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 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 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 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/