tag:blogger.com,1999:blog-2243199436771628702024-02-18T18:24:24.586-08:00Technochat: EDUC 7108By Krista Crawfordkristacrawfordhttp://www.blogger.com/profile/09645971393018085758noreply@blogger.comBlogger26125tag:blogger.com,1999:blog-224319943677162870.post-35275176200361485712011-05-25T05:11:00.000-07:002011-05-28T05:13:31.190-07:00EDUC 7108: Module 6 BlogThe Digital Divide<br />
<br />
<br />
As a leader in educational technology, what can I do to help make emerging technologies valuable to others, while maintaining gender, cultural, and socioeconomic sensitivity? <br />
<br />
In order to do so, we must first understand the group of people as a whole. We must identify their needs and how the emerging technologies can best be utilized to meet those needs. Once those needs are identified, we can then devise a plan to meet those needs. In my classroom, I have students with IEP’s. The accommodations that I make allow them to learn and participate in grade level material by level the proverbial playing field so my students can have their needs met. Once we identify gender, cultural, and socioeconomic needs, then we can create an individualize plan to meet their needs with the emerging technologies. <br />
<br />
Secondly, to make emerging technologies valuable to others, our primary focus cannot be on the device. Getting the device or innovation into everyone’s hand is good, but it is not the entire solution because the devices are useless without a person using it. As Dr. Thornburg suggested, we cannot “…do it by giving them a bunch of technology and software and then leaving them alone” (Thornburg, 2009). They will need support and guidance while trying to meet their needs. We must find a way to create an infrastructure that supports them after the device is in their hands. By doing so, we can ensure the emerging technologies continue to meet the learner’s needs while maintaining gender, cultural, and socioeconomic sensitivity. <br />
<br />
Laureate Education, Inc. (2009). Emerging and future technology. Baltimore: Author.kristacrawfordhttp://www.blogger.com/profile/09645971393018085758noreply@blogger.com0tag:blogger.com,1999:blog-224319943677162870.post-29537456568028504052011-05-12T16:43:00.000-07:002011-05-15T16:45:34.142-07:00Red Queen or Increasing Returns?When we were first notified that we had to watch a DVD of a movie that I did not own, I first asked my mom because she has collected videos for years. However, when I couldn’t find it there, I checked Redbox movies and Walmart to see if they had it. Eventually, I had to turn to Netflix to find the movie online. Renting Blade Runner was the first time I had ever watched a movie digitally using my laptop, and now it probably will not be my last.<br />
<br />
<br />
I believe that the current competition between DVDs and video on demand is an example of Red Queens simply because of the fierce competition between the two types of technology (Thornburg, 2009). Essentially, these two technologies allow people to rent movies in their homes instead of going out of the house to get it from a store. By promoting their essential details and competing to be the best they have suddenly moved ahead of Blockbuster, Movie World, and other movie rental places.<br />
<br />
Enhances: What does this technology do that is new?<br />
<br />
This technology allows people to watch movie from any computer, from any place, and at anytime. With our ever-changing schedules, this tool gives us the opportunity to watch movies even when the rest of the world is sleeping. <br />
<br />
Obsoletes: What does this technology replace?<br />
<br />
This technology replaces the need for movie rental stores. It replaces the need to rush back to return the movie at the last minute before the store closes in order to avoid a late fee as well. <br />
<br />
Retrieves/rekindles: What does this technology bring to mind (or retrieve) from the past? <br />
<br />
This technology brings to mind peoples need for entertainment. At first, it was stories by a campfire to teach the tribes history and rituals, and then we moved to entertainment by radio. Next, we were able to bring about television show (first black/white and then in color). Lastly, it brings to mind movies showing at local movie theaters. <br />
<br />
Reverses: What might replace this technology in the future, or what might it cause to occur?<br />
<br />
One thing that might replace this technology is if local theaters cease to exist and entirely new movies can be beamed directly into our living rooms. With the increasing speed of internet connections downloads are clearer and quicker than ever. In addition, with the use of portable projectors (like the ones in our classes) people have the ability to watch movies with their neighborhoods on the side of their houses. The only new thing would be instant access to movie premieres.kristacrawfordhttp://www.blogger.com/profile/09645971393018085758noreply@blogger.com2tag:blogger.com,1999:blog-224319943677162870.post-24075040478466898492011-04-29T19:03:00.000-07:002011-05-04T19:07:08.863-07:00Disruptive Technologies: Second LifeThornburg (2009) aptly explained that disruptive technologies are a completely new type of tool that changes how things are done, but they are not gradual extensions of the older type of technologies. Recently Second Life was considered a disruptive technology because it interferes with the way people interact with each other on the internet. In Second Life, people create avatars that represent who they are or who they want to be (alter egos) in order to set up relationships in the virtual world. <br />
<br />
<br />
If this new world is a disruptive technology, it would replace how and where people go to meet others on the Internet. Instead of using chat rooms or having to interact with people on a face-to-face level, people now have the ability to create a new world and develop characters for how they want to be seen in their virtual environment. <br />
<br />
Since disruptive technologies seem to come out of nowhere and make an existing technology obsolete, I am not quite sure it will totally replace how we can interact with others. Second Life, has been around for several years, but I do not see it being replace with another innovation within the next 5 years. I do see it being used more in education because in certain situations it can be an effective tool for learning. By using virtual worlds, teachers and students can travel to worlds and access information that we cannot obtain in face-to-face environments. <br />
<br />
Laureate Education, Inc. (2009). Emerging and future technology. Baltimore: Author.kristacrawfordhttp://www.blogger.com/profile/09645971393018085758noreply@blogger.com0tag:blogger.com,1999:blog-224319943677162870.post-59600637948866185322011-04-14T19:27:00.000-07:002011-04-26T19:29:33.855-07:00Rhymes of HistoryRhymes of History<br />
<br />
<br />
After reflecting on Kevin Kelly’s speech on “The Next 5,000 Days of the Web,” which can be found at http://www.ted.com/index.php/talks/kevin_kelly_on_the_next_5_000_days_of_the_web.html, I decided to re-explore the technologies we use to communicate. Doing so, I was able to see the plethora of technologies that are in existence for communication. Currently we use landline phones, cell phones, video conferencing, email, and even cloud communications, but the tool that I associated the most was Skype. Skype is a communication tool that is also a rhyme of history, and it allows users to make phone calls, participate in video conferencing, collaborate with group members, send instant messages, and share documents all live on the Internet.<br />
<br />
Being able to correspond in this manner reflects man’s desire to reach out communicate with the world around him. What was once only possible through clay tablets in Mesopotamia, Egyptian hieroglyphics on papyrus paper, Chinese script on bamboo, and printed books in Europe to text messages on cell phones, email on the Internet, and now Skype. By rekindling communication in this manner, we are able to communicate more effectively with others and at greater distances. Skype has many attribute that make it a wonderful rhyme of history, but the most impressive is the fact that it allows individuals to communicate for free if both parties have access to a computer and the Internet. With the availability of computers and Internet access in libraries, one only has to be able to set up an account to “reach out and touch” someone across the world. <br />
<br />
http://www.siemens-enterprise.com/us/products/openscape-cloud-solutions.aspx?gclid=CITeoJe9u6gCFYhM2godwXtQDA<br />
<br />
http://www.skype.com/intl/en-us/home<br />
<br />
http://www.ted.com/index.php/talks/kevin_kelly_on_the_next_5_000_days_of_the_web.htmlkristacrawfordhttp://www.blogger.com/profile/09645971393018085758noreply@blogger.com0tag:blogger.com,1999:blog-224319943677162870.post-18965022247928940982011-03-31T21:59:00.000-07:002011-03-31T21:59:54.123-07:00<div class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; mso-fareast-font-family: "Times New Roman";">As a learning community, we decided to explore the Nook Color E-Reader from Barnes & Noble.<span style="mso-spacerun: yes;"> </span>This device is an emerging technology that has gone through a series of changes to become what it is now.<span style="mso-spacerun: yes;"> </span>As McLuhan (2009) indicated, tetrads can grow as clusters or as chains.<i> <span style="mso-spacerun: yes;"> </span></i><span style="mso-bidi-font-style: italic;">The Nook Color would be a part of a chain because it continues to evolve by making improvements within itself.<span style="mso-spacerun: yes;"> </span>The following is a tetrad regarding the Nook Color E-Reader:</span></span></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; mso-fareast-font-family: "Times New Roman";"><span style="mso-bidi-font-style: italic;">Enhances: What does this technology do that is new?</span></span></div>This device allows us to carry an enormous amount of reading material with us without dealing with the cumbersome job of literally carrying it with us. According to the Barnes & Noble website (2011), this device has a built in Wi-Fi to surf the web, provides free social sharing of books, has the ability to store and listen to music, and is the first device that provides color to enhance our reading material. <br />
<br />
Obsoletes: What does this technology replace?<br />
<br />
This technology replaces the need to carry or make traditional books and text books, the need to have traditional libraries, traditional music or book stores, the need to have mp3 players and iPods, and the original Nook or Kindle.<br />
<br />
Retrieves/rekindles: What does this technology bring to mind (or retrieve) from the past? <br />
<br />
It brings to mind clay tablets, which were the first forms of books. It also brings to mind the papyrus manuscripts from Ancient Egypt. <br />
<br />
Reverses: What might replace this technology in the future, or what might it cause to occur? <br />
<br />
A solar powered/alternate battery source to improve the Nook’s battery life may replace this technology. With only about an 8 hr built-in battery source and only 800 MHz processor, the Nook will not allow you to read or surf the web for very long without carrying a charger everywhere with you (Barnes & Noble, 2011). This requires you to mooch off someone else’s power source to remain operational. Maybe the Nook can develop a battery source that absorbs the excess energy projected off objects around it in order to extend its own battery life. <br />
<br />
<br />
Resources:<br />
Barnes & Noble. 2011. Retrieved from http://www.barnesandnoble.com/nookcolor/reviews/index.asp?cds2Pid=35607 on March 30, 2011. <br />
<br />
<br />
Barnes & Noble. 2011. Retrieved from http://www.barnesandnobleutm_term=nook&utm_medium=cpc&utm_source=google&utm_campaign=Nook%20Top&isIndexPage=1&cm_mmc=Google-_-Nook%20Top-_-Nook%20General%20-%20Exact-_-Nook&cm_mmca1=44743a65-3493-59e8-6269-000053eb2947 on March 30, 2011. <br />
<br />
Laureate Education, Inc. (2009). Emerging and future technology. Baltimore: Author.kristacrawfordhttp://www.blogger.com/profile/09645971393018085758noreply@blogger.com3tag:blogger.com,1999:blog-224319943677162870.post-85331423538220261282011-03-20T21:07:00.000-07:002011-03-20T21:13:14.873-07:00<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhRr1QFS5QJHHlJihyZxMsRrXvD9qNL9rW2uS7tURWij6-wp_04rM9-HbgpaPCbk4da40E-9kY-cVeKzV4-ofq788-1N8rrTK_gI1ooiuzLUwBNfw-lFBrADZV_3ivJs8_AT6DIWEzkShbh/s1600/ImageMate-software-title.jpg"><img style="TEXT-ALIGN: center; MARGIN: 0px auto 10px; WIDTH: 320px; DISPLAY: block; HEIGHT: 86px; CURSOR: hand" id="BLOGGER_PHOTO_ID_5586381310407430610" border="0" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhRr1QFS5QJHHlJihyZxMsRrXvD9qNL9rW2uS7tURWij6-wp_04rM9-HbgpaPCbk4da40E-9kY-cVeKzV4-ofq788-1N8rrTK_gI1ooiuzLUwBNfw-lFBrADZV_3ivJs8_AT6DIWEzkShbh/s320/ImageMate-software-title.jpg" /></a><br /><div></div>kristacrawfordhttp://www.blogger.com/profile/09645971393018085758noreply@blogger.com0tag:blogger.com,1999:blog-224319943677162870.post-2830400899228448852011-03-20T21:04:00.001-07:002011-03-20T21:04:02.595-07:00<span xmlns=''><p>"The constantly changing landscape of educational technology can be thought of as a series of transactions from older tools to newer ones" (Thornburg, 2009). With Thornburg's words in mind, we too are facing many transformations at my school when it comes to integrating new technology. One of the most prevalent changes is the incorporation of the document camera. Even though there are many types of document cameras being integrated, the most popular brand is the ELMO and can be located at <a href='http://www.elmousa.com/index.php'>http://www.elmousa.com/index.php</a>. <br /></p><p><br /> </p><p><span style='font-family:Calibri; font-size:11pt'>What needs does the document cameras meet in our school? Document cameras not only let you project information and books on to SmartBoards, but they also let teachers move the camera's arm to project from different angles. As the arm moves, it allows the camera to show views of the object's side, front, and top positions just by making slight adjustments. Secondly, document cameras allow teachers to zoom in and out on an object or perform tasks, like experiments, live so the entire room can see them at the same time. As the teacher manipulates the arm, more students are able to see the demonstration without getting in each other's way or moving up to the front. In addition, document cameras are able to connect to a microscope and go into "microscope mode" so everyone can see magnified images on a slide. Being able to see microscope images as a class, allows teacher to cut down on the expense of buying a classroom set of microscopes and slides. <br /></span></p><p><br /> </p><p><span style='font-family:Calibri'>In addition to positive effects, there are some negative aspects of document cameras. First, some of the document cameras are only being used as glorified overhead projectors even when they can do so much more. Teachers are only focusing on their simplicity rather than their ability to be an interactive tool. To fix this problem, we can provide training for teachers on how to use it in more interactive ways. In addition, the ones that we have at our school tie teachers to one place in the classroom. They do not allow teachers to walk around the room and monitor students' progress as they complete assignments. This problem has a solution, but it requires another type of innovation called a slate. Purchasing this tool would cost extra money to purchase and time to train teachers on how to use them. Lastly, the only other negative aspect of the document cameras is the fact that we do not have enough money in our budget this year for everyone at our school to have one in their classrooms because of their price. Although we have several documents camera at our school, I hope that we will continue to integrate their innovativeness within our classrooms. <br /></span></p><p><br /> </p><p>Thornburg, D. D. (2009a). <a target='_blank' href='http://sylvan.live.ecollege.com/ec/courses/14936/CRS-WUEDUC8812-3730077/current_trends_in_ed_tech.pdf'><em>Current trends in educational technology</em></a>. Lake Barrington, IL: Thornburg Center for Space Exploration.</p></span>kristacrawfordhttp://www.blogger.com/profile/09645971393018085758noreply@blogger.com0tag:blogger.com,1999:blog-224319943677162870.post-53441655002108562702010-08-14T09:55:00.000-07:002010-08-14T09:56:30.307-07:00Module 5 responsesI responded to KCDavis and Burian Kitchen's blogs.kristacrawfordhttp://www.blogger.com/profile/09645971393018085758noreply@blogger.com0tag:blogger.com,1999:blog-224319943677162870.post-75618243644162533152010-08-11T18:38:00.000-07:002010-08-11T19:07:21.177-07:00EDUC 7105: Module 5 MotivationAt my former school, I was a Master Technology Teacher. Part of my responsisbility, as such, was to teach teachers how to use and create interactive lessons using Promethean ActivBoards. Doing so, required me to step into a leadership position at school and truly see teachers' resistance to technology in a different light. Although teachers in this system resisted, I believe in the technology strategies and changes being made. Many teachers hid behind closed doors hoping that "out of sight, out of mind" would mean not having to participate or use the material. Others believed that if they fussed about it long enough, they would not have to use the equipment and their problems would magically go away. Had I, at the time, been aware of John M. Keller's ARCS model for motivation, my colleagues outcomes could have been different while learning how to integrate technology into their classrooms. According to Driscoll (2005), Keller's theory"assumes that students' motives (or values), together with their expectancies (efficacy and outcome expecations), will influence the degree of attention and effort they will supply to a learning task" (Driscoll, 2005, p. 332). <br /><br />Had I applied Keller's ARCS model, it might have looked something like this:<br /><br /><strong>Attention</strong>: When starting a new lesson, I could have intrigued the teachers by showing them a new gadget to use when teaching a lesson like the reveal tool in a miniature form. When using the reveal tool with a bit of imagination, it can become a magic wand, x-ray machine, or magnifying glass. <br /><br /><strong>Relevance</strong>: During the lesson, I could help teachers see the relevance of the tool. Using the tool in this manner, will be more intriguing to the students and make any of their lessons more interesting.<br /><br /><strong>Confidence</strong>: One way to help teachers gain confidence is to walk them through creating the reveal tool using simple steps, so it will be easier for them to recreate it on their own. By breaking down how to create the tool and how to use the tool, I can help them be more confident when creating interactive lessons using their grade level curriculum. <br /><br /><strong>Satisfaction</strong>: Once teachers see how easy it is to use the tool in one lesson, they will be more willing to create more lessons using the reveal tool to make interactive lessons. In addition, as teachers participate in the lessons, they could have a positive consequence such as receiving SDU credit to make them more willing to create more interactive lessons.<br /><br />Driscoll, M. P. (2005). <em>Psychology of learning for instruction</em> (3rd ed.). Boston: Pearson Education, Inc.kristacrawfordhttp://www.blogger.com/profile/09645971393018085758noreply@blogger.com3tag:blogger.com,1999:blog-224319943677162870.post-29068066324039061052010-07-16T21:33:00.000-07:002010-07-16T21:37:34.240-07:00module 3 commentsI commented on Burian Kitchen and Duane Colman's blog for Module 3.kristacrawfordhttp://www.blogger.com/profile/09645971393018085758noreply@blogger.com0tag:blogger.com,1999:blog-224319943677162870.post-5847149348583964102010-07-14T23:54:00.001-07:002010-07-17T19:20:03.737-07:00Module 3 Blog Post<span xmlns=""> <p><span style="font-family:Times New Roman;font-size:12;">Humans, in general, are very selfish creatures. By looking at our history, one would conclude that competition is good (chariot races, olympics), greed leads to success (corporate businesses), and war is inevitable (Middle East). These qualities have overshadowed human societies since the beginning of modern time. Therefore, I doubt Howard Rheingold's altruistic view (2005), which alleges that it is basic human instinct to "interact and work as a group." An instinct is something that comes naturally or relfexive if you must, but working together takes work.<br /></span></p><p><span style="font-family:Times New Roman;font-size:12;">I do agree, however, with the fact that survival is one of our basic instincts. If that means we must "interact and work as a group" as Howard Rheingold discussed, then humans will do what it takes to survive. After reflecting on the video, the concepts that "there is strength in numbers," and "it takes a village to raise a child" came to my mind. Both of these represent the benefits of working collaboratively. I then began to ponder the benefits of wolves working together. Although they have to work continually to keeping their pack together, the benefits out weight the consequences of being alone in the wilderness. With this thought in mind, I reexamined Rheingold's concepts and became intrigued about the possibilities that collaboration can provide. With a little help from a friend, maybe, just maybe, there is hope for human kind after all.<br /></span></p><p><span style="font-family:Times New Roman;font-size:12;">How can technology facilitate collaboration among learners based on constructivist principles? "The computer offers an effective means for implementing constructivist strategies that would be difficult to accomplish in other media" (Driscoll, 2005, p.406). In the video, Rheingold examined the benefits of open source platforms and peer-to-peer productions. He pointed out, "…new forms of cooperation enabled by new technologies create new forms of wealth, we may be moving into yet another economic form that is significantly different from previous ones" (Rheingold, 2005). Therefore, collaborative platforms are necessary so collaborative efforts can ensue.<br /></span></p><p><span style="font-family:Times New Roman;font-size:12;">This week our group examined Cloud Computing when we explored the Horizon Report. Cloud Computing allows users to share web-based applications for editing, word-processing, social networking, and media creations (New Media Consortium, 2010). One example of that our group used was Google Docs. This web-based platform allowed our group to effectively communicate, collaborate, and construct our ideas about the effectiveness of a specific emerging technology to solve a current work place problem. The resourcefulness of this type of platform allows learners to collaborate while maintaining the developmental and motivational needs of a constructivist environment.</span></p><p><span style="font-family:Times New Roman;font-size:12;"></span></p><p><span style="font-family:Times New Roman;font-size:12;">Driscoll, M.P. (2005). <em>Psychology of learning for instruction </em>(3rd ed.). Boston:Pearson Education, Inc.</span></p><p><span style="font-family:Times New Roman;font-size:7;">New Media Consortium. (2010). One Year or Less: Cloud Computing, 2010 Horizon Report: K-12 Edition. Retrieved from <a href="http://wp.nmc.org/horizon-k12/chapters/cloud-computing/">http://wp.nmc.org/horizon-k12/chapters/cloud-computing/</a></span><span style="color:#ffffff;"><span style="font-family:Times New Roman;font-size:7;">). </span></span><span style="font-family:Times New Roman;font-size:12;color:#ffffff;"><br /></span></p><p><span style="color:#ffffff;">"Howard Rheingold: Way-New Collaboration" </span><a href="http://www.ted.com/index.php/talks/howard_rheingold_on_collaboration.html" target="_new"><span style="color:#ffffff;">http://www.ted.com/index.php/talks/howard_rheingold_on_collaboration.html</span></a><span style="font-family:Times New Roman;font-size:12;color:#ffffff;"><br /></span></p><p></span></p><a href="http://wp.nmc.org/horizon-k12-2010/chapters/cloud-computing/"></a>kristacrawfordhttp://www.blogger.com/profile/09645971393018085758noreply@blogger.com1tag:blogger.com,1999:blog-224319943677162870.post-22352734072358215412010-07-01T21:37:00.000-07:002010-07-01T21:39:06.641-07:00Module 2 responsesFor Module 2, I responded to Amanda Dickerson and Burian Kitchen.kristacrawfordhttp://www.blogger.com/profile/09645971393018085758noreply@blogger.com0tag:blogger.com,1999:blog-224319943677162870.post-52805700787643027742010-06-30T20:19:00.001-07:002010-06-30T20:56:57.046-07:00Why choose between learning theories?<span xmlns=""> <p><span style="font-family:georgia;">After participating in our classroom discussion this week and reading the blogs by Bill Kerr, Stephen Downs, and Karl Kapp, it only strengthened my belief that we do not need to choose between behaviorism, cognitivism, constructivism, or connectivism learning theories to promote learning in our classrooms. Instead, our responsibility is to create<span style="color:#333333;"> </span><span style="color:#ffcc99;">"learning utilizing an entire tool kit of philosphies, techniques, and ideas" <a href="http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html">(Kapp, 2007). </a></span></span></p><p><span style="font-family:georgia;">In today's learning environments, students bring with them a plethora of learning abilities and prior knowledge. Therefore, instead of choosing a particular learning theory to explain how they learn best, I believe that we, as teachers or instructional designers, must differentiate our instruction to meet the needs of all of our students, which ultimately means utilizing our understandings from all of the learning theories and applying what works best to achieve the particular learning outcome.<br /></span></p><p><span style="font-family:georgia;">From my previous classroom discussion post, I must make a reprieve. I originally made the analogy that<br /></span></p><p style="MARGIN-LEFT: 36pt"><span style="font-family:georgia;color:#ccffff;"><span style="color:#ffcc99;">"…choosing between cognitive and behaviorist-learning theories is like choosing between chlorinate bleach and bleach for multifaceted colored clothes without chlorine. Both are effective cleaning agents, but only if they are applied appropriately. Likewise, cognitive and behaviorist learning theories are both appropriate means for explaining how students learn, but they must be applied to appropriate learning situations as with all learning theories."</span><br /></span></p><p><span style="font-family:georgia;">I still believe that both are effective learning theories if they are applied to the appropriate learning situations; however, I do not believe that this analogy is a strong enough to explain the complexity of the need for differentiation. As <a href="http://karlkapp.blogspot.com/2007/01/out-and-about-discussion-on-educational.html">Kapp (2007) explains</a>, <span style="color:#ffcc99;">"We need to take pieces from each school of thought and apply it effectively because…Cognitivism doesn't explain 100% how humans process information and neither does Constructivism or Behaviorism."</span><span style="color:#333333;"> <span style="color:#ffffff;">With my analogy, we cannot utilize bits and pieces all of the cleaning agents</span> </span>without creating havoc on our laundry; therefore, it is insufficient when explaining the need to mix together concepts from each theory. However, I still stand by the fact that each cleaning agent as with each learning theory is valid when applied to an appropriate learning outcome.<br /></span></p><p><span style="font-family:georgia;">I understand the complexity and the difficulty of expecting teachers to create diversified lessons to meet students' needs. However, as <a href="http://karlkapp.blogspot.com/2007/01/out-and-about-discussion-on-educational.html">Kapp explains,</a><br /></span></p><p style="MARGIN-LEFT: 36pt"><span style="font-family:georgia;color:#ffcc99;">"The issue many forget is that "learning" is not one thing…it is a multi-layered word that tends to get treated as if it were just one thing…and it's not. It is multi-facetted and that is why developing new models for "learning" is so difficult…there are too many levels for one school of thought or one model to do it all."</span><span style="font-family:georgia;color:#ffcc99;"><br /></span></p><p><span style="font-family:georgia;">Therefore, we cannot expect all students to learn successfully when we teach only one type of lesson, provide only one type of learning task, or allowed students to demonstrate their understanding by only one type assessment.<br /></span></p><p><span style="font-family:georgia;"></span></p><p><span style="font-family:georgia;">Bill Kerr. (2007, January 01). <span style="color:#ffffff;">Re: _isms as filter, not blinker [Web log message]. Retrieved from </span></span><a href="http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html"><span style="font-family:georgia;">http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html</span></a><span style="font-family:georgia;"><br /></p></span><p><span style="font-family:georgia;"><br /></span></p><p><span style="font-family:georgia;color:#ffffff;">Kapp Notes: (2007, January 02). Re: Out and About: Discussion on Educational Schools of Thought [Web log message]. Retrieved from </span><a href="http://karlkapp.blogspot.com/2007/01/out-and-about-discussion-on-educational.html"><span style="font-family:georgia;">http://karlkapp.blogspot.com/2007/01/out-and-about-discussion-on-educational.html<br /></span></p><p><span style="font-family:georgia;"><br /></span></p></span></a><br /><a href="http://karlkapp.blogspot.com/2007/01/out-and-about-discussion-on-educational.html"></a>kristacrawfordhttp://www.blogger.com/profile/09645971393018085758noreply@blogger.com3tag:blogger.com,1999:blog-224319943677162870.post-21249680453918448672010-06-18T20:27:00.000-07:002010-06-18T20:29:35.742-07:00Blog responses EDUC 7105I responded to Kiana Thompsons and Thomas Harris blog sites for Module 1 blog assignment.kristacrawfordhttp://www.blogger.com/profile/09645971393018085758noreply@blogger.com0tag:blogger.com,1999:blog-224319943677162870.post-45258368973071001912010-06-16T22:26:00.001-07:002010-06-16T22:26:43.867-07:00EDUC 8845/7105 Module 1<span xmlns=''><p><span style='font-family:Times New Roman; font-size:12pt'>Dr. Simonson (2000) aptly stated, "The key to success in a distance learning classroom is not which technologies are used but how they are used and what information is communicated using the technologies" (p.29). Dr. Simonson's statement applies in both the face-to-face and distance learning environment. Therefore, as I reflect on the various educational philosophies, it became clear that all students are positively affected when teachers provide experiences that match learning outcomes, utilize instructional strategies to meet students' needs, and apply appropriate technologies related to performance assessments (Ally, 2008, p.45-63). Consequently, I believe that teachers need to possess knowledge of and implement aspects of all the learning theories at various times to meet learners' needs and obtain desired learner outcomes.<br /></span></p><p><span style='font-family:Times New Roman; font-size:12pt'> However, if I had to choose just one theory above the others, it would be constructivism. Constructivism "…involves each individual learner making sense and constructing knowledge within his or her own context" (Siemens, 2008, p.10). Therefore, when developing a unit or lesson, instructors should identify learners' needs and outcomes before instruction begins. They must determine consciously or subconsciously utilize the five key questions that Dr. Siemens (2008) and Dr. Driscoll (2005) explored in our readings. These questions are critical when determining the different learning theories and differentiating an effective framework when developing a lesson. The questions are as follows (Siemens, 2008, p.10):<br /></span></p><p><span style='font-family:Times New Roman; font-size:12pt'>1. "How does learning occur?"<br /></span></p><p><span style='font-family:Times New Roman; font-size:12pt'>2. "What factors influence learning?"<br /></span></p><p><span style='font-family:Times New Roman; font-size:12pt'>3. "What is the role of memory?"<br /></span></p><p><span style='font-family:Times New Roman; font-size:12pt'>4. "How does transfer occur?"<br /></span></p><p><span style='font-family:Times New Roman; font-size:12pt'>5. "What types of learning are best explained by this theory?"<br /></span></p><p><span style='font-family:Times New Roman; font-size:12pt'>After contemplating the criteria, instructors must then organize learning concepts into digestible pieces with a meaningful sequence, so students can process information and transfer it into long-term memory (Ally, 2008, p. 23). During lessons, students must be actively engaged in the learning process and experience the material firsthand to construct knowledge. Therefore, instructors must incorporate interactive learning strategies through various mediums of technology to "give them the opportunity to contextualize and personalize the information themselves" (Ally, 2008, p. 31). By interacting with others, students improve their understandings and promote real-world application of the content material. <br /></span></p><p>Although the concept of educational technology and distance education are not new, many instructors try to replicate the traditional classroom setting online and pass it off as distance education. Traditionally, instructors were the center of the learning environment and all learning revolved around their expertise. Students, in this environment, would gather as much information as they could and regurgitate it upon request on a test. Their relationship was essentially one sided because without the teacher, students could not learn. <br /></p><p>However, in a digital-learning classroom, instructors and students have very different roles and relationships. Siemens (2007) explains that instructors' roles have changed from the guru who knows everything to "guide on the side" or curator of the learning environment. This change is because instructors and students have the same tools (Siemens, 2007) and have the ability to access the same information due to the Internet. Therefore, I agree with Siemens (2008) that the instructor "must assume dual roles," which is like a double-edged sword (Siemens, 2008, p.17). On one side of the blade, the instructor should possess great knowledge but on the other, he or she should also be a catalyst for individual growth and development (Siemens, 2008, p.17). Without the double-edge, the teachers' instructional strategies would only be operational in one direction or for only one type of learner. Therefore, an effective instructor develops the framework for learning, interacts with the learners, guides them through the learning experience, and makes assessments that correlate with learner objectives. This is where the understanding of learning theories is most crucial, since teachers must differentiate to make the learning environment conducive for all learners to feel safe when they, as Mrs. Frizzle would say, "take chances, make mistakes, and get messy" (Scholastic, 1996).<br /></p><p>Students' roles have also changed in digital environments, since they are now expected to be more self-directed and actively engaged in their own learning. As the instructor organizes information and learning strategies, students construct their own knowledge and make their own judgments about learning concepts. Although instructors provide learning materials, students can come to the learning environment with a plethora of knowledge that is valuable to the learning community. As students discuss their ideas with each other and their instructor in synchronous and asynchronous interactions, it benefits all community members. Therefore, instructors and students develop symbiotic relationships necessary for meeting learning outcomes and promoting social presence. <br /></p><p style='text-align: center'><span style='font-family:Times New Roman; font-size:12pt'><strong>Reference<br /></strong></span></p><p>Anderson, T. (Ed.). (2008). The theory and practice of online learning (2nd ed.). Edmonton, AB: Athabasca University Press.<br /></p><p><br/>Laureate Education, Inc. (2008). Principles of Distance Education. Baltimore: Author.<br /></p><p><br/>Magic School Bus. (1996). Retrieved from <a href='http://www.scholastic.com/magicschoolbus/'>http://www.scholastic.com/magicschoolbus/</a><br /> <br/><br/>Siemens, G. (2007, September). Re: Curatorial Teaching [Podcast]. Retrieved from<a href='http://learnonline.wordpress.com/2007/09/20/10-minute-lecture-george-siemens-curatorial-teaching/'>http://learnonline.wordpress.com/2007/09/20/10-minute-lecture-george-siemens-curatorial-teaching/</a><br /> </p><p>Simonson, M. (2000). Making decisions: The use of electronic technology in online classes. New Directions for Teaching and Learning, 84, 29–34.<br /></p></span>kristacrawfordhttp://www.blogger.com/profile/09645971393018085758noreply@blogger.com5tag:blogger.com,1999:blog-224319943677162870.post-43108346068846859902010-06-11T12:43:00.000-07:002010-06-11T12:44:35.023-07:00EDUC 7105: Learning Theory and Educational Technologykristacrawfordhttp://www.blogger.com/profile/09645971393018085758noreply@blogger.com0tag:blogger.com,1999:blog-224319943677162870.post-89164022046859312532010-02-15T20:55:00.000-08:002010-02-15T21:15:05.129-08:00Final Video Project:Collaboration within Distance Education<span style="font-family:georgia;">Hi all, </span><br /><span style="font-family:georgia;"></span><br /><span style="font-family:georgia;">Here is my video presentation. I have learned a lot through this entire process. I guess the saying is true..."What doesn't kill us, makes us stronger!" Thanks for being patient with me. I am a bit technologically challenged sometimes. :)</span><br /><span style="font-family:georgia;"></span><br /><br /><p><iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.blogger.com/video.g?token=AD6v5dwT6nn1MoFfNmbRc_ugEdR2YrBl13L2gyEcU8wEvDFDZ8gZdkDgSxyz7mb56MUg586n-8v9N8xTQaFt1Am1Jw' class='b-hbp-video b-uploaded' frameborder='0'></iframe></p><p>I hope you enjoyed it.</p>kristacrawfordhttp://www.blogger.com/profile/09645971393018085758noreply@blogger.com7tag:blogger.com,1999:blog-224319943677162870.post-87172074945923747782010-02-09T21:55:00.000-08:002010-02-09T22:04:05.866-08:00Storyboard Recreated<p><iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.blogger.com/video.g?token=AD6v5dzJNwEJD8mOaB_g5Iu5I3qtVNpFB1y3dcB3U0ZjlkBGGDGqxAy-ChO7qMsW8jjArcsZ3yoAGFGFUGnbUZcb0Q' class='b-hbp-video b-uploaded' frameborder='0'></iframe> </p><p>Here is the recreated version of my storyboard. I just figured out how to publish it on my computer and upload it on my blog. Sorry there is no sound. I haven't quite figured out how to do that yet. Any ideas?</p>kristacrawfordhttp://www.blogger.com/profile/09645971393018085758noreply@blogger.com0tag:blogger.com,1999:blog-224319943677162870.post-4607075666239002212010-02-07T18:35:00.000-08:002010-02-07T19:15:52.593-08:00Concept Map: Moving Toward Dynamic TechnologiesAs a teacher and a student in distance education, my technology skills are impaired. Therefore, my abilities to integrate technology into my understanding is also inadequate. I poses most of the capabilities of the static domain, but I do not poses the skills to incorporate the technologies on the dynamic side of the continuum. As a classroom teacher, I am more skilled with technology than most of the other teachers at my school, but that is not saying much because my school system is extremely far behind. However, to implement change at my school, I have to learn how to utilize these tools in the classroom by over coming my disabilities and frustration levels. <br /><br />On my Concept Map, I have the ability to use <span class="blsp-spelling-error" id="SPELLING_ERROR_0">Wikis</span>, participate in social networking sites, and share files with my peers in order to collaborate on projects. I can also insert information into emails, blogs (as long as it does have to be converted), and asynchronous discussion boards to communicate. In addition, I can access <span class="blsp-spelling-error" id="SPELLING_ERROR_1">podcasts</span>, read texts (books, downloads, or otherwise), and access web pages to gather content information. All of these are tools that I can access in order to participate in or instruct others in an online environment. <br /><br />However, I need to learn how to utilize more dynamic tools with in my classroom and as a student. In order to access content information, I know how to access prerecorded <span class="blsp-spelling-error" id="SPELLING_ERROR_2">Elluminate</span> session, but I don't know how to create a digital story or utilize mind tools. To over come this deficiency, I have researched digital storytelling and tried to use it to create my video project for this course. In order to communicate, I can access synchronous chat rooms and instant messaging tools, but I have never held a conversation on <span class="blsp-spelling-error" id="SPELLING_ERROR_3">Skype</span>. Recently, I have acquired a <span class="blsp-spelling-error" id="SPELLING_ERROR_4">Skype</span> account, but no one I am friends with use it. I have tried to use it to communicate with my professors, but to no avail. As for collaboration on the dynamic continuum, I have never participated in Second life, Active world, or <span class="blsp-spelling-error" id="SPELLING_ERROR_5">Elluminate</span> Live sessions. I would love to access an <span class="blsp-spelling-error" id="SPELLING_ERROR_6">Elluminate</span> Live session (whiteboard) within my classroom. I think it would be a great way to collaborate or have my students share ideas with others.<br /><br />To access the Content Map, I had to attach it to my Wiki again. I skill do not know how to change my word document to a <span class="blsp-spelling-error" id="SPELLING_ERROR_7">jpeg</span>. Therefore, I am sorry for the <span class="blsp-spelling-corrected" id="SPELLING_ERROR_8">inconvenience</span>. My wiki site is <a href="http://kristacrawford.wikispaces.com/">http://kristacrawford.wikispaces.com</a> and it is attached to the first page. If you cannot get to it, then it is also in my files on my Wiki as well.kristacrawfordhttp://www.blogger.com/profile/09645971393018085758noreply@blogger.com1tag:blogger.com,1999:blog-224319943677162870.post-64914163282245363942010-01-30T22:05:00.000-08:002010-01-30T22:09:28.872-08:00OOPs I forgot to list the lint to my wiki. It is <a href="http://kristacrawford.wikispaces.com/Engaging+Learners+with+New+Strategies+and+Tools">http://kristacrawford.wikispaces.com/Engaging+Learners+with+New+Strategies+and+Tools</a><br /><br />I hope this works.kristacrawfordhttp://www.blogger.com/profile/09645971393018085758noreply@blogger.com1tag:blogger.com,1999:blog-224319943677162870.post-85617962842887337392010-01-30T21:49:00.000-08:002010-01-30T22:03:48.556-08:00Go to my wiki to view my blog post this week. I cannot get the graphic organizer to load on this blog space.kristacrawfordhttp://www.blogger.com/profile/09645971393018085758noreply@blogger.com1tag:blogger.com,1999:blog-224319943677162870.post-78897363978802356362010-01-30T21:32:00.000-08:002010-01-30T21:43:27.770-08:00Engaging Learners with New Strategies and ToolsI have tried to place my blog online, but have not been able to do so. I am trying another way to submit my blog for this week.kristacrawfordhttp://www.blogger.com/profile/09645971393018085758noreply@blogger.com0tag:blogger.com,1999:blog-224319943677162870.post-63022234642420480382010-01-15T18:05:00.000-08:002010-01-15T18:16:13.962-08:00Assessing Collaborative EffortsCollaboration is an essential part of an online learning community, and it takes all learners working together to make the process more effective. Instead of individuals learning, learning communities say, “We have a difficult, complex task ahead of us. The only way we’re going to achieve this is if everyone contributes” (Siemens, 2008). Therefore, instructors have to change traditional assessment methods to meet the needs of a collaborative environment.<br /><br />There are many ways to assess students in an online environment. Siemens (2008) identifies four ways to change the assessment model to make learning more effective. First, he suggests using a rating scale or checklist, so students can assess their peers (Siemens, 2008). This provides students with a chance to communicate and express their ideas, and it builds the social presence within a community. <br /><br />Next, he suggests that students participate in online communities with members that have varying degrees of expertise. Receiving feedback from outside sources expands knowledge and stimulates learning beyond the virtual classroom. According to Siemens, “The goal of an educator is to provide learners with as many opportunities for those kinds of collaborative interactions as possible” (Siemens, 2008). <br /><br />The third expectation requires assessments to be “fair and direct, based on stated learner outcomes” (Siemens, 2008). By utilizing rubrics, students’ goals and objectives are clearly stated. Rubrics also eliminate instructor's biases regarding answers or participation levels. According to Palloff and Pratt, “Students need a road map not only to guide the activity, but also to know how that activity will be assessed and evaluated” (Palloff & Pratt, 2005, p.42). Incorporating rubrics allows for fair assessment since expectations are stated before the activity begins. <br /><br />The fourth example requires instructors to assess students based on their participation levels with the group (Siemens, 2008). This assessment strategy parallels the f2f environment. If members do not participate in collaborative assignments, the whole group suffers. Therefore, the group should continue communicating and building trust with all members. If this technique fails, the instructors roll is to continue facilitating knowledge to all learners, but gently remind the noncompliant member of the expectations. By utilizing guidelines and rubrics, learners are held accountable for their participation. Therefore, we ultimately increase the chances for engagement within a learning community (Palloff & Pratt, 2007, p. 42).<br /><br /> Laureate Education, Inc. (2008). Principles of Distance Education. Baltimore: Author.<br /><br />Palloff, R. M., & Pratt, K. (2005). Collaborating online: Learning together in community. San Francisco: Jossey-Bass.<br /><br />Palloff, R. M., & Pratt, K. (2007). Building online learning communities: Effective strategies for the virtual classroom. San Francisco: Jossey-Bass.kristacrawfordhttp://www.blogger.com/profile/09645971393018085758noreply@blogger.com0tag:blogger.com,1999:blog-224319943677162870.post-55021276947019183692010-01-10T20:33:00.000-08:002010-01-10T20:40:54.516-08:00Outline/Storyboard for Collaboration in distance education1. Introduction: Collaboration project (so far)<br /><br />The concept of distance education has been around for many years. In a distance-learning environment, the learner is at a distance from his or her professor and peers; therefore, the learner has to use technology to access learning materials, complete assignments, and communicate with others (Ally, 2008, p. 16). Although the concept of distance education is not new, many institutions try to replicate the traditional classroom setting online and pass it off as distance education. If distance education is to be successful, collaboration is essential. Therefore, Simonson (2000) explains that distance education must “…provide a different but equivalent learning experience to each learner” (Simonson, 2000, p.29). It must provide learning experiences that are equal in relevancy to the concepts, but students are able to achieve outcomes in extremely different manners (Simonson, 2000, p.29). <br /><br /><br />2. What is collaboration, and who should collaborate?<br /><br />Collaboration is the process of actively working together to construct knowledge through social interaction. <br /><br />First, collaboration occurs between administrators, teachers, and instructional designers to ensure that the learning needs, instructional materials, and evaluation methods are accurately developed. Secondly, collaboration is necessary between students. Participants can grow from the materials discussed collaboratively in a discussion panel or blog. In addition, students completing group assignments must rearrange their family’s schedule to meet, design, and construct their project. Next, without the collaboration of librarians and technical support staff, students would be lost within the learning environment. Lastly, interaction between instructors and students is important. Instructors facilitate knowledge and guide learner groups. <br /><br />3. What will foster collaboration?<br /><br />Communication is the key and a community must be present.<br />Palloff and Pratt suggested seven competencies that both instructors and learners need to consider when building a strong community. They suggest creating team charters, using technology appropriately, maintaining cross-cultural sensitivity, increasing chances for career development, building trust, promoting networking, and adapting the framework to meet learners’ needs (Palloff & Pratt, 2005, pp.11-14). Siemens (2008) concurs by explaining the process as a well balanced diet, and he identifies the need to change how we view the learning process. Instead of individuals learning, leaning communities say, “We have a difficult, complex task ahead of us. The only way we’re going to achieve this is if everyone contributes” (Siemens, 2008). <br /><br />4. What tools and assignments are necessary to collaborate effectively in an online environment?<br /><br />Web 2.0 tools – insert definition/ examples: Wikis, social networking sites, Second Life, Active Worlds, podcasting, and communication tools (etc.)<br />Collaborative assignments must align with learning objectives and be assessed collaboratively (Palloff and Pratt, 2005, p. 50)<br />They must be easy to understand<br /><br />5. How does collaboration enhance the learning environment?<br /><br />Ability to generate more knowledge<br />Promotes critical thinking<br />Meets the needs of all learners<br /><br /><br /><br />6. What challenges will learners face?<br /><br />Participation challenges (Palloff and Pratt, 2005, p. 50)<br />Leadership and decision making challenges (Palloff and Pratt, 2005, p. 50)<br />Instructional design challenges (Palloff and Pratt, 2005, p. 50)<br />Cultural differences (Palloff and Pratt, 2005, p. 50)<br /><br />7. Conclusion:<br /><br />8. References: (So far)<br /><br />Anderson, T. (Ed.). (2008). The theory and practice of online learning. (2nd ed.). Edmonton, AB: Athabasca University Press.<br /><br />Beldarrain, Y. (2006). Distance education trends: Integrating new technologies to foster student interaction and collaboration. Distance Education, 27, 139-153.<br /><br />Kennedy, D. & Duffy, T. (2004). Collaboration – a key principle in distance education. Open Learning,19(2), 203–211.<br /><br /><br />Laureate Education, Inc. (2008). Principles of Distance Education. Baltimore: Author.<br /><br /><br />Palloff, R. M., & Pratt, K. (2005). Collaborating online: Learning together in community. San Francisco:Jossey-Bass.<br /><br />Simonson, M. (2000). Making decisions: The use of electronic technology in online classes. New Directions for Teaching and Learning, 84, 29–34.kristacrawfordhttp://www.blogger.com/profile/09645971393018085758noreply@blogger.com2tag:blogger.com,1999:blog-224319943677162870.post-43442429461680695652009-12-30T21:21:00.000-08:002009-12-30T21:55:46.646-08:00Module 2 blog 12:53 amGeorge Siemens discussed the growing acceptance of distance education in today’s corporate and educational spheres. One of his possible elements of distance education that has created a more effective learning experience is collaboration. This concept of distance education can “…translate into the corporate environment where you have 3 or 4 people in different offices around the world” (Siemens, 2008) working collaboratively on a project.<br /><br />The Wiki is an example of an online tool that can help facilitate collaborative interactions among learners. Wikis are a type of sever software that allows individuals to come together asynchronously to freely compile and edit information (Wiki, 2002). According to Dr. Dede (2008), wikis allow people to collaborate in a virtual space. He aptly states, it is “kind of the equivalent of sitting around the conference table and having a piece of butcher paper and being able to develop together …interesting ideas” (Dede, 2008). As this tool is utilized in the distance education classrooms, it allows for the co-construction of knowledge.<br /><br />Diffusion and Integration of Technology in Education. Laureate Education, Inc. (2008). Baltimore: Author.<br /><br />Laureate Education, Inc. (2008). Principles of Distance Education. Baltimore: Author.<br /><br />What is a wiki. (2002, June 27). Retrieved from <a href="http://wiki.org/wiki.cgi?WhatIsWiki">http://wiki.org/wiki.cgi?WhatIsWiki</a>.kristacrawfordhttp://www.blogger.com/profile/09645971393018085758noreply@blogger.com1