EDUC 7108: Module 6 Blog

The Digital Divide


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?

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.

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.

Laureate Education, Inc. (2009). Emerging and future technology. Baltimore: Author.

Red 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.


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.

Enhances: What does this technology do that is new?

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.

Obsoletes: What does this technology replace?

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.

Retrieves/rekindles: What does this technology bring to mind (or retrieve) from the past?

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.

Reverses: What might replace this technology in the future, or what might it cause to occur?

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.

Disruptive Technologies: Second Life

Thornburg (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.


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.

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.

Laureate Education, Inc. (2009). Emerging and future technology. Baltimore: Author.

Rhymes of History

Rhymes of History


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.

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.

http://www.siemens-enterprise.com/us/products/openscape-cloud-solutions.aspx?gclid=CITeoJe9u6gCFYhM2godwXtQDA

http://www.skype.com/intl/en-us/home

http://www.ted.com/index.php/talks/kevin_kelly_on_the_next_5_000_days_of_the_web.html

As a learning community, we decided to explore the Nook Color E-Reader from Barnes & Noble.  This device is an emerging technology that has gone through a series of changes to become what it is now.  As McLuhan (2009) indicated, tetrads can grow as clusters or as chains.  The Nook Color would be a part of a chain because it continues to evolve by making improvements within itself.  The following is a tetrad regarding the Nook Color E-Reader:

Enhances: What does this technology do that is new?

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.

Obsoletes: What does this technology replace?

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.

Retrieves/rekindles:  What does this technology bring to mind (or retrieve) from the past?

It brings to mind clay tablets, which were the first forms of books. It also brings to mind the papyrus manuscripts from Ancient Egypt.

Reverses:  What might replace this technology in the future, or what might it cause to occur?

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.


Resources:
Barnes & Noble. 2011. Retrieved from http://www.barnesandnoble.com/nookcolor/reviews/index.asp?cds2Pid=35607 on March 30, 2011.


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.

Laureate Education, Inc. (2009). Emerging and future technology. Baltimore: Author.

"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 http://www.elmousa.com/index.php.

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.

 

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.

 

Thornburg, D. D. (2009a). Current trends in educational technology. Lake Barrington, IL: Thornburg Center for Space Exploration.

Module 5 responses

I responded to KCDavis and Burian Kitchen's blogs.

EDUC 7105: Module 5 Motivation

At 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).

Had I applied Keller's ARCS model, it might have looked something like this:

Attention: 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.

Relevance: 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.

Confidence: 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.

Satisfaction: 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.

Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston: Pearson Education, Inc.

module 3 comments

I commented on Burian Kitchen and Duane Colman's blog for Module 3.

Module 3 Blog Post

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.

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.

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.

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.

Driscoll, M.P. (2005). Psychology of learning for instruction (3rd ed.). Boston:Pearson Education, Inc.

New Media Consortium. (2010). One Year or Less: Cloud Computing, 2010 Horizon Report: K-12 Edition. Retrieved from http://wp.nmc.org/horizon-k12/chapters/cloud-computing/).

"Howard Rheingold: Way-New Collaboration" http://www.ted.com/index.php/talks/howard_rheingold_on_collaboration.html

Module 2 responses

For Module 2, I responded to Amanda Dickerson and Burian Kitchen.

Why choose between learning theories?

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 "learning utilizing an entire tool kit of philosphies, techniques, and ideas" (Kapp, 2007).

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.

From my previous classroom discussion post, I must make a reprieve. I originally made the analogy that

"…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."

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 Kapp (2007) explains, "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." With my analogy, we cannot utilize bits and pieces all of the cleaning agents 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.

I understand the complexity and the difficulty of expecting teachers to create diversified lessons to meet students' needs. However, as Kapp explains,

"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."

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.

Bill Kerr. (2007, January 01). Re: _isms as filter, not blinker [Web log message]. Retrieved from http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html

Kapp Notes: (2007, January 02). Re: Out and About: Discussion on Educational Schools of Thought [Web log message]. Retrieved from http://karlkapp.blogspot.com/2007/01/out-and-about-discussion-on-educational.html

Blog responses EDUC 7105

I responded to Kiana Thompsons and Thomas Harris blog sites for Module 1 blog assignment.

EDUC 8845/7105 Module 1

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.

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):

1. "How does learning occur?"

2. "What factors influence learning?"

3. "What is the role of memory?"

4. "How does transfer occur?"

5. "What types of learning are best explained by this theory?"

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.

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.

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).

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.

Reference

Anderson, T. (Ed.). (2008). The theory and practice of online learning (2nd ed.). Edmonton, AB: Athabasca University Press.

Laureate Education, Inc. (2008). Principles of Distance Education. Baltimore: Author.

Magic School Bus. (1996). Retrieved from http://www.scholastic.com/magicschoolbus/


Siemens, G. (2007, September). Re: Curatorial Teaching [Podcast]. Retrieved fromhttp://learnonline.wordpress.com/2007/09/20/10-minute-lecture-george-siemens-curatorial-teaching/

Simonson, M. (2000). Making decisions: The use of electronic technology in online classes. New Directions for Teaching and Learning, 84, 29–34.

EDUC 7105: Learning Theory and Educational Technology

Final Video Project:Collaboration within Distance Education

Hi all,

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. :)

I hope you enjoyed it.

Storyboard Recreated

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?

Concept Map: Moving Toward Dynamic Technologies

As 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.

On my Concept Map, I have the ability to use Wikis, 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 podcasts, 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.

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 Elluminate 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 Skype. Recently, I have acquired a Skype 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 Elluminate Live sessions. I would love to access an Elluminate Live session (whiteboard) within my classroom. I think it would be a great way to collaborate or have my students share ideas with others.

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 jpeg. Therefore, I am sorry for the inconvenience. My wiki site is http://kristacrawford.wikispaces.com 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.

OOPs I forgot to list the lint to my wiki. It is http://kristacrawford.wikispaces.com/Engaging+Learners+with+New+Strategies+and+Tools

I hope this works.