resource Guide
Nonprofit Fundraising Resources (486 listings)

EOTO Response #4

Who is cataloguing the Internet? Lauren Reynolds QuarterLifeConnection

Lauren asked the following questions in her EOTO: Should we catalogue the Internet? How do we do it? and What do we catalogue? Lauren explained that because millions of people are now "desktop publishers" and due to the sheer volume of information on the Web, cataloguing the entire Web might prove...well...fruitless. I had to do a little research myself to see if that was indeed the case.

Lauren quotes the Minerva web site as saying that the average life of a Web site is only 44 days. I found that figure as well, but a number of other sites, including Web Decay: The Link Rot Problem suggest that the number is closer to 77. The Internet Archive also states that number to be between 75 and 77. Yes, a big difference--but in the grand scheme of things? No...thats only a little over two months.

I had some difficulty finding quality up-to-date info on the topic. So much of the information was dated 1996-2001, which I found surprising. Here are some of the sites I thought were most credible and offered additional resources:

Cataloging Internet Resources: A Manual and Practical Guide A bit complex for a general audience but still readable; Catered more for academia.

BUBL LINK Catalogue of Internet Resources This site has links to full text reports and articles that give background and insight into the topic. Interesting to see the traditional approaches and what is on the horizon.

Another interesting article to check out is Mad Library Disease: Holes in the Stacks by Michael Lesk. Read excerpt below:

What does this mean for libraries? If the Web becomes commercial, do libraries have a role in digital information? If libraries do not have a role in digital information, then what will happen to them in the future? Perhaps students and scholars will get their information directly from publishers, bypassing libraries. If this happens, libraries might find themselves in a backwater, having perhaps the status and public visibility that archives or herbaria have today.

Is this unfathomable? One might even say absurd or it will never happen. But I remember the days when you looked up books with a card catalog, and the librarian stamped the card. A lot can change in a short time.

EOTO Response #3

ICT in Iraq Drew Lomax Liberation Watch

Drew's EOTO discusses in depth how war and neglect as well as a number of other factors have resulted in a lagging telecommunications infrastructure in Iraq. Drew states that, "Predictably, figures of Internet access are far lower with less than one percent of Iraqis online. If Iraq were to achieve a 10 percent Internet access rate by the spring of 2005, it would lead the Arab world and lag behind only Israel in rates of Internet usage." He also suggests that although this is a long-shot, it is possible. His view is an optimistic one, though unrealistic perhaps.

Yes, narrowing the digital divide would help achieve a social, political, and economic recovery, but at what cost? As Drew points out, more research is needed to determine how Iraqis are going online and why--this would help me respond more fully to the issue. I do, however, see the risk that he mentions in regard to Internet use as a form of recruitment and coordination. How can we improve the infrastructure and nip this problem in the bud at the same time? That is my question?

I definitely had to do a little of my own reading and research to get up to speed on this topic. Here are some of the links I found helpful:

$300m needed for Iraq telecom sector
Investments to the tune of $300m is required to develop the telecommunications infrastructure in Iraq, which was destroyed during the US-led invasion of the country, a senior official at the Arab Regional Office, Cairo, of the Geneva-based International Telecommunications Union (ITU), said here yesterday. more

Rebuilding plans for postwar Iraq depend on IT
The State Department and the Pentagon are already working with the private sector to plan for the rebuilding of Iraq's infrastructure, including IT and telecommunications systems. Under a State Department program known as the Future of Iraq Project, Iraqi exiles with expertise in IT and other disciplines have delivered to the Bush administration studies and recommendations on reconstructing postwar Iraq. more

Assistance for Iraq This site offers major accomplishments and updates.
Before the conflict, 1.2 million Iraqis subscribed to landline telephone service, and much of Iraq's telecommunication network was centralized in Baghdad. A large part of the network's switching component was damaged during the conflict and service was disrupted. As part of USAID's effort to restore critical infrastructure, USAID is working with the Iraq Telecommunications and Postal Commission (ITPC) to restore the nation's fiber optic network, repair the phone switching system in Baghdad and restore international telecommunications capability. more

EOTO Response #2

Cell Yell Steven Anthony Views from the Pen

Steven vents about the controversial issue of CELL YELL! He makes some great points, and I laughed out loud a number of times. His references to musical ringtones were just too much. Have you really ever heard anyone's phone erupt into a shortened rendition of Skynyrds's Free Bird? haha. Seriously though, it is a technology issue that should be addressed. I (being a cell phone user myself) can see where Steven is coming from; however, I agree that the problem will probably get worse before it gets better.

Where I disagree with Steven is when he discusses "eavesdroppers." He suggests that people rudely listen in on cell phone conversations, albeit one-sided. How is that any worse than people-watching? We all do it. It's free entertainment. I'm an instructor--I have great ears--I hear/listen in on conversations all the time. I don't think it's rude at all. If a person doesn't want to be heard, they should whisper, write a note, or go elsewhere to converse. I'm not going to wear earplugs so that people can have conversations in public. The lack of privacy is a choice cell phone users make.

Steven's first two solutions do not really seem all that plausible to me a)cell zones b)larger cell phones. His third solution, however, is a given. People need to have manners and consider others. Cell users need to put thier phones on vibrate when they are in restaurants and such. And if they MUST talk in public, then they should keep thier voices at reasonable levels. I think that would really help the "epidemic of unkindness." Before concluding, let me also add that Steven's fear #5--that cell phones could replace house phones--it is a legit fear. I no longer have a residential line. My cell phone is never far from me.

Steven's sources were good. Here are a few more:

Cell Phone or Electronic Tether?

Cell Phone Manners Vary Regionally

The Politesse of Cell Phone Manners

Fears and Recommendations

My five biggest fears regarding diploma/degree mills:

1. Someone's health/well being will be put at risk. See NCAHF paper listed in EOTO.
2. Schools that are not accredited will continue to swindle naive consumers.
3. New mills will pop up daily.
4. Regulations will not be enforced.
5. These fake companies/organizations will find a way around regulations.

Recommendations:

1. All consumers MUST verify a school's accreditation through a minimum of two agencies including the Better Business Bureau or the attorney general's office (and preferrably not all online).
2. Institutions who misprepresent themselves must be held responsible financially and should be prosecuted accordingly.

EOTO Response #1

Copyright Infringement JR Lee Global Network

Lee discusses his concerns regarding copyright infringement and elaborates on how digital technology and the Internet provide a great opportunity to reproduce and distribute unauthorized copies of materials. Lee states that the potential damage caused by this activity is indeed monetary. I appreciate that he made it a point to differentiate between the two types of infringement: direct and contributory.

For a moment, I'll be the devil's advocate here and say, "maybe some folks are unaware." However, I think we all will agree that this is mainstream news due mostly to the music industry and the huge uproar with Napstar. One of Lee's fears is that "the gap in understanding between copyright holders and copyright infringers impede cooperation to find sensible and reasonable solutions." In response to that fear, solutions were offered including "enhancing public awareness" through education and "creating a new business model" suggesting alternative ways in which the industry can adjust its business models to compete in the digital age. Both of these recommendations seem ideal. The question is, is an amicable solution possible? What ever happened to the days of borrowing a friend's new Metallica cassette tape? Metallica never seemed to care back then that we, the listeners and fans, were promoting their music in this way. I wonder what changed all that....why...I'll bet it was....money, money, MO-NEY!

Some pertinent links I found:

10 Big Myths about Copyright Explained

It Takes Time to Judge the True Impact of New Technology by Rob Pegoraro

New File-swapping Software Limits Sharers to a Select Few by Nick Wingfield

Each One Teach One Assignment

Online Schools: True or False?

In the words of Tim Dunlop, "If you build it they will come." How true that is. Fraudulent institutions are popping up all over the Web and making megabucks off unsuspecting consumers. When discussing the growing trend of online schools and digital degrees, I too think it is imperative to define all key terms. What is a degree mill? What does it mean to be "accredited?" Without understanding these concepts, you could find yourself out of thousands of dollars and holding little more than a recycled sheet of paper.

"Schools without walls" and online degrees may seem like the ultimate convenience. Nearly all your assignments can be completed over email or the Internet; you don’t have to quit your job or even leave your house to take classes. It seems too good to be true…and sometimes is. Legitimate online schools are accredited, which means they are reviewed over a number of years by an outside agency that determines whether they meet appropriate standards. This accreditation ensures the student(s) that they are not attending a "degree mill," which is "an organization that awards degrees without requiring its students to meet educational standards for such degrees established and traditionally followed by reputable institutions." (US Office of Education, 1974). In layman’s terms, they sell degrees with a questionable level of quality control. Degree mills often use aggressive and misleading advertising to scam individuals into paying excessive amounts for a quick education. These consumers are generally left with degrees that are not recognized or accepted by other schools or employers.

This is a prime example of false advertising, which as we all know is completely UNETHICAL. "How do they get away with it?" you might ask. They survive by operating in states with lax law governing schools, such as California, Utah, and Hawaii. They may sell only in other states or countries and often operate out of multiple political jurisdictions. They assume identities of well-known schools or other organizations. This is a problem that could potentially double if these institutions are not shut down. Being critical and checking for legitimacy is the only way a person can be sure that he or she is making the right choice.

Title: Ivory Tower Rip Offs - How Online Degree Mills Work
Web address: http://www.elearners.com/resources/diploma-mills.asp
Description: Information about degree and diploma mills is provided by a reputable source, eLearners.com. The author breaks the topic into 3 parts: how online degree mills work, how they survive, and how to protect yourself. Another link will take you to the page on accrediting agencies http://www.elearners.com/resources/accreditation.asp.

Title: NCAHF Position Paper on Diploma Mills
Web address: http://www.ncahf.org/pp/dipmill.html
Description: This paper is provided by the National Council Against Health Fraud but addresses the problem as a whole while discussing its impact in their field. Special terms are defined, which is helpful to a reader who is not yet familiar with diploma mills. The “harm” to students and other consumers is broken down into economic, direct, indirect, psychological, and societal.

Title: Online Schools Under Scrutiny
Web address: http://www.wired.com/news/print/0,1294,52207,00.html
Description: This article from Wired News is a bit dated (2002) but gives a history on the emergence of online schools. The author discusses two academies run by for-profit companies that prompted states to request more regulatory authority.

Title: School Guide USA
Web address: http://www.schoolguideusa.com/online-accredited-degrees.html
Description: This guide to online degrees and distance learning in the US defines the term “accreditation” and addresses its importance when choosing an online school. A list of accredited online schools/degrees are listed.

Title: The Online Universities Weblog
Web address: http://www.onlineuniversities-weblog.com
Description: This is a vast resource for the topic of distance education and online classes. Information can be a bit hard to find due to the scrolling blog format, but it provides a wealth of information. Links to articles and market reports and assessments are abundant. It provided a great resource, the Educational Bloggers Network, specifically for edu-bloggers and a listing of related blogs.

Title: Virtual University Gazette
Web address: http://www.geteducated.com/vugaz.htm
Description: This is a geteducated.com publication; the “diploma mill police” blows the whistle on fake online colleges. Consumers can verify accreditation status of any online program in the US for free at http://www.geteducated.com/diplomamillpolice.htm. Links are provided to a distance learning and college accreditation FAQ page as well as the top 10 signs that a school is not legitimate.

Title: World Education Services: International Academic Credential Evaluation
Web address: http://www.wes.org/ewenr/DiplomaMills.htm
Description: Diploma mills are defined, different types explained, and tips for spotting them are given. Additional resources are listed including Websites and articles dedicated to the topic. WES is recognized by the NY Times and can convert educational credentials from any country into US equivalents.


Education is when you read the fine print. Experience is what you get if you don't. ~ Pete Seeger