when will my life begin?

As the song goes-When will my life begin?  When do I begin to live the fantasy of teaching in a perfect world where a classroom incorporates all of these new technology programs, lessons and ideas?  The answer is now-never.  I try to not think big as in a total class overhaul, but rather small, one lesson at a time, and try to fold technology into the classroom in smaller pieces.  I will send my students on their way with more than what they had and with more experience in technology.  In my experience, learning is learning, and technology has provided me with a wide range of resources and tools.  I try to keep my skills and repertoire of lessons updated to keep my classroom innovative.  Students, testing and even community demands have changed, and education must change with it.  I may have the same hairstyle for the last three decades, but not my teaching style.
   In this course's readings I found myself gravitating to two resources repeatedly.  Web 2.0: New Tools, New Schools (2007) and Using Technology with Classroom Instruction That Works (2007).  These resources were practical and useful for resources and creating my assignments.  The logical, methodical approach to teaching backed by research is evident.  They have the mark of people who know their way around a classroom and have worked out all the angles.  The explanation given for organization is concise and clear.  The book is divided into the four planning questions, nine categories of instructional strategies and seven categories of technologies and reinforced with examples, links and templates.  "Throughout, we also give specific directions for when to use learning strategies, and which tools work best for each task." Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007)  I reflected on the advice given time and again on feedback that it be immediate, specific and allow student input , but I had never applied it to the immediacy of technology based assignments until now.  While I have used technology based assignments, I use them for special lessons or projects and have not transitioned to a daily application. Although over the years the technology has changed considerable and has needed constant updating. My approach to incorporating them into my class needed (needs) a different perspective as evidenced by the readings.    "Research shows that the more immediate feedback is in the classroom setting, the greater its impact on student behavior. Kulik & Kulik (1988).  I find that to be true with my experience also after finding myself a student after so many years. These lessons we have been using and should be using in the classroom are imminently practical for a classroom as I have found.  I believe students work better in support with a common goal and will help to achieve when creating a product.  Students like to show off what they know and have achieved rather than sit and listen to what a teacher knows. As a student,  I found myself trying out the different technologies, adding, tweaking the assignment and discussing details with the group.  I liked having a lifeline through social media if I needed help or questions, the web conferences and the versatility of the Googledoc. I have even overcome shyness or ego (fear of looking stupid) at writing on this blog.  The world revolves around the Sun, not me as I remind my students.
    I don't think I am waiting for that fantasy world to begin; I think I will start it one lesson at a time.  I find my perception of what a classroom should look like changing.  I wrote previously about an epiphany I had about being a facilitator in the classroom, but I haven't quite mastered it.  I believe the lessons and advice from our readings help guide me in the right direction.  After all, an art teacher doesn't sit in class showing students how to draw something then give them a  multiple question test over it, and  never allowing them to pick up drawing utensils.  Students learn by doing.  Web 2.0 New Tools, New Schools gives examples of eportfolios where they can do exactly that.  " Just as the Web changed with the implementation of the architecture of interaction, we could say that portfolios have the potential to change with the pedagogy of interaction, especially as used withing a paradigm of assessment of learning." Solomon, G., & Schrum, L. (2007)  I think in today's market and society students are more marketable with skills learned through this learning process rather than worksheets, lectures and essays.  I know I am learning a great many useful skills, and usable ideas rather than sitting in a lecture hall.  Learn by doing especially with such fine examples as models.

 Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development

Solomon, G., & Schrum, L. (2007). Web 2.0: New tools, new schools. Eugene, OR: International Society for Technology in Education

 

What is it we are trying to accomplish?

   In this week's readings Web 2.0: New Tools, New Schools addresses assessments.  In curriculum we have been instructed to start with the end in mind.  Most rookie teachers make the mistake of addressing what they are going to do for an individual day rather than having an overall masterplan or goal.  It is easy to get bogged down in the minutiae of day to day details, distractions and feel as if nothing is never accomplished or fall into the trap of having assignments just to keep the students busy.  Technology based lessons with a valid assessment attached can be a more valuable use of time and create an interactive learning experience.  The questions is asked, "Can assessment be authentic and simultaneously prepare students to succeed in the standardized testing that they will face?" Solomon, G., & Schrum, L. (2007)  The answer is of course, yes.
   With technology, students are required to use a variety of skills to navigate through the learning process and create a product to reflect what has been accomplished.  By the time a formal assessment has been rendered, the point is almost moot.  "Performance assessments call upon the examinee to demonstrate specific skills and competiencies, that is, to apply the skills and knowledge they have mastered." Stiggins (1987) is quoted in the work to demonstrate the philosophy that students are guiding the learning and being active in the process.  Assessment is an analyzation of what has been accomplished and learned.  Several examples are given as authentic assessments such as podcasts for foreign language classes, and  updated, interactive technology eportfolios.Solomon, G., & Schrum, L. (2007)  If we are truly trying to achieve learning and education then lessons, assessments and classrooms should reflect.

Solomon, G., & Schrum, L. (2007). Web 2.0: New tools, new schools. Eugene, OR: International Society for Technology in Education, 168-176

Lamar web conf week 5 EDLD 5364

   I had two conferences this week, and I guess perspective is everything.  I find the web conferences from my field supervisor to be supportive, refreshing and engaging.  I am free to ask questions and receive immediate feedback.  I find the same experience in the weekly web conferences for class.  I am just glad I have the anonymity of being off camera after a long 10 plus hour day.  My dogs racing across the laptop keyboard do not help matters either, so no mic helps also.  This weeks information is still reinforcing the requirements for reflection on documents from each class, while clarifying it is already built in and requires only an addition onto the document.  It also reminded to meet with supervisors, which I have now attended two.  My field supervisor is also very careful to give information to help avoid pitfalls, and gives practical advice while leaving the hour open to questions.  It helps to know what to avoid and not to blunder blindly about.  I have always wondered why students never listen when I warn them what previous mistakes students made, and I am trying to take my own advice.  These conferences are a valuable resource.  Call it the cliff notes to the class.

Lamar web Conf week 4-

This week's readings were about flexibility, and this week's conference proves that theme also.  I was not able to make the 8pm Tuesday date night appointment, but rather was able to access it via recording.  Thankful I did.  The conferences give information about rubrics, invaluable examples of sample lessons and good questions from colleagues.  I left this one until the last minute due to frantic STAAR testing demands, Saturday school teaching, meetings and life demands in general, (I am still 2nd place in NCAA basketball bracket however), but glad I was able to view the conference.  Not being able to meet in person and meeting via internet is good and the ability to view it after the fact is also fabulous.  I did miss being to chat back and forth privately, ask questions live, but such is the price for failure to show.

One Size fits All- Never Fits!

   In looking at using technology in the classroom, the same theme emerges of flexibility.  In reading Teaching Every Student in the Digital Age:Universal Design for Learning, the same theme is reinforced through their examples of lesson designing.  I have designed lessons for twenty five years and each year have seen an increase demand for individualized modifications.  Technology easily meets that demand in the classroom for each student.  I am also seeing a trend to do away with gifted programs.  The system is making it much harder for students to stay in the programs, cutting funding for those programs and just cutting the programs over the years.  The classes are becoming a place where you have special education on the lower spectrum learning with the gifted and talented, who meet special education requirements but are on a different learning level/speed in the same classroom.  One quote describes the difficulty of trying to meet the needs of all students with old methods.
   Embedded, flexible, ongoing assessments have the potential to resolve many of the problems with standardized, paper-and-pencil tests, particularly as tools for guiding teaching. It is true that standardized tests can yield valuable information, especially if one is evaluating trends and information about groups, but as accurate assessments of individual students' skills, knowledge, and learning, these assessment tools are severely flawed. Rose, D., & Meyer, A. (2002).

By using technology I can allow students to collaborate, share strengths and learn the material in ways they are accustomed in today's world and meet their needs.  I don't have to prepare thirty different modifications, but rather have a custom fit already waiting.  I become a facilitator.  The student is doing the work instead of passively sitting in class.  In Using Technology with Classroom Instruction that  Works, cooperative learning has been studied and proven a workable solution. One study is quoted, Cooperative learning is not so much learning to cooperate as it is cooperating to learn. (Wong & Wong, 1998).  I tend to agree.  In doing the technology assignments, I find I am learning from my fellow students the more I collaborate and share.  I am incorporating these techniques into my classroom also.  I have always been careful about group work to allocate the work since I found out very quickly that one person did all the work, and everyone took the credit.  I am finding out even on simple assignments a student can check their answers with another before handing it in and give them confidence.  It is not enough time to copy the entire assignment, but rather to check one or two questions they might not have been sure about.  This carries over into technology assignments where they can lean on each other to design projects, research, and even collaborate with other groups.  I had two groups who didn't want to film themselves, so they had another group act in their film while  they directed.  The other group loved acting out, being directed and learning about the other's project and even had some good ideas.  A third group found out what was going on and decided to "up their game" on their project due to competition.  In past years I used a plain video camera, but we have used a wide variety of technology for assignments.  The rubric is helpful in keeping everyone involved, and no one is left out. Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007) pg. 142  I usually make sure everyone is assigned something to research, present, or responsible for knowing.  So, with a few adjustments, using technology, the one size fits all can accommodate everyone!

Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development. Chapter 7

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development, 139-154

Dizzy, My Head is Spinning...What I learned Week 3

   This week was foretold to be a busy, writing fun-filled week. It is a good thing it is Spring Break, because it has been a whirlwind of activity. Just when I think I am finished, I turn around and have another activity to complete, start or do. We learned about UDL- Universal Design of Lessons (see previous post). I also learned about how to do an ebook. I enjoyed this activity immensely. It involved another medium to share information with multi media online. It is simple to use and can be teacher made or assigned to students to create. I plan to use it as assignments and have students access them for reviews. I had a bit of trouble with the audio files not being mp3's or being too big. Technology has a dark side to it. I also think I would need to do extensive pre-planning with students before launching them onto the computer to create it, so students didn't get mired looking for the perfect picture or just copy and paste something from Wikipedia. I loved the glossary aspect. My team also met to discuss the Action Scenario plan, group project and our lessons. We have worked well together previously, so we got right to work. It is nice having a good group of hard-working, supportive people to work together. I have typed so much this week, my hands hurt, my head hurts, and I miss the sun. I have learned a great deal in return, however.

   In reading Using Technology with Classroom Instruction that works, I was struck with the advice concerning feedback. The advice gave three directives that student work should receive timely and specific corrections, and each should participate in some form of the process. In any ephiphany I have had in my learning, or life it was not done with something someone had lectured to me about, or a worksheet I had filled out, but rather a process where I came to an understanding. I have had many student teachers in my classroom, and the first lesson is that students want tell about what THEY learned. Students are not really all that interested in sitting in a class listening about what the teacher knows. The learning process should be interactive, allow for students to have a learning curve and be an integral part of the process rather than passive. Having students take notes and fill in worksheets are passive activities than can be substituted with technology based assignments. " A frustration of being one teacher responsible for the learning of many students is that it can be tremendously difficult to provide each of the specific and immediate feedback." Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). I can reach only so many students at a time during a day, and more and more students have IEP's. The technological lessons we are demonstrating and using fill in those requirements of individualized lessons and adaptations. I see more "aha" moments through these types of lessons than I do during a worksheet. A students who can self-correct during the process and lead to a greater understanding of the material is the ultimate goal. Creating lessons with the UDL design with the three networks of recognition, strategic and affective helps with the process.

ebook-
http://bookbuilder.cast.org/view.php?op=share&book=60602e9f7b34a92e10747c4dc3da7a7a&sid=11748




Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development, 41-58, 217-225

Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development

Dizzy, My Head Is Spinning...Week 3 EDLD 5364 UDL

     This week's topic introduced the concept of UDL- Universal Design for Learning.  Three networks are necessary for the learning process.  One network is the "recognition" network.  It involves how students deal with information and process it.  Learning needs to be given in a variety of methods in order for students to learn, recognize and remember it.  In the past, teachers would give notes, and then show a movie to try to use multi media.  In the second network, "strategic" network, work is differentiated to allow for individualized needs of students.  Students can be involved in the assignment instead of passively sitting and listening to the teacher.  Students can have control over the performance, outcome and input.  They have a vested interest in the lesson and have more in depth knowledge of material than just filling out worksheets.  The third and last network is "affective" network which motivates students to produce quality work, want to learn and be involved.  The UDL lesson format helps to plan lessons with technology involvement with these three components.
   Simple, workable plans are key for a successful lesson.  Keeping your end objective in mind is critical in planning.  Reading these principles are practical strategies for teachers to incorporate technology into their lessons.  I have used many lesson plan formats over the years, and this one was very simple and easy to use. Incorporating their strategies into the lesson was practical and necessary due to today's stress on testing,  need for individualizing of lessons and meeting diverse needs of students.  Technology can be flexible for students and give them control over the content while maximizing their learning.  The UDL provides a uniformity while allowing flexibility in subject, content and assignments.  UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs.  Several times I have used the comment that "one size fits all" doesn't apply, and they make the case for me. Worksheets where everyone answers the same questions in the same time period really don't accomplish much, while technology based assignments allow students to show their strengths and knowledge.  We have moved from carving in rock, to papyrus, to quill, fountain pen, typewriter.... we need to progress further.

ebook- American Revolution Causes-

http://bookbuilder.cast.org/view.php?op=share&book=60602e9f7b34a92e10747c4dc3da7a7a&sid=11748

  Cast.org (2009). Model UDL lessons. Center for Applied Special Technology

Lamar's Web Conference- Week 2

   As posted before, I am a dedicated attendee of the web conferences, and believe them to be a valuable resource.  A free exchange of information, questions and point of contact is vital to keep from feeling a sense of isolation and provides a safety net.  This week's conference I also remembered too late I needed to be helpful in reminding to hit record button.  The questions were not so much on this week's topics or assignments, which seem pretty basic and much as last week, but about our action plans.  There was some confusion about the hours and activities.  I have to admit I was listening, jumping back and forth from screens  for the powerpoint, links to topic discussion and this week's group assignment.  Multi-tasking doesn't even begin to describe what I was doing.  Dr. Borel was patient and said she would get back to us with the required information.  I am doing so many things on campus as department head, committees, teaching workshops, volunteer I don't believe I would have a problem fill double hours. I listened to Dr. Borel's advice and will take it as it comes.

DIY -NAILED IT!- maybe?

   In this week's readings and study material, I have to laugh at the image one constantly gets inundated with on Pinterest of the picture of perfection and someone's pathetic attempt of DIY and the word's "Nailed It" superimposed.  This is my reaction of some of this week's technology study readings.  I have been part of many district surveys and studies while not even knowing I was part of the study.  I tend to be a little sceptical of results. I do trust my experience in the classroom which does support the findings of many of these studies.  I  know how some districts try to implement some of the educational technology programs without support, plans, training, full startup accessories, knowledgeable personnel  and doom any efforts to succeed.  I admire the plans with thoughtful, fully committed plans that are executed in a timely manner and show follow through with support.  Usually academia readings are from a rarified strasophere pure air of unattainable reach rather than practical, usable applicable material. I have not found this to be the case in all of these readings. I found several resources of technology sites which are useful.  Some are familiar to me, and some are new.  The material puts technology into perspective and makes a case for why it is not just for fun in the classroom, but an integral part of the learning process.  With today's emphasis on testing and reaching every student and individualizing student lessons, technology can easily meet that goal for each teacher.  Page, M. S. (2002). Technology-enriched classrooms: Effects on students of low socioeconomic status. Journal of Research on Technology in Education, 34(4), 389–409

  

   In reading Teaching Every Student in the Digital Age, a lesson design is introduced that allows for differentiated lessons for students. It is the Universal Design for Learners.  One quote makes the point "At the start of the planning process, the first question for a teacher to answer is usually the most obvious: What knowledge and skills do I want my students to have at the end of their lesson or unit?" Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007).

  In teaching I have found it better to start at the end rather than the beginning.  It allows me to plan my lessons, my quizzes, my tests, and timeline without getting bogged down.  I also can put blinders on to filter out any non essential, inconsequential distractions. Using Technology with Classroom Instruction that Works advises to set objectives for students in the lessons and that is very practical advice.  The suggestions and examples are even more invaluable which is why I have to say this is my "go to" resource.  Some are resources I have used in the past to some success, but some are new.  For setting up a pre-assessment or what you know, want or learn type objective several resources are given such as Inspiration, templates for  KWL, learning contract and others.  Another category would be to use data collection with SurveyMonkey or Pollcat.  Communication software can be used for reflection purposes much like essays were written to summarize material.  Examples for places to blog, or using email are given.  Using educational standards for objectives for curriculum and rubrics are requirements for most teachers and excellent resources are included.  These are all up to date methods to include students in tried an true methods to engage in the learning process.  Instead of standing students up in front of the class with a poster, which one person probably did all the work, and wasting valuable teaching time boring all the students, students are engaged in learning.  These examples are practical, within each student's technology skill range and easily adaptable to any subject. They are also simple upgrades on old lesson methods of essay summarizations, posters, research, and group projects, but with a technology twist. 

   I had an ephiphany many years ago while watching a fellow teacher who never seemed tired at the end of the day, but her students always worked so hard.  She used the word "facilitator".  That is how she saw herself in the classroom.  I adopted that word and used it ever since.  The students should be doing the work- not the teacher.  The teacher is the supervisor.  The reading Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development has the same philosophy.  Quoting a book, Avator- of the Word James J. Odonnel,

[It will be] to advise, guide, and encourage students wading through the deep waters of the information flood. [Educators] will thrive as mentors, tutors, backseat drivers, and coaches. They will use the best skill they have . . . to nudge, push, and sometimes pull students through the educationally crucial tasks of processing information: analysis, problem solving, and synthesis of ideas. These are the heart of education, and these are the activities on which our time can best be spent. (O'Donnell, 1998, p. 156)

    

Teaching is still the same, but with added tools at our discretion and arsenal.  It is up to us to implement and utilize to the best of our ability.  Education needs to adapt to a changing world, needs, and provide for a growing demand.  Technology provides us with resources to provide.

Page, M. S. (2002). Technology-enriched classrooms: Effects on students of low socioeconomic status. Journal of Research on Technology in Education, 34(4), 389–409

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development, Chapters 1, 15-38.

Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development. Available online at the Center for Applied Special Technology Web site. Chapter 1.

Resources from Using technology with Classroom Instruction That Works:

Data collection sites

www.surveymonkey.com

www.pollcat.com

www.profilerpro.com

Standards sites

www.mcrel.org/standards-benchmarks

http://edstandards.org/standards.html

Rubrics sites

http://edweb.sdsu.edu/webquest/rubrics/weblessons.htm

http://rubistar-4teachers.org/

www.landmar-project.com/rubric_builder/index.php

www.teach-nology.com/web_tools/rubrics

Lamar web conferences

   During this master's graduate course for Lamar University , I have attended as many online web conferences as possible. Lamar offers web conferences as a convenience for students to interact with professors as part of their course.  While I have not attended conferences a hundred percent, the conferences I have attended have contained valuable information and insight into assignments and courseload.  Other students ask questions I am thinking, and some I didn’t know to ask.  Advice given by professors who have taught the course previously anticipate problems before I encounter them and enable me to easily avoid them.  This week’s conference was an introduction to EDLD 5364 and allowed me to see the powerpoint of forms and information needed.  I was also able to form my group for this course group project.  Conferences are an invaluable resource and point of contact throughout coursework.  

Am I teaching?- If I am teaching, What am I teaching?

   I recently gave a workshop that decried the woes of state testing, and what to do as a teacher. Students are in a gap between skills and a high level test.  Teachers are pressured to pull, push students to achieve scores, and students are caught in a frenzy of pre-testing, reviewing, testing, prepping, post-testing and analysis of testing cycle of purgatory.   Teachers are looking at how students are learning.  Technology is part of the answer.  One book gave very useful advice for incorporating technology into the classroom and lessons.  Teaching is an art and a business. A profession.  A lesson is created with an end purpose of what the student should learn and know. If a lesson is to incorporate technology that must still be included.  Technology is not about just typing a paper or playing video games.  Using Technology with Classroom Instruction, (2007) claimed effective use of technology in the classroom showed important gains in knowledge and skills for students. ( Ringstaff & Kelly, 2002) Teachers in the classroom using technology would have seen an increased interest in assignments whenever students have been allowed to be involved with lessons and control over the outcome.  My main point at the workshop was that students can no longer passively sit taking notes, watch teacher prepared powerpoints, and drill for tests.  Students must be more actively involved in their assignments.  Students must process and analyze information by creating and working with material.  Technology can help with this.  Tests today require much more processing by students.  Teachers are having to adapt and change teaching styles, habits, lessons, classrooms, and mindsets.  Further studies in the book support claims that technology is more interactive, and students have a sense of control using  technology. ( Russell and Sorge, 1999).  Pitler, H., Hubble, E., Kuhn,. M., & Malenoske, K. Using Technology with Classroom Instruction, (2007)  Teachers have already observed this firsthand of course. The skills observed in the studies were broken into nine categories of strategies and skills.  It is important to note again that any lesson should have an observable objective and measurable outcome as stated as very practical  in the book. One reading looked at how people learned and technology incorporates all learning styles.  How People Learn: Brain, Mind, Experience, and School. (2000) Bransford.  introduced the idea of students not all having a shared experience and not being able to appreciate reading material due to lack of life experiences.  As a former reading teacher, I had to bring to life many different settings, cultures, and explain situations for students who didn't understand.  As a history teacher, I enjoy technology advances that enable me to link live web cam with the Panama Canal and watch it stream live in class while we work on assignments.  My students have a much better appreciation for it afterwards.  Not everyone learns the same or internalizes information the same way however.

   Three theories of learning have been offered for reading this week.  I find all three interesting, if a bit divergent in theory.  One theory is constructivism.  The theory posits the learner begins with what he or she knows and puts a personal spin or applies to personal experience. Constructivism to learning is like a cook making a recipe and putting a unique personal style to it. You can always tell a Paula Deen recipe from a California gourmet meal.  This is especially important to learning today due to the need for students to process and analyze material on state testing.  Students must internalize information and make decisions based on what they know not on what they have memorized.  Questions are multi-stepped, and require indepth analysis.  Southwest Educational Development Laboratory, (1999). Learning as a personal event: A brief introduction to constructivism.

Another theory for this week's reading included connectivism learning. In this theory learning is a continual process- a network.  Knowledge is used in association with other information to build upon and create further knowledge.  The telephone and radio are such examples.  These inventions were not created in isolation, but rather build upon multiple technological discoveries of the day.  I try to use this in the history classroom by using science's process of having student's justifying their answers on their work as a strategy in my class, and reading strategies as well as math cognitive skills to solve problems.  All learning skills are related and transferable.  I use the analogy of football drills in class.  Athletes must do many mundane drills, weightlifting, exercises that are not actual plays in the game, but it enhances their playing skills.  School is the same way. Sprague, D. & Dede, C. (1999). If I teach this way, Am I doing my job: Constructivism in the classroom. Leading and Learning.

The last theory may seem a bit bizarre, but not really when you look at technological advances today.  It is the cyborg theory.  It involves the human/machine interaction.  Ray Kurzweil, inventor, hypothesizes the inclusion of technology into education including implanting chips in human nervous systems is not inplausible.
There is no analogy necessary the cyborg says it all.  We implant information chips in dogs, medical chips are used today.  Defense uses many enhanced technology today.  While I don't think we are quite to this point, I don't quite discount the possibility for the future. Goggles for individual monitors and viewing, desks for keyboards. The technology exists ready to bring into the classroom and advance learning to the level we need.    McPheeters, D. (2009, March). Social networking technologies in education

resources:

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development, Introduction, 1 – 14.

Southwest Educational Development Laboratory, (1999). Learning as a personal event: A brief introduction to constructivism.

Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn: Brain, mind, experience, and school.

McPheeters, D. (2009, March). Social networking technologies in education. Tech and Learning

Sprague, D. & Dede, C. (1999). If I teach this way, Am I doing my job: Constructivism in the classroom. Leading and Learning.