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.