Module 6 EDUC 7108: Globalism and Diversity

Dr. Thornburg (Laureate 2009), notes that “Valuable means understanding a culture well enough to help people incorporate new ideas into that culture.” As a leader in educational technology, I could take several steps in making sure that emerging technologies is seen as a valuable tool for others regardless of race, gender, cultural or socioeconomic status. As an employee of a K12 public school system, and a technology facilitator, I often find myself talking with colleagues about ways in which learning and the use of technology will be beneficial to a diverse group of students. In many of my lessons and activities I make a conscious effort to incorporate some type of cultural aspect and socioeconomic situations to make my students aware of other worlds and or communities outside of what they know.

Through this experience I’ve found that many of my students show a greater since of compassion and concern for their peers who may not be as fortunate as they are and do not have access to the technology tools and equipment in which they are exposed to everyday. Not only do I try to practice this sensitivity with my students but with my peers as well, during staff development training sessions. I often introduce teachers to new technology which is “emerging” to them and allow them to use those technologies coupled with their personal life experiences as a way to introduce themselves to one another. For exam “Wordle” (www.wordle.net) which is an emerging technology for most teachers in my school district is often used in my workshops to allow participants the opportunity to express themselves in a creative way while at the same time sharing personal information that allows their peers to have a better understanding of who they are.

Laureate, Education, Inc. (Producer). (2010). Diversity and globalism. [Web]. Retrieved from
http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4199715&Survey=1&47=3951732&ClientNodeID=984645&coursenav=1&bhcp=1

EDUC 7108-Module 5: Red Queens and Increasing Returns

The movie I chose in Module 4 was “Minority Report” starring Tom Cruise. Believe it or not I didn’t have to rent or purchase the DVD nor purchase a download through any website. Much of the movie and various clips were available on You Tube. I viewed a large amount of the video straight from my computer. Dr. Thornburg (2009) describes the consequences of a Red Queen in that there is a “Huge competition between two technologies in the process all other competitors are left behind.” Thornburg (2009) describes Increasing Returns as when “Two innovations hit the market at the same time. By chance one technology is locked in and drives the other to extinction."

With this in mind I feel that the current competition between DVD’s and video on demand is more Red Queens. More and more consumers are purchasing and viewing movies online, in some cases cable and satellite companies offer these same on-demand services to its consumers, making it even more accessible through their home televisions without ever having to step foot into a Blockbuster. At the same time DVD purchases are being pushed and advertised, these same advertisements are seen online urging customers to “download now” or through cable and satellite providers urging customers to press the “buy” button to view a movie.

When I think of DVD’s and video on demand as they relate to the four criteria of McLuhan’s tetrad, I feel that they fall into the categories of Enhancing and Retrieving.

Laureate, Inc. (Producer). (2009). Red qeens. [Web]. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4199715&Survey=1&47=3951732&ClientNodeID=984645&coursenav=1&bhcp=1

Laureate, Inc. (Producer). (2009). Increasing returns. [Web]. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4199715&Survey=1&47=3951732&ClientNodeID=984645&coursenav=1&bhcp=1

EDUC 7108 - Module 4: Disruptive Technologies and Second Life

Dr. David Thornburg (2009) describes Disruptive Technology as “New technology with the same functionality of an existing technology, but it functions more efficiently, and then obsoletes that technology.”

Philip Rosedale draws from his own personal experience expressing his desire to build and make things through a virtual world based on his imagination and creativity. He also wanted to apply the use of technology as means of inviting others into and share the world he created. He also sees virtual worlds as a way to organize, create, and share information across the web (Rosedale 2008).

Second life is a disruptive technology in that it extends beyond face-to-face interaction or interaction one may receive via basic communication such as e-mail, chatting, or low-end multimedia. Second life provides a virtual world based on the imagination and the desire or need to share information and/or real-world experiences with others across the web. Second life has replaced the standard way of gaming that originated with earlier systems such as ATARI and Nintendo.

With technology evolving at such a rapid pace, it’s difficult to predict when Second Life will be replaced by another technology. The social benefits of Second Life include the opportunity for collaboration among peers, real-world scenarios which could be used for classroom instruction and scenarios which promote critical thinking and problem-solving skills among students across virtual worlds.

Laureate, Inc. (2009). Disruptive technologies [Video]. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4199715&Survey=1&47=3951732&ClientNodeID=984645&coursenav=1&bhcp=1

Rosedale, P. (2008). Second Life [Video]. Retrieved from http://www.ted.com/index.php/talks/the_inspiration_of_second_life.html

EDUC 7108 Module 3 Rhymes of History and Technology

EDUC 7108-Module 3 Rhymes of History Technology
Kelly talks about how the web has evolved over time with the availability of resources the number of clicks made, the number if links available and how information is so intricately linked to each other. http://www.ted.com/index.php/talks/kevin_kelly_on_the_next_5_000_days_of_the_web.html.

When I think about the rhymes of history and a technology that has been rekindled time and time again, I am reminded of the typewriter invented by Christopher Latham Sholes (http://inventors.about.com/library/inventors/bltypewriter.htm) this machine has gone from a manual device to an electronic input device utilized with computers. Utilizing the keyboard with the computer was only accessible through direct connectivity through the cpu's serial port. It has gone from the serial port to connectivity via USB and from USB to wireless connectivity via a smaller attached device to Bluetooth capabilities. The evolution of this input device has rekindled users desire and ability to share information through text via the web. The information shared is not only done through the standard pc but also through mobile phones. One thing remains most common with the technique of keyboarding and that is most keyboarding devices are still QWERTY.

Sources:
Kelly, K. (2007, December). The next 5,000 days of the Web [Speech]. Speech delivered at the EG 2007 Conference, Los Angeles. Retrieved from http://www.ted.com/index.php/talks/
kevin_kelly_on_the_next_5_000_days_of_the_web.html

Laureate, Education, Inc. (Producer). (2010). Rhymes of History. [Web]. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4199715&Survey=1&47=3951732&ClientNodeID=984645&coursenav=1&bhcp=1


About.com. (Christopher Latham Sholes) http://inventors.about.com/library/inventors/bltypewriter.htm

Laureate, Education, Inc. (Producer). (2010). Evolutionary technologies. [Web]. Retrieved from
http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4199715&Survey=1&47=3951732&ClientNodeID=984645&coursenav=1&bhcp=1

Laureate, Education, Inc. (Producer). (2010). Six forces that drive emerging technologies. [Web]. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4199715&Survey=1&47=3951732&ClientNodeID=984645&coursenav=1&bhcp=1

EDUC 7108 Module 2 - Emerging Technologies Tetrad

Enhances: What does this technology do that is new?

The digital camera provides instant digital photography to its users allowing you to immediately access images, post, share, and print from home or any photo processing lab, often with the click of a button. This device also allows for easy storage in large amounts.

Obsoletes: What does this technology replace?

This technology is quickly replacing disposable cameras and other cameras requiring film because it uses a small memory card to store images.

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

This technology brings to mind the need to use photographs as a means of creating memories of family, friends, special events, and tracking historical events.

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

Most mobile phones come with a camera feature. This feature has been improved over the years, and more people are creating these same memories, storing images, and printing them all from their mobile phone.

EDUC 7108 - Module 1 - Emerged Technology

“Emerged Technology”

A current technology that has emerged in the K12 community is the use Skype. More and more educators are learning ways in which Skype can be used and integrated into their curriculum. I’ve gone to several workshops and conferences this year in my state (NC). Many of them have hosted sessions on Skype and its use. One popular use for Skype now among K12 teachers is “Skype with an Author”. At little to no cost teachers and their students can plan a Skype session with an author in which they happen to be reading their work. Challenges that have been associated with the use of this new technology has been equipment. Because Skype is most effective when one can actually see and hear who they’re talking to via web-cam and microphone, many teachers ran into the issue of this equipment not being made available at their school. The other issue some school districts faced is that this particular website was not “approved” or was blocked and did not allow teachers the access they needed in the classroom.

Skype meets societal needs in that allows the users to build a network of knowledge and a collaborative community. This technology would be even better if more schools had a greater understanding of its uses and the positive effects it has on the learning environment. Perhaps Skype should even consider an K12 Educational version of its application. Maybe this would keep the skeptics at bay!

Sources:
http://www.skype.com

Skype an Author Websites:
http://www.skypeanauthor.com/
http://skypeanauthor.wetpaint.com/page/Patricia+Newman

EDUC 7105 Module 5: New Technologies...

Responded to Valerie Mitchell-Stevens and Laine Pagan

New Technologies....Where do I begin? There have been so many new technologies that I’ve introduce to teachers in my workplace, one being the use of Discovery Education’s United Streaming. When I first introduced about the tool, about 3 years ago, teachers seemed to be very excited and really wanted to incorporate the use streaming video in their lessons. However, once we paid for our subscription and launched the use of the product we encountered some resistance from other teachers. Of course I offered staff development, modeling the use of this new technology, how it helps with core curriculum, how to download and save files to play back later, etc. Attitudes went from excitement to “I don’t have time to search for videos for my class”; “I don’t have time to plan for this”. Needless to say I’ve had to do a series of these trainings, in which most of the same individuals attended. I can safely say now, the majority of our teachers do use United Streaming and are having some great results, there are still a few who’ve never set up an account or sought to use the resources it provides.

When I think about Keller’s ARCS model, motivation that I’ve used to encourage teachers were tactics that involved recognition for the use of technology in their classroom, or one-one assistance in which I served as a coach, assisting them in the planning process, offering the additional resources and extra time and attention until they felt confident with the use of the tool I’ve also groomed and trained teachers to teach others how to use the tool and share testimonials about their experiences and lessons they’ve successfully completed with the students using United Streaming.

EDUC 7105 Module 4: My Network Connections

My network of learning has changed the way I learn in so many ways. I have had the opportunity to be exposed to a wealth of resources, build upon prior knowledge, and gain new knowledge. I find myself being even more of a critical thinker and expanding my thought processes based on feedback or questions from my peers. Digital tools that best facilitate learning for me would be Web2.0 tools such as blogging, wikispaces, document sharing, discussion boards, web-based videos and connections established with peers, colleagues, and those outside of education in business and industry. When I have questions about new knowledge, I tend to look for resources or individuals who’ve had some prior experience with what I’m facing or one who comes with a high level of expertise. I also research blogs and wikis to gain perspectives from others who may be in my field. I make connections with individuals using document sharing tools such as Google docs, and invite collaborators to join, edit, and provide their feedback or input as well. Responded to Sharon McDaniels blog at http://sharon-mcdaniel.blogspot.com/ and Sherry Breaden at http://sbreeden71.blogspot.com/.

EDUC 7105 Module 3 ~ Group Interaction: Is it Human Instinct?

“Do I believe that humans have a basic instinct to ‘interact and work as a group’?” When I reflect on my time as a grade school student, I can count on one hand the times in which we were allowed to work collaboratively in groups, so I guess my answer to that would be no (if we were still in that period of time). But as I reflect on today’s learner and from personal experience it seems to be that my students come into this earth as “social butterflies” ready talk and gain new information from others through their own form of collaboration and social media. Much of the group interaction today is stimulated by what Rheingold refers to as “social questions”, which “drives new social forms”. (Rheingold 2008).

It was not until I became an online student obtaining my Master’s Degree and now pursuing my EdS degree that I begin to feel comfortable being in and working collaboratively within a learning community. The collaborative skills that I’ve been able to apply during my online studies, I believe were skills that were introduced coupled with resources, but it was up to me to explore and find out what tools would be best suited for various assignments and projects due for a course.

By nature, I do feel however that we are often more reluctant to share our knowledge with others when the collaborative setting is face-to-face. Incorporating the use of collaborative technology tools provides a way for students to be less reluctant to share their knowledge with others, express creativity, provide them with a sense of ownership, and the mindset that their views have been heard. Collaboration can be coupled with constructivist principles by providing students the opportunity to become critical thinkers through problem-based learning. (Driscoll2005)


Driscoll, M. P. (2005) Psychology of learning for instruction. United States: Pearson Education, Inc.

Rheingold, H. (Artist). (2008). Howard rheingold: way-new collaboration. [Web]. Retrieved from http://www.ted.com/index.php/talks/howard_rheingold_on_collaboration.html

**I've responded to the following blogs for Sharon McDaniel ~ and Holly Shumaker

EDUC 7105 - Module 2 - Cognitivism as a Learning Theory

As I reflect on the blogs and readings from this week there are many theories that focus essentially on the way people learn and process information. Theories explored such as Connectivism, Behaviorism, and Cognitivism also seek to offer some type of explanation and/or research proven basis for why one may be better than the other. In my post last week I expressed my views as to how people learn best. Again, I believe that people learn best when the educational experience is tailored to meet their need as a student. That may in turn encompass all of the theories mentioned thus far. There may situations in which a learner needs the “black-box” behaviorism approach as described by Siemens, through drill and practice, task-oriented, programmed, or simulated activities (Siemens 2008). Then there may be moments in which the educator needs to provide instruction based on the Connectivism approach to learning in which the learner gains knowledge through a network of diverse sources. With the Cognitivism approach Saetller notes that “The cognitive concept of educational technology focuses on the learner as an active participant in the teaching-learning process” (Saetller 2004); meaning the student is highly engaged. As educators I feel that we encourage certain aspects of all of these theories or “-isms” among our students. School districts purchase and implement the use of task-oriented, programmed instructional software. More and more teachers are providing opportunities for their students to gain knowledge from a network of diverse resources using social media tools such as Twitter©. Students are also being encouraged to play an active role in the learning process, therefore having a since of ownership, appreciation of the knowledge they have gained.

Kapp, K. (2007, January 2). Out and About: discussion on educational schools of thought . Retrieved
from http://karlkapp.blogspot.com/2007/01/out-and-about-discussion-on-educational.html

Kerr, B. (2007, January 1). _isms as filters, not blinker. Retrieved from
http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html

Saettler, P. (2004). The evolution of American educational technology. Greenwich, CT: Information Age
Publishing. Chapter 10: Behaviorism and Educational Technology: 1950–1980, pp. 286−317.

Siemens, G. (2008, January 27). Learning and knowing in networks: Changing roles for educators and
designers. Paper presented to ITFORUM. Retrieved from http://it.coe.uga.edu/itforum/Paper105/Siemens.pdf

**For Module 2 I've responded to the following blogs: Carol Lee Tiffany Wilkinson

EDUC 7105 - Module 1 - Beliefs About How People Learn and The Purpose of Learning Theory in Educational Technology

I believe that for one to determine how people learn best will stem from the type of dominant learning style exhibited by an individual. In some cases dominant learning styles for a student can be auditory, visual, or kinesthetic. It is my belief that people learn best when the learning is designed and tailor to meet their individual needs. I believe that the purpose of learning theory in educational technology is to provide a basis of understand as to how these ideals and philosophical views about learning become intertwined with digital age we live in.

For example Seimens makes note of Connectivism. He states that Connectivism is: …the integration of principles explored by chaos, network, complexity, and self organization…connections that enable us to learn more are more important than our current state of knowing….decisions are based on rapidly altering foundations” (Seimens 2008). This particular learning theory holds true when it comes to technology. Technology is constantly and ever-changing. The connections that we make often present real-world learning opportunities which we otherwise would not receive in a common textbook. Seimens also notes that Connectivism involves “…complex learning, rapid changing core, and diverse knowledge sources” (Seimens 2008). We as a society have established learning networks via social networking tools such as Facebook©, Twitter©, MySpace©, etc. This connectivity has also allowed for more collaboration through tools such as Wiki’s and Blogs.

Learning theories such as Behaviorism provides the learner with programmed, task oriented instruction. Saettler states that “A major impact of behaviorism on educational technology can be seen in the development of teaching machines and programmed instruction during the 1960s”(Saettler 2004). The behaviorism theory of learning is evident and impacts the environment of the learner through programs such as problem-based game simulations, webquests, and software that serves as an assessment tool to identify the level of mastery among learners.

Saettler, P. (2004). The evolution of American educational technology. Greenwich, CT: Information Age Publishing. Chapter 10: Behaviorism and Educational Technology: 1950–1980, pp. 286−317.

Siemens, G. (2008, January 27). Learning and knowing in networks: Changing roles for educators and designers. Paper presented to ITFORUM. Retrieved from http://it.coe.uga.edu/itforum/Paper105/Siemens.pdf

Siemens, G. (2006). Knowing knowledge. Lulu.com.

**Responded to the following Blogs:
Angela Finley - http://finleylearningtheory.blogspot.com/
Jane Dewitt - http://janedewitt.blogspot.com/

Module 6: Video Presentation: "Collaboration"

EDUC 7102 Video Presentation: "Collaboration" by Wandra Coffield

Module 5 Blog Posting: Moving Toward Dynamic Technologies

In looking at static and dynamic technologies I feel that my current level falls somewhat in between them both. I still utilize many of the tools and examples included for static technology such as e-mail, chat rooms, and discussion boards for communication; wiki's and blogs for peer collaboration; research databases, and e-portfolios for demonstration of content knowledge. In looking at the dynamic technologies, I've the opportunity to utilize social networking sites, and Google Apps for both personal, professional, and educational purposes. I would however like to expand my knowledge depth to included the use and creation of virtual applications, and multimedia projects that incorporate advanced audio, media, and graphical components. This course has encouraged me to push the envelope. In finalizing and revising my video, I find myself looking for ways to not only meet the rubric requirements but exceed them by implementing components that I haven't used in the past. This type of challenge definitely pushes me in the direction of using Dynamic technologies and allows for more creativity.

Module 4 Blog Posting: Engaging Learners with New Strategies and Tools

Digital or electronic portfolios allow learners the opportunity to reflect on the knowledge they’ve gained from the content they’ve been taught, researched, or studied. Online research databases such as ERIC and Academic Search Premier allow students the opportunity to build their knowledge of specific content by locating peer-reviewed research articles from credible journals and sources. Blogging is another tool which allows students to reflect on particular topics, articles, etc. Blogging also gives students the opportunity to communicate with peers and instructors through comments or responses to specific blog posts. Web 2.0 tools such as Wikis and Google Docs assists with the collaborate environment in cases where students have to work together as a learning community; files can be shared or stored electronically via the web with tracking tools to note any modifications that have been made by other team members. Chat rooms allow for “real-time” discussion sessions with peers and/or instructors. Learning communities can set aside a time throughout their collaborative process to meet and discuss the progress of projects, assignments, etc.

Module 3: Blog Posting: Assessing Collaborative Efforts

Participation in a collaborative learning community is very important. There are several ways to assess a collaborative environment. Items such as rubrics can be given to students to make them aware and serve as a guide for the expectations of each individual who participates in the learning community. Student involvement and participation in course discussions, chat sessions, blog postings and responses, as well as wikispaces could be included in the assessment process. Prior to beginning this course (EDUC 7102) we were given a course syllabus as well as rubrics which serve to inform all students of course expectations. Each student receives a grade based on his or her participation and the guidelines of the rubric for collaborative learning communities. Regardless of the varying levels of skill and knowledge of students each individual within a collaborative learning community should always feel and have the understanding that what he or she has to offer is needed, valuable and respected both by the instructor and their peers.

Initially a set of norms is usually established within the learning community in which all members tend to agree. However, if a student is somewhat resistant or feels that they should not be a part of a learning community perhaps the group could offer to extend a role to that student in which he or she feels comfortable taking on. If the issue remains, the students within the group should seek further guidance about what to do from their instructor. Siemens states that “The best way to get students to participate in a learning community is to change the assessment model and have them role play, participating in a high-functioning learning community” (Siemens 2009). When a student refuses or resists participating in the learning community this can have a huge effect and hinder the progress of the other students thus making the assessment process more complicated.

References:
Siemens, G. Learning communities. Accessed 10/11/09 from
http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=3649019&Survey=1&47=3951732&ClientNodeID=984645&coursenav=1&bhcp=1


Siemens, G. Assessment of collaborative learning. Accessed 10/11/09 from
http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=3649019&Survey=1&47=3951732&ClientNodeID=984645&coursenav=1&bhcp=1

Palloff, R. M., & Pratt, K. (2005). Collaborating online: Learning together in
community. San Francisco: Jossey-Bass.

Video Presentation Storyboard

The draft for my storyboard can be found on my wikispace at:
http://educationtechnology-wcoffield.wikispaces.com/EDUC-7102

Blog Reflection: Elements of Distance Education Diffusion

Elements of Distance Education Diffusion:

The element of distance education diffusion I’ve chosen to focus on is the “Collaboration Interaction” element. Collaboration Interaction has really evolved into an essential tool used in Distance Education for both K-12 and Higher Education as well as professional development. Dr. Siemens states that “…the growing acceptance of distance education is fueled by the ability to communicate with diverse global groups” (Siemens 2009). Collaboration plays an important role in this. By establishing a collaborative process among diverse groups of people, the door is opened to expand the student’s learning experience by being exposed to the ideas and thoughts of individuals from other socioeconomic backgrounds and cultures.

Tools such as wikis and blogs have become popular resources used to assist in the collaboration process. I currently work in a K-12 setting and myself and a group of my peers collaborate and plan summer technology activities for elementary students using a wikispaces as our common planning and collaboration page. This has worked out great for us because it was difficult for EVERYONE to come together in a face-to-face group setting because of scheduling conflicts.

Siemons, G. The future of distance education. Video posted to http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=3649019&Survey=1&47=3951732&ClientNodeID=984645&coursenav=1&bhcp=1 . Viewed September 27, 2009.

Blog Posting: The Next Generation of Distance Education

In viewing the video and reading the three articles, they all seem to have very valid views about the evolution of distance education into the next generation. In reading The Evolution of Distance Education: Implications for Instructional Design on the Potential of the Web, the authors discuss current trends in training, K12 and the adult education sector. They all report seeing an increase in the use of e-learning to provide educational opportunities to many types of learners. They describe e-learning as an opportunity for learners to collaborate with their peers and/or fellow classmates in a setting that’s not restricted to a traditional classroom. In part 1 of the article Moller, Huett, and Fosh state that “This redefinition of learning theory focuses on instruction that prepares learners to solve ill-structured problems through transformative or generative processes.”

The barriers for e-learning are also addressed including the fact this type of setting and collaborative learning is not for everyone (Moller, Huet, Fosh 2008). K12 institutions are using e-learning as an opportunity to provide its students with a virtual school experience. “State governments typically established virtual K-12 schools directly or provide funding to traditional schools to create online programs.” On the other side of this is the resistance of offering e-learning opportunities in the form of a virtual charter school. (Moller, Huet, Fosh, Coleman 2008)

I agree with their positions. In reading the articles and listening to the video valid points are made e-learning such as the ability to expand knowledge of the learner through collaboration, as well as establishing virtual schools among K12 schools to provide students with an opportunity for high school students to participate in AP or college level coursework. I work in a K-12 public school setting. We are constantly struggling to get and keep qualified teaching professionals. The shortage of teachers and over-crowed classrooms makes for a difficult learning environment. I feel that offering e-learning opportunities to schools would play a huge part in providing all students with the chance to receive a quality education.

Moller, L., Foshay, W., & Huett, J. (2008, May/June). The evolution of distance education: Implications for instructional design on the potential of the web (Part 1: Training and development). TechTrends, 52(3), 70-75. Use the Academic Search Premier database, and search using the article's Accession Number: 33281719.

Moller, L., Foshay, W., & Huett, J. (2008, May/June). The evolution of distance education: Implications for instructional design on the potential of the web (Part 2: Higher education). TechTrends, 52(4), 66-70. Use the Academic Search Premier database, and search using the article's Accession Number: 33991516.

Huett, J., Moller, L., Foshay, W., & Coleman, C. (2008, September/October). The evolution of distance education: Implications for instructional design on the potential of the web (Part 3: K12). TechTrends, 52(5). 63-67.