Technology

Technology in Education: Research

Published

11 years ago

April 23, 2015

by Johnny Taylor, MIT, MBA
Special to the NNPA from the Houston Forward Times

Over the last group of weeks we have been covering Technology in Education which included insights into Education Technology Infrastructure, Research and E-Learning. This week we will conclude the series with Mobile Computing and Social Networking which is growing throughout schools and school systems within the United States; specifically within Houston, Texas. We invite and encourage our entire readership to tap into this information so you are properly equipped and informed to make intelligent decisions for your children, grandchildren and future-generations. We now live in a “Knowledge Based Economy” (KBE) which means in simple terms that people are paid based on their knowledge levels in specific areas or vertical markets. For those who are educators this data is being compiled from ‘Education Week’. Stay tune and here we go; today, we are discussing Mobile computing and Social Networking in Education.

Mobile Computing

Increasing access, growing acceptance, and decreasing cost are all helping to make the use of mobile devices a popular and increasing trend within the world of educational technology. While the digital divide between the affluent and disadvantaged still exists, mobile devices appear to have the potential to close it, at least in terms of access.

According to the “Horizon” report. The report predicts game-based learning will be widely adopted by mainstream classrooms within two to three years (New Media Consortium, 2013).

Instead of educational software, e.g. Math Blaster or Reader Rabbit, students and teachers are much more likely to incorporate Web-based educational games into classrooms, which are often available for free. The National Science Foundation has played a large role in providing funding for the research and development of Web-based science games such as Crystal Island—a game developed by the IntelliMedia Group at North Carolina State University where students investigate an infectious outbreak—and the River City Project—a multi-user virtual environment for science inquiry created by researchers at Harvard University (Education Week, March 17, 2011; Education Week, April 30, 2008).

Some educators hope that games and simulations will provide a way for students to picture themselves in career paths they may otherwise would not have chosen, especially in the STEM (science, technology, engineering, and mathematics) subjects, and some argue that games and simulations offer students a way to connect what they are learning in class to (simulated) real-world situations in a safe and low-cost environment (Education Week, March 17, 2013).

Researchers have also found that games and simulations may help students learn by helping them visualize processes they otherwise could not see, such as the flow of an electron or the construction of a city. Games can also promote higher-order thinking skills, such as collaboration, communication, problem-solving, and teamwork (MIT, 2009; National Academies Press 2013).

However, creating a healthy marriage of an engaging and entertaining game with educational objectives and goals is a challenging process that has yet to be perfected. To create and design games with the kind of high-resolution graphics and complex situations that children are used to seeing in commercial games takes a large amount of funding and time that educators often do not have. And finding the time and resources to train teachers who may not be familiar with game-based learning is a challenge for most schools.

Despite these challenges, many educators and researchers are committed to developing educational games and incorporating game-based learning into classrooms across the United States.

Social Networking

Many schools are no longer debating whether social networking should play a role in education. Instead, that debate has shifted to what social networking tools work best and how to deploy them (Digital Directions, June 16, 2013).

Some schools are using mainstream social networking tools, like Facebook, for everything from promoting school events to organizing school clubs as well as for more academic purposes related to assignments and class projects.

But educators wary about security, advertising, information-sharing, and social interaction in such an environment are often seeking out social networks designed specifically for learning instead. These sites, like ePals and eChalk, are more restrictive, often allowing teachers and school officials to limit not only who can join, but who students can talk to and interact with. Some educators also say students seem to take these sites more seriously and treat them with a more academic focus and tone than they would a site they routinely use for socialization with their peers. These sites also often provide safety features that can detect foul language or bullying phrases and alert a teacher (Education Week, June 15, 2011).

Many educators say the academic benefits of social networking are real. They allow students to work cooperatively on projects in an online environment that feels familiar to students. Teachers often report that a student who does not speak up in class will be more engaged on a social networking site and that these sites allow instructors to extend the school day.

Educators have also taken to social networks for professional development. The social networking site Ning, for example, has a plethora of group sites organized around teaching a particular subject, like English literature or high school biology. In addition, Twitter has become a force in the professional development arena, with features such as EdChat, weekly one-hour conversations that take place around pre-arranged educational topics (Digital Directions, June 16, 2013).

Web 2.0 and other technology tools are making it quicker and easier than ever to create digital portfolios of student work—a method of showcasing student progress that experts say increases student engagement; promotes a continuing conversation about learning between teachers, parents, and students; and extends academic lessons beyond school walls (Education Week, March 17, 2013). New social networking tools to aid this are being developed and updated regularly.

Wikis and blogs allow students to work collaboratively and share their work with a limited or unlimited number of people. The video phone service Skype is also popular with teachers, particularly for allowing their students to connect with peers in other parts of the country or the world. Other tools, like VoiceThread, which archives and indexes images, videos, text and audio, are popular with all ages of students, including at the elementary level

In closing, huge differences in technology infrastructure remain among schools in the United States especially along racial lines similar in scope and scale to “Banking Redlining”. And while chief technology officers generally say that school infrastructure is improving, many openly doubt that capability will catch up with demand, since new digital tools used in education are requiring ever-increasing amounts of bandwidth. The USA must get serious about solving our Education problem centrally because the longer we wait the further China and India moves ahead of the USA, noting they also have larger human population which is a key driver to even greater growth output for China and India. Just something to think about as we moved back to a “Flat-Global-Economy” verses an Industrial Economy thanks to the Internet, similar to the time period prior to the Industrial Revolution when the country with the most human populations ruled the world based on populations, economics and global-output(s). Thank you for reading and this article concludes the Technology in Education series written over the last month.

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Newsom Signs Addictive Social Media Law to Protect Kids

Newsom said California’s approach focuses on the features that can encourage excessive social media use rather than taking the broader step of banning teenagers from the platforms altogether. He contrasted the measure with restrictions adopted in Australia and Malaysia that prevent teenagers from accessing social media or creating accounts.

Published

1 week ago

September 22, 2026

Post News Group

By Bo Tefu, California Black Media

Word Count: 391

Gov. Gavin Newsom has signed a new California law targeting addictive social media features that can keep children scrolling, giving the state new authority to restrict how platforms engage young users.

AB 1709, authored by Assemblymember Josh Lowenthal (D-Long Beach) prohibits social media companies from giving children under 16 access to personalized feeds, including “For You” pages, as well as other features designed to maximize screen time, such as infinite scrolling and video autoplay.

The law does not prevent children under 16 from using social media. Instead, platforms must deactivate the covered features for those users.

“This is about actually addressing the problem, the scrolling, the algorithms,” Newsom said Sept. 10 during a bill-signing event in the San Francisco Bay Area.

The law comes amid growing concerns about the impact of social media on children’s mental health and well-being. California lawmakers have increasingly focused on the design and business practices of technology platforms as part of efforts to protect young users.

AB 1709 is one of 13 youth online safety and privacy laws Newsom signed Sept.10. The package also includes measures regulating AI chatbots, increasing potential penalties for technology companies and establishing additional protections for children using digital services.

Lowenthal said the new rules represent a shift toward greater accountability for technology companies.

“We want oversight. We want accountability. We’re done asking nicely, and we’re demanding that there is a duty of care across these platforms — a duty that puts the wellness of our children ahead of profits,” Lowenthal said.

The law builds on California’s broader effort to regulate children’s online experiences. A separate law, AB 1043, will require users to provide their birth dates when setting up new phones or laptops beginning in January, with device manufacturers required to share users’ ages with apps.

Some youth online safety advocates have supported AB 1709 as a more targeted alternative to outright social media bans. Others have warned that the restrictions could make it harder for some LGBTQ+ young people to find support online and questioned how effectively age requirements can be enforced.

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OPINION: The New American Fear – From 9-11 to AI

The terrorists didn’t invent American racism, xenophobia or political paranoia. We shouldn’t give 19 hijackers that much credit. But after 9/11, America built an enormous security structure around fear. Surveillance expanded. Wars followed. Congress created the Department of Homeland Security. TSA transformed airports. Immigration enforcement was reorganized and ICE was created.

Published

1 week ago

September 22, 2026

Post News Group

By Emil Amok Guillermo

I was quiet about 9/11 until this week, when terrorism got an upgrade.

Artificial intelligence.

I have taken 9/11 seriously every year. Twenty-five years later, I was all “feeled out.”

I’ve gone to Ground Zero. I’ve written about the dead, the survivors, the first responders and those who survived that day only to become sick years later.

But this isn’t another column about where we were.

It’s about what America became.

For me, September 11, 2001, marks the beginning of a New America. Not the diverse, multicultural America I hoped was emerging.

This is the America that fear built.

I was 3,000 miles away in the Bay Area watching CNBC.

Then the planes hit.

The markets shut down.

And something else opened.

Fear.

At first, fear brought us together. We had a common enemy and, briefly, rediscovered a common good.

But fear is a terrible foundation for democracy.

The person we feared was initially the terrorist.

Then the Muslim.

Then the Arab.

Then the Sikh mistaken for an Arab.

Then the immigrant. The undocumented. The person at the border.

The category continues to expand.

Maybe that’s the real 25-year story of 9/11.

We went from finding common ground to looking for flaws that prove somebody doesn’t belong.

The terrorists didn’t invent American racism, xenophobia or political paranoia. We shouldn’t give 19 hijackers that much credit.

But after 9/11, America built an enormous security structure around fear.

Surveillance expanded. Wars followed. Congress created the Department of Homeland Security. TSA transformed airports. Immigration enforcement was reorganized and ICE was created.

Temporary emergency became permanent infrastructure.

Recently, Anthropic researcher Jacob Coxon quit his job and warned that people building advanced AI genuinely believe it could kill humanity by the end of this decade.

He walked away two months before his Anthropic equity vested.

That’s credibility.

President Trump has taken a different view. On Sept. 14 he called fears of AI destroying humanity a “HOAX” and declared, “WHOEVER WINS AI, WINS!” He said the only guardrail AI needs is a “STRONG AND SMART (High IQ!) PRESIDENT.”

We have built the threat.

We finance it. We feed it our words, photographs, voices, art and knowledge. We invite it into our homes and carry it in our pockets.

Americans are confronting something genuinely frightening.

AI could eliminate or transform jobs. And its increasingly powerful systems raise questions even some of their creators say they cannot fully answer.

So, the question what do we do with fear without surrendering our common humanity.

That requires real leadership and oversight from Congress, if not the president.

Trump insists Iran can’t have a nuclear weapon. But on AI, his emphasis is winning the race, especially against China.

That’s the trap.

Fear of China becomes the argument for going full speed ahead.

Twenty-five years after 9/11, we have another chance to get fear right.

Be smart enough to know what to be afraid of.

And make sure we stay in control of the tech.

We’ve got to be smarter than the machines.

About the Author

Emil Amok Guillermo is an award-winning journalist, commentator and comic monologist. He hosts a micro-talk show on YouTube. See him at Comedy Day at Robin Williams Meadow in San Francisco’s Golden Gate Park, on Sept. 20, around 2:45 p.m. Free.

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Business

Oakland Launches Aerbits Program to Identify, Report Abandoned Trash

“Aerbits, which was approved by the Privacy Advisory Commission, uses modern technology and best practices to help our crews clear trash faster and more efficiently, while our targeted outreach and enforcement strategies address the root causes of dumping. Together, we are going to get the job done.”

Published

1 week ago

September 21, 2026

Post News Group

Aerbits founder Brian Johnson(left) and OaklandMayor Barbara Lee launch Aerbits in Oakland.

By Rebecca Kaplan Special to The Post

On Tuesday, the City of Oakland launched Aerbits, an innovative new program that deploys AI-assisted aerial imaging technology to proactively detect and report abandoned trash on streets and sidewalks – to support timely and effective removal of illegal dumping.

By shifting from a reactive, complaint-based system to data-driven proactive detection, the City can deploy cleanup resources faster, more efficiently, and more equitably to the areas in greatest need.

Approved by both the Privacy Advisory Commission and the Oakland City Council, Aerbits is the latest addition to Oakland’s comprehensive strategy to eliminate illegal dumping from the Town.

“Oakland residents and businesses deserve clean streets and today we are one step closer to a safer, cleaner, and greener Oakland,” said Mayor Barbara Lee. “Our strategy strengthens eradication, education, and enforcement efforts across every neighborhood.

The impacts of illegal dumping on Oakland are profound, disproportionately burdening historically disinvested communities while threatening public health, safety, and economic vitality.

The City is united in taking action to remedy it – with the mayor, Council, administration, Public Works Department, community groups and more coming together to make change.

In May, the City Council approved the Illegal Dumping Expenditures Action Plan, which approves and funds multiple actions – including Aerbits – to help remedy illegal dumping.

This past June, Oakland secured $9.2 million from the Crankstart Foundation to scale up operations like Aerbits and break the cycle of illegal dumping across Oakland.

The Aerbits aerial imaging system photographs public rights-of-way to pinpoint exact locations, estimate waste volumes, and classify types of debris. This enables City dispatchers to understand the problem and efficiently deploy the appropriate crew and equipment to each site.

Built with privacy at its core, the technology contains no facial recognition, no license plate readers, and uses no personally identifying information. Aerbits takes pictures of trash – not of people.

“I founded Aerbits because I saw a major gap in the data that was available to City crews on the streets, and I wanted our children to have a cleaner environment” said Aerbits Founder Brian Johnson.

“Aerbits enables cleanups to be timelier, more effective, and more equitable. By providing real-time comprehensive data, automating the creation of work orders, and improving closure of cleared tickets, we are removing the problems that occur when relying primarily on a complaint-based system,” he said.

Aerbits is the latest milestone in the series of actions the City is taking to implement the City Council-approved Illegal Dumping Expenditures Action Plan. Recent actions taken by the City include:

Stricter Enforcement: Enacted a new Illegal Dumping Enforcement Ordinance increasing penalties and holding vehicle owners responsible; hired additional Environmental Enforcement Officers equipped with updated citation technology; and worked alongside State Senator Jesse Arreguin on legislation that allows the City to boot vehicles tied to repeat dumping offences.
Community Resources: Reinstated the popular “Bulky Block Parties” offering residents free, convenient ways to get rid of bulky waste, alongside expanded public education campaigns.
Expanded Fleet Equipment: Obtained new heavy-duty Lightning Loader trucks that allow us to clean up more volumes of debris faster than ever before.

Rebecca Kaplan is a former City Councilmember-at-large for the City of Oakland.