Historical Background of the Battery

Decker, F. (2005). Volta and the "pile". Retrieved from http://electrochem.cwru.edu/encycl/art-v01-volta.htm

This article examined the early invention of the “pile” that was the first battery in history and developed by Alessandro Volta (1745-1827). This first battery was named the “artificial electrical organ” based on the patterning after the behavior of a selachian fish that gives out strong electric shocks. The early discoveries of Volta have impacted the evolution of batteries, particularly on its usage in today’s society. This includes the influence of Volta’s early invention with the emergence of new ideas from Watts’ first steam engine, Lavoisier’s law of mass conservation, the declaration of American independence, the French revolution, to name a few. These new ideas occurred during the “age of enlightenment” and have led to more progressive developments, recognition, and further improvement in the use of batteries to support more than 200 years of essential living.

Hirsh, Ph.D., R., & Finn, Ph.D., B. (2002). Powering the past: A look back. Retrieved from http://americanhistory.si.edu/powering/past/prehist.htm

The authors of this article discussed about the origin of electrical power that began in 1895, which was made possible through the diversion of the Niagra Falls water through a pair of high-speed turbines together with two highly powered generators. However, electrical power would not have been available, if not for the earlier discovery of batteries during the 1800s. Though Volta’s invention of the first battery has been significant in leading to further discoveries in power and energy, improvements were needed to strengthen the voltage of batteries. Nevertheless, the early invention of the batteries led to additional discoveries of power storage within confined generators or secured containers. The ability to secure power within transportable and confined generators or containers has led to greater and wider availability of electricity, as well as the steadier production of current that can be transported and used in different equipment and machineries.

History in a Jar. (2010). Connect Magazine, 24(2), 26.

This article discussed a short history on the first battery, including (a) the early contributions of Alesandro Volta who was cited as the inventor of the first battery, and (b) the contributions of other scientists. The article further examined Alessandro Volta’s creation of the first battery as a significant contributor in the development and implementation of new and current batteries that are used in today’s different technologies. In addition, this article explained the evidences on the invention of the Baghdad Battery or Parthian Battery that may be considered as the true first battery. This battery, in particular, relied on acidic liquid that is surrounded with an iron rod. There were speculations that this battery was used in electroplating process, which could have been used to combine a layer of gold or silver over other metals.

Sha, R. C. (2012). Volta's Battery, Animal Electricity, and Frankenstein. European Romantic Review, 23(1), 21-41. doi:10.1080/10509585.2012.639182

 This article examined Alessandro Volta’s invention of the battery and its contributions to the development of electricity. This includes the discourse on (a) Frankenstein’s story as a comparative analysis on the instruments of life as a symbolical representation on the use of batteries; (b) animal electricity as metallic electricity, rather than being interpreted as some internal force of the animal; (c) the boundaries of machine and life; (d) the relationship in terms of similarities and difference with the scientific practices of Victor Frankenstein; and, (e) Mary Shelley’s understanding on the “signs of life”; to name a few. In addition, the article included the (a) relationship between electrical science and figurative things, (b) monstrous electricity, and (c) relationship between natural philosophy and science.

Contribution of the Battery to Society and Education

Bard, J. (2012, May 10). Teams from 39 Southern California schools prepare for solar boat races. Retrieved from http://bit.ly/IMaHfI

Bard’s (2012) article focuses on providing students from southern California the opportunity to participate in a solar boat race. This competition provided opportunities for students to immerse their knowledge and skills in Science with interdisciplinary studies, such as technology, engineering, math curriculum, environmental science, and visual and language arts, to name a few. The concept of batteries promoted the further invention and creation of other forms of energy. The solar-powered boat race offered students the challenge, experience, and understanding on environmental science, water resource management, conservation, and alternative energy development. 

Educause Center for Applied Research (ECAR). (2005). Using mobile technology to enhance students' educational experiences. Retrieved from http://net.educause.edu/ir/library/pdf/ers0502/cs/ecs0502.pdf

This article provided information on the initial development and implementation of mobile learning in school environments. ECAR examined the pros and cons of mobile learning based on (a) availability of technology structure, (b) concept of personalization, (c) essential role of mobile technology in student learning, (d) identification on appropriate support to achieve best results for mobile learning, (e) different uses of mobile learning, (f) logistics, resources, and costs of wireless and mobile learning (g) communication between and among users, (h) accessibility of online course(s) in mobile devices, (i) batteries usability and limitations, and (j) impact of weight and size of mobile devices in actual field work.

McCrea, B. (2010, September 2). Opening up to digital textbooks. Retrieved from http://bit.ly/PmYAgY

McCrea’s (2010) article provided information on the deployment and implementation of digital textbooks in schools to support technology integration in different content areas, increase accessibility to student attendance and progress information, and more practical use of textbooks among students. This includes the (a) ease of use in digital textbooks compared to the daily transportation of physical books in students’ backpacks; (b) flexibility and availability of other instructional and learning tools that come with eBooks; (c) infusion of more technology in teaching and student learning; (d) easier ways of sending web-based surveys to obtain feedback from students; and (e) access of online information from a district-monitored Internet structure.

Nagel, D. (2011, October 20). Activexpression2 response system gets full keyboard, equation support. Retrieved from http://bit.ly/RSoEfD

Nagel’s (2011) article discussed about the different features of Promethean’s Activexpression 2 Response System. This technology device provides students and teachers with opportunities to (a) assess understanding on what students learned from different subjects, topics, activities, or lessons; (b) expand and support the use of mobile devices for effective classroom instruction; (c) support collaboration and active participation among students; (d) integrate relevant use of technology in content delivery and implementation; and, (e) integrate the use of other technology equipment and devices in the classrooms to build an appropriate 21st century teaching and learning. Furthermore, the article provided information on the technical features and specifications that can be found in the Activexpression 2 Response System.

Prensky, M. (2005, December 2). Shaping tech for the classroom. Retrieved from http://bit.ly/hWlFji

Prensky’s (2005) article offered valuable information on the importance of supporting 21st century teaching and learning. Many schools are challenged with keeping up to date with the fast and immediate demands of modern society. In doing so, schools are experiencing difficulty in providing students and teachers with current technologies and best practices to increase participation and engagement in effective teaching and student learning. Though many schools are embracing the use of online accessibility to further teaching, collaboration, and communication among students, challenges continue to exist with regard to separating old practices with more relevant technology integration. Schools are faced with fully understanding the newer generation, often referred to as the digital natives, and how this generation can establish productive and meaningful relationships with the older generation, otherwise known as digital immigrants. There are also issues in providing one-to-one accessibility to technology, better implementation of technology integration in everyday teaching, and being more open and acceptable to changes.

Recharge. (2012). Advanced rechargeable batteries. Retrieved from http://bit.ly/PNAVGt

This article provided information on the development and improvement on performance of products to deliver higher effectiveness and improved financial value to customers with regard to their support and use of products or goods. These products or goods focused on battery collection, material recovery, and use. Furthermore, this article included information on the (a) role of advanced rechargeable batteries in society; (b) wide application of batteries in the areas, such as mobile communication, laptops, cordless power tools, individual cells, and other consumer applications; (c) role of batteries in responding to e-mobility, such as hybrid-mode, plug-in hybrid electric, full electric, and mass transport; (d) sustainability; and, (e) use of resources to support an efficient economy.

Schaffhauser, D. (2012, March 21). Saint Francis high chooses new iPad for 1:1 initiative. Retrieved from http://bit.ly/T7Ojjx

Schaffhauser’s (2012) article explained the experience of a high school in Mountain View, California that launched a school-wide one-to-one implementation of iPads. The goals behind this one-to-one iPad initiative included (a) using mobile and tablet applications that support testing, student and teacher input, research review, and obtaining feedback; (b) serving multiple purposes, such as textbooks, calculators, cameras, dictionaries, encyclopedias, etc.; (c) supporting multiple languages; (d) using an extensive library of educational applications; (e) iPad’s light weight and long lasting batteries; (f) migration of textbooks in digital formats; and (g) availability of iPads in other schools within the Mountain View, California community.

References

Castelvecchi, D. (2009). BATTERIES. (Cover story). Scientific American, 301(3), 73.

Decker, F. (2005). Volta and the "pile". Retrieved from http://electrochem.cwru.edu/encycl/art-v01-volta.htm

Hirsh, Ph.D., R., & Finn, Ph.D., B. (2002). Powering the past: A look back. Retrieved from http://americanhistory.si.edu/powering/past/prehist.htm

History in a Jar. (2010). Connect Magazine, 24(2), 26.

McCrea, B. (2010, September 2). Opening up to digital textbooks. Retrieved from http://thejournal.com/articles/2010/09/02/opening-up-to-digital-textbooks.aspx?sc_lang=en

Nagel, D. (2011, October 20). Activexpression2 response system gets full keyboard, equation support. Retrieved from http://thejournal.com/articles/2011/10/20/activexpression2-response-system-gets-full-keyboard-equation-support.aspx?sc_lang=en

Prensky, M. (2005, December 2). Shaping tech for the classroom. Retrieved from http://www.edutopia.org/adopt-and-adapt-shaping-tech-for-classroom

Recharge. (2012). Advanced rechargeable batteries. Retrieved from http://bit.ly/PNAVGt

Schaffhauser, D. (2012, March 21). Saint Francis high chooses new iPad for 1:1 initiative. Retrieved from http://thejournal.com/articles/2012/03/21/saint-francis-high-chooses-ipad-3-for-new-1-1.aspx?sc_lang=en

Sha, R. C. (2012). Volta's Battery, Animal Electricity, and Frankenstein. European Romantic Review, 23(1), 21-41. doi:10.1080/10509585.2012.639182

Historical Background of the Battery

Batteries were one of the significant inventions that were developed prior to the 1900s (Hirsh & Finn, 2002). Batteries were the main source of electricity during the time when electricity was not easily available to the common household (Hirsh & Finn, 2002). In doing so, batteries could be identified as a transformative technology during its time, based on the many contributions that this invention has provided to support society’s needs (Hirsh & Finn, 2002). The discovery and creation of batteries had involved many years of experimentation as demonstrated by the different inventors of this technology (Hirsh & Finn, 2002). The developmental stages that were involved in its creation began with Luigi Galvani (1737-1798) who discovered “animal electricity” through an accidental energy surge that came from a frog’s leg during a dissection process (Battery Facts, 2012).

However, Padova Alessandro Guiseppe Antonio Anastasio Volta (1945-1827) disagreed with Galvani’s (1737-1798) discovery based on the idea that electricity may have been triggered by a chemical reaction between two different elements (Battery Facts, 2012). Eventually, Volta (1945-1827) discovered the voltaic pile in 1800, which is better known as the battery (Hirsh & Finn, 2002). The voltaic pile is described to consist of pile of zinc and silver discs between alternative discs, and a piece of cardboard that had been saturated in saltwater (Sha, 2012). The bottom zinc disc was connected to the top silver disc using a wire, which produced repeated sparks (Sha, 2012). Volta (1945-1827) continued to build different piles using a variety of elements that led to many more trials of development and improvement (Hirsh & Finn, 2002).

Different scientists and inventors continued to explore and conduct experiments to further improve the concept behind the Voltaic pile (Battery Facts, 2012). William Sturgeon (1783-1850) discovered solutions to strengthen and sustain electrical current in the battery, which was far better than what Volta has previously invented (Battery Facts, 2012). Likewise, Sturgeon (1783-1850) developed a longer lasting battery that prevented erosion due to impurities in the zinc plates (Battery Facts, 2012).

John Daniell (170-1845) followed suit in improving the Voltaic battery by developing remarkable results, which led to solving the problem of polarization  (Batter Facts, 2012). From 1834-1889, Gaston Planté constructed a battery for electrical energy storage, including the elimination of free acid in the battery (Battery Facts, 2012). From 1839-1882, Georges Leclanché developed the Leclanché cell that was used extensively for telegraphy, signaling, and electric bell work (Battery Facts, 2012). This cell provided great use in the early stages of the telephone (Battery Facts, 2012).

Through the years, the Leclanché cell improved, which led to development of the first “dry” cell in 1887 by Carl Gassner (Battery Facts, 2012). Six well-known batters were in circulation by 1889 (Battery Facts, 2012). By the time the 1900s came, smaller and lighter batters were manufactured to perform more rigorous working conditions (Batter Facts, 2012).  Many more inventions and discoveries trailed through many years, until the creation of the modern battery came into the technological world that provided the ability to sustain long hours of use and recharge batteries through electrical input (Battery Facts, 2012).

Contribution of the Battery to Society and Education

Technology plays a significant role in today’s society (Educause Center for Applied Research, 2005). Technology continues to provide comfort and accessibility to information and use of portable or mobile devices (Educause Center for Applied Research, 2005). Batteries are one of the important innovations that continue to impact people’s daily lives (Educause Center for Applied Research, 2005). One of the modern developments in the discovery of batteries is the rechargeable battery, which provided opportunity to convert chemical energy directly into electrical energy (Recharge, 2012). There are different types of rechargeable batteries (Recharge, 2012). However, lithium-ion technology is one of the rechargeable batteries that contains the highest energy density, and provides electrical power to different mechanical equipment and technological devices (Recharge, 2012). This includes the use of rechargeable batters to support mobile communication, laptop and tablets, cordless power tools, health and hospital machines, electric vehicles for individual mobility, mass transportation, solar and wind power, and many more (Recharge, 2012).

Batteries provided different significant contributions to society, including the use of batteries to support a variety of technologies to enhance students’ educational experiences (Educause Center for Applied Research, 2005). One of the most significant contributions of the concept of batteries is mobile technology for student learning and teaching (Educause Center for Applied Research, 2005). The contemporary progress of batteries provides access to mobile technologies that many schools use to communicate ideas, collaborate best practices, and create new ideas for more relevant and meaningful learning experiences (Educause Center for Applied Research, 2005). With the existence of smaller mobile technologies, students are able to access online information at the tips of their fingers; share and collaborate with fellow students anytime, anywhere; conduct virtual conferencing through the use of web 2.0 technologies; enable online or virtual chatting; send text messages or email messages, and be part of social networks for both personal and educational purposes (Educause Center for Applied Research, 2005). These activities may not have been possible without the initial development and creation of batteries to support and sustain the electrical power that is constantly required to operate mobile technologies (Recharge, 2012). Batteries opened the doors to enormous and endless possibilities that continue to occur as humankind embark to discover and explore future inventions for progressive civilization (Recharge, 2012).

References

Batteries. (2006). World Watch, 19(2), 1.

Battery Facts. (2012). All you need to know about batteries. Retrieved from http://www.batteryfacts.co.uk/BatteryHistory/Galvani.html

BBC News. (2003). Riddle of 'Baghdad's batteries'. Retrieved from http://news.bbc.co.uk/2/hi/science/nature/2804257.stm

Carboni, G. (2008). Experiments in electrochemistry. Retrieved from http://www.funsci.com/fun3_en/electro/electro.htm

Castelvecchi, D. (2009). BATTERIES. (Cover story). Scientific American, 301(3), 73.

Decker, F. (2005). Volta and the "pile". Retrieved from http://electrochem.cwru.edu/encycl/art-v01-volta.htm

Educause Center for Applied Research (ECAR). (2005).Using mobile technology to enhance students' educational experiences. Retrieved from http://net.educause.edu/ir/library/pdf/ers0502/cs/ecs0502.pdf

Franklinpapers.org. (2012). "Benjamin Franklin et al.; Leonard W. Labaree, Ed., ''The papers of Benjamin Franklin'' (New Haven, Connecticut: Yale University Press, 1961) vol. 3, page 352. Retrieved from http://franklinpapers.org/franklin/framedVolumes.jsp?vol=3&page=352a

Hirsh, Ph.D., R., & Finn, Ph.D., B. (2002). Powering the past: A look back. Retrieved from http://americanhistory.si.edu/powering/past/prehist.htm

Molecular Expressions. (2003). Zinc-carbon batteries. Retrieved from http://micro.magnet.fsu.edu/electromag/electricity/batteries/zinccarbon.html

Museo Galileo. (2010). In-depth battery. Retrieved from http://catalogue.museogalileo.it/indepth/Battery.html

Recharge. (2012). Advanced rechargeable batteries. Retrieved from https://docs.google.com/viewer?a=v&q=cache:0gDwtOhf8wYJ:www.rechargebatteries.org/Rechargeable_Batteries__Sustainability_REPORT_SEPT_26_2011_NEW_FM.pdf contribution of batteries in modern society&hl=en&gl=us&pid=bl&srcid=ADGEESjQkBLNMosItWxV_aPvcUXIYmBtMh0wdQX-ZYLvUVTP3X8fwBGkgH-kL3WpoPfecIXvAHIerZiyTN_0uvWo7K6M_m9Ap4Q9LP9OqeWXMeADzTNKqYaxG3A17lUgipBJJmtlQ349&sig=AHIEtbQJCbypcIsIevU6KZ0B5czNdDaihw

Sha, R. C. (2012). Volta's Battery, Animal Electricity, and Frankenstein. European Romantic Review, 23(1), 21-41. doi:10.1080/10509585.2012.639182

Debate Question

“Should XYZ Independent School District implement a Bring Your Own Device (BYOD) policy to support the growing need of utilizing mobile devices for online and Web 2.0 technology access to provide effective and relevant teaching and student learning?”

Background Description

The students of XYZ Independent School District are prohibited to bring and use mobile devices, (i.e. smartphones, tablets, laptops) in the classroom to access online information for educational purposes and to access Web 2.0 technology (i.e. Glogster EDU, Google Earth, Facebook, Twitter, YouTube Video) applications. The District provides students with Internet access through the availability of computer labs and computer on wheels (laptops in mobile carts) in their schools where Internet access is limited only to District-approved educational resources and applications that do not have any network connections or linkages with social networking sites, such as Facebook, Twitter, Google, and Pinterest. There are a few schools in XYZ Independent School District who have obtained tablets and iPods to increase technology use and availability among students and teachers. However, the available technology tools and resources that schools of XYZ Independent School District provide are not consistently updated due to funding restrictions.

A group of students, teachers, and parents of XYZ Independent School District has decided to open a discussion with the Superintendent and the XYZ School Board with regard to considering the development and implementation of a Bring Your Own Device (BYOD) policy to support students and teachers to obtain more online access and Internet mobility using student-owned mobile devices. This includes the provision in using more relevant and meaningful Web 2.0 technology applications that both students and teachers can use to support effective teaching and learning experiences, particularly in addressing the high demands of a tech-savvy and global society. However, there is also a group of students, teachers, and parents who are opposed to the idea of implementing a BYOD policy due to strong hesitancy in opening Internet access among students and teachers. Some of the issues raised included situations that will lead to more opportunities for cyber bullying, unlimited access to unfavorable sites (i.e. pornography), violation of individual’s privacy for greater possibilities of sexting, more opportunities for distractions (i.e. playing games online), and the like. In doing so, a dialogue has been set among students, teachers, and parents who oppose the possibility of implementing a BYOD policy and those who support such a policy for more relevant teaching and student learning. Each group is represented with a selected individual, specifically with Mr. Freedom Advocate who supports the pro-BYOD policy and with Mrs. Privacy Believer who supports the anti-BYOD policy.

Debate Dialogue

Mrs. Privacy Believer: “With the ongoing changes happening in modern civilization, it is recognized that today’s schools have to be updated with the technology tools and resources in order to support the ongoing educational needs of students, particularly to meet the demands of a tech-savvy and global society (Education Week, 2011). The schools in XYZ Independent School District provide such opportunities through the availability of computer labs and computer-on-wheels that students and teachers use for collaboration, communication, and creativity (Owen, 2010). Likewise, there are schools in XYZ Independent School District, if not most, that have obtained tablets or iPods to support students and teachers with higher-end technology access (Lytle, 2012). Furthermore, the District provides Internet access, which is also monitored to ensure that students and teachers are safely accessing information for purposes of teaching and student learning (Rodden, 2003). It is highly necessary to ensure that all students and teachers are provided with a safe and nurturing environment, devoid of any form of harm that will impede students’ growth and teachers’ professional development (Ysleta Independent School District, 2011). At this point, it would be interesting to know what Mr. Freedom Advocate would like to address regarding my statement, which encompasses the positive and productive ways that XYZ Independent School District’s schools have been implementing to support technology use in classroom instruction.”

Mr. Freedom Advocate: “Thank you, Mrs. Privacy Believer. I believe that it is important to recognize the ongoing changes happening in modern civilization, particularly in matters that involve efficiency, productivity, innovation, and creativity (Education Week, 2011). For this reason, it is critical for today’s schools to be competent with current technology tools and resources to support the growing educational needs of students and teachers (Education Week, 2011). This includes being open to allowing students to use their own mobile technologies to utilize less restrictive Internet access, particularly in the use of Web 2.0 applications, and to encourage one-to-one computing (Wong, 2012). In addition, you have mentioned that we live in a tech-savvy and global society (Education Week, 2011). In doing so, it would be highly beneficial and significant to adopt a BYOD policy to support the modern changes happening in this society (Wong, 2012). This includes the introduction and cultivation of new learning, the use of various web-based tools that can accelerate and advance learning, the collaboration and communication with peers using different types of technology tools and resources, and the improvement of students’ educational experiences through effective use of different technologies (Hilt, 2011). Do you not find value in providing students with these relevant opportunities of academic achievement?”

Mrs. Privacy Believer: “Yes, Mr. Freedom Advocate, there is value for students to obtain different benefits when they are provided with many opportunities to engage in teaching and learning experiences using different types of technologies (Wong, 2012). However, students of XYZ Independent School District should be provided first with a safe and nurturing environment, including the protection from abusive use of language in web-based applications; physical and emotional harm from Internet predators; cyber bullying from peers and other individuals; exposure to inappropriate Internet content; verbal and mental harm from electronic mail, chat rooms, and other forms of online communication; and the like (Federal Communications Commission, 2012). Quality student learning cannot be achieved if students’ learning environments are negotiated in favor of wide-open access to Internet information (Federal Communications Commission, 2012). Now, Mr. Freedom Advocate, can you further explain as to how BYOD policy can guarantee student safety and quality student learning?”

Mr. Freedom Advocate: “Mrs. Privacy Believer, the safety of the students in XYZ Independent School District is not being negotiated to favor wide-open access to Internet information. It is well recognized and understood that students need to have a well-balanced learning environment where safety and security is one of the essential factors to ensure quality student learning. However, it is highly essential that students be provided with opportunities to develop and implement less restrictive access to Internet information, particularly in the use of web 2.0 applications (Wong, 2012). The BYOD policy can also provide students and teachers with appropriate guidance in establishing learning environments that are positive and proactive when it comes to student safety and security. Yes, there are computer labs and computer-on-wheels in different schools of XYZ Independent School District, including some schools that have deployed iPods and tablets. However, the implementation of these devices have been mostly used to conduct student assessments, basic methods of research, and use of proprietary applications such as Microsoft Office products and Apple-based applications (Owen, 2010). Don’t you agree, Mrs. Privacy Believer?”

Mrs. Privacy Believer: “I do not agree that the use of these different technologies in XYZ Independent School District have been focused only on student assessments. Students and teachers have used these technology tools and resources to create wonderful projects, including research, and arts and crafts. What is wrong with using Microsoft Office products and Apple-based applications (Hickins, 2009)? Students and teachers have used these and other similar computer-based applications for many years (Hickins, 2009). These software applications have worked in the classrooms to support student learning and teaching (Hickins, 2009). Furthermore, aren’t schools supposed to be accountable with student performance (Education Commission of the States, 2012)? What is wrong with using these technologies to assess and evaluate students’ academic standing (Education Commission of the States, 2012)?”

Mr. Freedom Advocate: “I am not claiming that it is wrong for schools of XYZ Independent School District to use proprietary software. However, it would be more beneficial if schools would focus more on relevant technology-based practices, where students and teachers are provided with wider flexibility to use different technologies that students have to establish more meaningful teaching and student learning experiences (Wong, 2012). Moreover, the Internet access that students and teachers currently use through campus technology tools and resources has been very restrictive, to the point where teachers give up in using relevant web-based applications because of the consistent blockings of even education-based applications online (Wong, 2012). How can we expect our students and teachers to cultivate learning environments that are based on real-world situations when we do not provide them with opportunities to develop decision-making abilities, critical and analytical skills, collaborative learning, and trust and dependability (Wong, 2012)? The development and implementation of the BYOD policy can support student-computing initiatives where students and teachers can make use of student mobile devices to engage students and boosts academic achievement (Wong, 2012). This results to lesser absenteeism and higher student academic success (Wong, 2012).”

References

Education Commission of the States. (2012). Computer-based assessment. Retrieved from http://bit.ly/OV5zh6

Education Week. (2011). Technology in education. Retrieved from http://www.edweek.org/ew/issues/technology-in-education/

Federal Communications Commission. (2012). Children's Internet protection act. Retrieved from http://fcc.us/m2tk2E

Hayes, J. (2012). The device divide. Engineering & Technology (17509637), 7(9), 76-78.

Hickins, M. (2009). NYC schools overpaying for proprietary software. Retrieved from http://bit.ly/SSTQu5

Hilt, L. (2011). Successful school leaders today need to harness technology & social media. Retrieved from http://bit.ly/uBhDJa

Johnson, D. (2012). Head for the Edge. Library Media Connection, 31(1), 98.

Kellett, A. (2012). The threat within. SC Magazine: For IT Security Professionals, 26-28.

Lytle, R. (2012). Tablets trump laptops in high school classrooms. Retrieved from http://bit.ly/OFylgq

Norris, C., & Soloway, E. (2011). Tips for BYOD K12 Programs. District Administration, 47(7), 77.

Owen, W. (2010). Oregon school computer labs overwhelmed by demands on students. Retrieved from http://bit.ly/dqaOpW

Project Tomorrow. (2011). The new 3 E's of education: Enabled, engaged, empowered. Retrieved from http://bit.ly/QThl8I

Rodden, K. (2003). The children's internet protection act in public schools: The government stepping on parents' toes?. Retrieved from http://bit.ly/SSLMcW

Schachter, R. (2012). Creating a robust and safe BYOD program. District Administration, 48(4), 28-32.

Twentyman, J. (2012). BYOD: OMG! or A-OK? (cover story). SC Magazine: For IT Security Professionals, 18-23.

Wong, W. (2012). One-to-one or BYOD? Districts explain thinking behind student computing initiatives. Retrieved from http://bit.ly/H8zF6T

Ysleta Independent School District (2011). CQ-R, Electronic Communications Data Mgt, 2004 Sep 8. Ysleta Independent School District Regulations. Online. Accessed January 30, 2011 from http://bit.ly/Rd3s7a

Ysleta Independent School District (2012). CSI: Ysleta – Internet safety and awareness. Retrieved from https://sites.google.com/site/internetsafetyandawareness/

Abstract: The electronic mail (E-mail) system was first introduced as early as 1965 when email was simply used to duplicate a file to another user’s file directory. As years have passed, the email system has developed and continued to evolve, including the introduction of more advanced programming codes, use of web-based services through the world wide web (www), use of the familiar “at symbol” to signify every individual’s email address, and the changing role of email with different users particularly among students, teachers, corporate employees, and government personnel. This paper will conduct a discourse analysis on the path of obsolescence of email in today’s widely used social networks to communicate, collaborate, and produce innovative ideas and information, especially in the environment of teaching and learning.

The Electronic Mail (E-mail)

Effective communication is key between and among individuals in order to establish favorable influences, particularly in instilling meaningful and purposeful learning, enthusiasm, active participation, collaboration, and fulfillment (Bolkan & Holmgren, 2012). The development and implementation of the email system has created different avenues and opportunities for individuals to communicate within a more desired time frame, including, but not limited to: establishing positive and nurturing working relationships (i.e. teacher-student working relationship built on trust, transparency, and dependability), providing flexibility in supporting individual needs (i.e. online learning environment, after-school or out-of-class inquiries), supporting alternative ways for individuals to communicate important matters and information with confidentiality, and avoiding awkward or uncomfortable face-to-face interactions, to name a few (Bolkan & Holmgren, 2012).

The electronic mail (email) system began in 1965 when the main objective was to send email messages to duplicate files to another individual’s file directory (Fleishman, 2012). The email system continued to develop and evolve when more advanced programming codes were introduced in 1981, which provided the possibility for computers to understand the English alphabet (Fleishman, 2012). This may have provided more opportunities for specific users to send more complex and multiple messages (Fleishman, 2012). Another important development in the age of the email system was the introduction of Hotmail in 1996 that included the availability of web-based email services (Fleishman, 2012). The existence of the World Wide Web (www) has initiated an era of possibilities, where these have resulted to further expansion and improvement in the partnership between the email system and the Internet (Fleishman, 2012). This was followed with the creation of the “at symbol” (@) that signified every user’s email address, which continues to be used even in today’s email account standards (Fleishman, 2012).

Changes in the role of the email system continued to occur as years passed, particularly among different groups of users such as students, teachers, corporate employees, government workers, businessmen, to name a few (Fleishman, 2012). Presently, email is still being used to facilitate communication among groups of users (Ramsay, 2012). Likewise, current email systems are built with more robust and complex features that provide users with the abilities to attach and send files, translate email text into different languages, incorporate email reminders in web-based calendar systems, communicate time-sensitive information with a quick click of a button, forward email messages in one account with another email account, and categorize or label email messages according to specified folder classifications, to name a few (Ramsay, 2012).

The continuous changes in the development and implementation of email (i.e. Google Mail, Yahoo Mail, Lotus Notes Mail, Outlook Mail) have influenced many school districts to utilize the different functionalities of an email system to supplement and support teaching and student learning (Miyata & Kobayashi, 2008). This includes the introduction of more secured email systems (i.e. Gaggle) for teacher and student use in order to communicate and share important information or reminders, submit assignments online and provide feedback, offer clarifications or questions, and provide more opportunities to collaborate among fellow students (Miyata & Kobayashi, 2008). Unfortunately, the current users of the email system seem to rest mostly with the older generation (i.e. Generation X, Younger Boomers).

Despite the constant changes that have been developed to maintain the use of the email system in today’s modernization of technology, many technology savvy users (i.e. Generation Y) have either migrated or adopted the use of more complex communication and networking systems, such as social networks in the form of Facebook, Twitter, Google Plus, Edmodo, Wikispaces, MySpace, Friendster, and the like (Miyata & Kobayashi, 2008). This includes the incorporation of email within these social networking sites, which provided users to go beyond the use of merely sending messages (Click, 2012). Users are able to participate actively using just-in-time communication methods, such as online chats, instant messaging, and web-based hangouts (Click, 2012). Many of these social networking sites have also developed built-in email systems in order to facilitate asynchronous communication among its users, which has become an important element in online learning environments (Click, 2012). Furthermore, the popularity of different social networking sites influenced many schools to include social networking as part of student engagement and teaching strategies, including its recognition as a form of supporting the different needs of individual learners (Click, 2012). Likewise, the vast features of the Internet has opened many doors for social networking sites to develop multiple ways for individuals to communicate, collaborate, and grow their connections globally (Flat Classroom Project, 2012).

The email system may seem to present its continuous significance in the digital communication world. However, many can anticipate that the longevity of email may be nearing its final destiny as more current users, particularly Generation Y, gravitate towards favorable use of social networks. Could email messages be considered an obsolete technology tool? Possibly, depending on who may be presented with this question. As long as email continues to be part of everyday work routines, many of its current users, no matter what generation they may belong to, may continue to use email systems to fulfill and complete their respective tasks. With regard to classroom instruction, many teachers and students may continue to experience challenges in being allowed to have full access in using different types of technology tools, including email. Policies may be changed in education, when it comes to technology implementation. However, its relevance in providing more freedom to choose what technology will be implemented in the classroom may depend on the decision among stakeholders of the educational community.

References

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Click, C. (2012, September 24). Social media take a seat in schools. Retrieved from http://www.hispanicbusiness.com/2012/9/24/social_media_take_a_seat_in.htm

Flat Classroom Project. (2012). Flat classroom project. Retrieved from http://www.flatclassroomproject.org/

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