EDUC 7108

Module 6
Addressing the Digital Divide

As a leader in educational technology I can help make emerging technologies valuable to others, while maintaining gender, cultural, and socioeconomic sensitivity by being aware of the diverse populations within my community and workplace for starters. I think too often many in our society forget that we are a “melting pot” and although we are different we all have many things in common. We all have strengths and weaknesses. We can use our individual strengths to build up those areas where another individual may be weak, and they can do the same. I can also share what I have learned through Walden with others in the workplace and beyond.

I will also advocate for adequate equipment and training in the schools. I read online in an article (found at http://insight.iese.edu/doc.aspx?id=915&ar=5)
that there are many people who believe that the country that has more advanced technologies will emerge as the economic powerhouse. Perhaps this is why many of our 21st Century classrooms are adorned with technology. I realize that many of our students do not have technology in the home to complete assignments that may require them for successful completion. Due to economic circumstances and other factors obtaining computers is not always easy and creates a hardship for families. When creating assignments, it will be important for me to remember all students may not have access to Internet or a word processor to complete research and other assignments.

I also believe educating others about technology sometimes answers questions that arise as a result of fear of the unknown. I have obtained a wealth of information participating in the program at Walden. This information has helped me to grow professionally as well as personally. I have conquered fears of using particular innovations and have a better understanding of how they can be beneficial to me in many ways. By sharing these new resources that I consider being very valuable with others, continuing to research and view and participate in blogs and discussions regarding technological trends not just in my country but around the world will give me an opportunity to share my views and knowledge on what particular forces are driving emerging technologies.

Module 5

Red Queens and Increasing Returns

I owned one of the videos for the assignments in Module 4 (Total Recall). I had it on VHS. My son has a television that has a DVD/VCR combo. I was fortunate enough to find Paycheck at a local retail store for 5.00. I think it was inexpensive because it’s considered an outdated film. I viewed it on my computer (HP Media Smart). According to Thornburg (2008c) “Red Queen” is attached to certain phenomena when a competition between two forces results in the rapid development of them both. I think this is the case with Blue Ray and DVDs so I think they are examples of Red Queens. On McLuhan’s tetrad, they seem to enhance what we have for home entertainment.

THE DISRUPTIVE POWER OF SECOND LIFE

Thornburg (2009) explained disruptive technologies as a new technology which may surface without warning that has the ability to change the way things are done, but has the same functionalities of an old technology. However, it functions more efficiently. Second life can be considered as a disruptive technology because it could certainly change the traditional manner of teaching (face to face) and distance learning. I think it has displaced many of the traditional games played on personal computers and may change some of the interactive games played in the classroom. Second Life has so many users and they can all play at once. I think it will be around for awhile. However, I think Second Life or other virtual environments would have to be introduced gradually and with a tremendous amount of research that will substantiate any claims of benefiting our students educationally or raising test scores which seems to be our greatest focus. I also think the newness of virtual worlds would be intimidating to some educators as well as parents who provide assistance to children with homework because of the various levels of involvement participants may be able to engage in using that form of multimedia.

In the classroom, I think it would allow students to engage in situational learning and role playing which is beneficial to many students and may complement their learning style. I also think it has the ability to promote creativity for many students. On the other hand, I must admit my views regarding virtual worlds are quite mixed as I often view things from three several perspectives (a counselor, teacher, and a mother). I can see as an educator and a parent how it may have the potential to become a crutch for some students who lack good interpersonal skills and need interaction with their peers to develop positive social skills (something they will need beyond the K12 years). I also see it as a problem for students who have mental/psychological impairments and may lack the ability to distinguish between reality and fantasy. I think it has the potential to do more harm than good for those students. Children need to have a place to go to where they feel safe. Many parents send their children to school believing the school is a safe place for them. I think it is our job to make sure they are protected when in our care. I think as educators we must continue to educate ourselves about the new innovations in technology both the advantages and disadvantages of using them to help keep our children safe. With so many negative forces pulling at our children in many cases it has to go beyond the child and I think we have to educate the parents and make them aware of the various things their children may be able to access so they can be empowered to help us help their children.

Thornburg, D. (2009). Evolutionary technology Vodcast: In Laureate Education, Inc. Emerging and future technology.

http://www.elearnmag.org/subpage.cfm?article=44-1§ion=articles

Morse Code & the Telegraph Video — History.com#first-telegraph-message

Morse Code & the Telegraph Video — History.com#first-telegraph-message

Rhymes of History

Dr. David Thornburg discuss how what he describes as “Rhymes of History” in the way technology emerges in our society and the impact it has the ability to rekindle things from the past such as social networking. The vodcast can be viewed at http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4433410&Survey=1&47=6047451&ClientNodeID=984645&coursenav=1&bhcp=1 .
Another example of a technology that rekindles something from the past is the fax machine. The fax machine encodes data and transmits it through the telephone. It also allows you to have a hard copy of what was transmitted. The first facsimile was patent in 1843. The first telegram was sent in 1844 allowing people to communicate miles apart. As the years progressed, newer innovations such as text messaging and emailing became other telecommunication tools we have come to rely on for the same purposes as the telegraph. Additional information can be found at the following sites:


http://www.history.com/topics/telegraph

http://www.history.com/topics/telegraph/videos#first-telegraph-message

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

http://www.ideafinder.com/history/inventions/fax.htm

Emerging Technologies Tetrad Rev.

Emerging Technologies Tetrad

EDUC 7108

Mod 1
Responded to Burian Kitchen and Laine Pagan blogs.

EDUC 7108

An Emerged Technology

A technology that has emerged in the last few years that has shaped my industry has been the digital camera. Several years ago I worked as a special education teacher. Our class always had photo moments and I would take pictures of the completed assignments, with parents’ permission, they turned in as evidence they had mastered an objective. Often times the pictures would come out too dark or if we were involved in a special Olympic activity it wouldn’t come out at all. That became very frustrating. I recall using the digital camera for the first time and viewing the students on the screen. I thought it was so magical! If the students and I didn’t like the snapshot we would do them over. I think digital cameras can serve many functions in the classroom. You can create class projects, evidence of students work, storyboards, and students can be introduced to photography as a form of art.

As with most new innovations I think there are some challenges associated with its use. One of my initial challenges was with my memory card. There was a defect in the card so I did not use the maximum amount of storage on the card. Other challenges for consumers may be associated with the cost as they tend to cost a little more than the cameras with films. Consumers also have to purchase and charge the batteries for the cameras to function properly. Learning to operate the camera may present some problems. Many of the newer models have additional features that require the user to consult the manual, whereas for those who have the traditional Polaroid and Kodak film cameras only one or two steps are required to take a picture.

Digital cameras are not only great tools to have in the classroom, but others can benefit from them as well. What better way to preserve ones’ history than through photos and videos. Most of the cameras have video recording features. Individuals who want instant pictures are able to take shots on their cellular phones as they have digital cameras as an added feature. We live in such a fast paced society where we are accustomed to having things instantly. Having the option of obtaining the product quickly may be an added benefit. Hopefully in the very near future as the digital cameras become more emerged in our society they will become less expensive. Perhaps there will be a model that will have a built in printer like the Polaroid camera that will minimize the number of steps needed to print a photo from the computer.

http://www.educationworld.com/a_tech/tech/tech147.shtml

http://www.wacona.com/digicam/digicam.html

Module 4 Connectivism/ Social Networking Responses

I responded to Brend Rutherford and Ashley Bridges posts.

Connectivism/How has my network changed the way I learn?

How has your network changed the way you learn?

My network has changed the way I learn by providing me with an abundance of information that can be obtained quickly. The ability to email and share information is convenient and an easy way to access information that may be difficult to get otherwise. Prior to enrolling in the educational technology courses, I knew very little about the benefits of blogging and the use of Wikis. Both networking tools have given me the opportunity to collaborate with my peers and share information that I have been able to utilize to enhance my educational endeavors as well as my professional career. Some of the tools that have facilitated my learning most have been the discussion boards, chats, blogs, emails and the people I have meet through the use of these networking tools. The ability to connect with others is important for the dissemination of information with regard to learning. Having access to these networks allow me the opportunity to research and gather additional information on topics to gain clarity regarding concepts that are sometimes difficult to obtain in online course. I use blogs, video conferencing, discussion boards and Wikis in a collaborative format with several students who may have a better understanding of content or with an individual student to complete assignments or to ask questions about particular assignments. I think our social networks are great resources for sharing and communicating ideas and building positive relationships in our educational pursuits, business, and for personal growth.

Module 4 Connectivism/ Social Networking

Responses for Mod 3

I responded to Burian and Krista's posts.

Module 3 Assignment

Reflect on Rheingold’s video, and then respond to the following:

Do you believe that humans have a basic instinct to “interact and work as a group,” as Rheingold proposed in his discussion of the evolution of Wikipedia as a collectively developed encyclopedia? How can technology facilitate collaboration among learners based on constructivist principles?

To some extent I believe that humans have a basic instinct to interact and work as a group. I think some individuals need to know that what they are learning is valid and they seek validation sometimes through others. Many of the theorists we have studied in the course thus far seem to share the belief that individuals learn from their experiences. Constructivism is a theory of knowledge (epistemology) that argues that humans generate knowledge and meaning from their experiences. It helps construct our understanding. We must ask questions and explore to build upon what we have already learned to further develop our understanding. This is often achieved through our interactions with others as our knowledge is expanded further. When individuals share their ideas, it creates an opportunity to reflect on others ideas and talk about what is being learned. The recipients of this interaction may be challenged to view and consider the perspective of others thereby changing his/her original perspective. Today, social networking and virtual simulations have the ability to facilitate collaboration among learners as well as allow them opportunities to problem solve from various settings in a collective format.

Reference:

http://www.thirteen.org/edonline/concept2class/constructivism/index.html

Laureate Education, Inc. (Producer) (2008). "Way-New Collaboration." featuring
Dr. Howard Rheingold [http://www.ted.com/index.php/talks/howard rheingold on
collaboration. html.]

Module 2 Responses to Classmates

I responded to Krista Crawford and Natalie Moore.

Module 2

“Learning Theory and Cognitivism”
A resoponse to blog postings by Bill Kerr, Stephen Downes, and Kark Kapp.

I think the various”isms” have their respective place in education and learning. I also think at some point in our teaching we have subscribed to probably all of them. For me I think it would be difficult to limit myself to just one theory as an educator because they all bring something different to the table and diversity and differentiation is what we need in the educational setting. I also believe the various learning theories provide valuable information regarding how we learn as well as a foundation for future studies on how we acquire knowledge. The only way to learn what works best is oftentimes discovered through trial and error which is what I think Bill Kerr, Stephen Downes, and Karl Kapp suggest in their blogs. Many of my successes in the classroom are a result of a combination of the theories and particular components applied in the situations purposefully and coincidentally.

I responded to Krista and Amanda

Learning Theory and Educational Technology

Module 1 Blog

Beliefs about How People Learn

I believe learning is a process that takes place over a lifetime not only in a classroom but in everyday experiences. I believe as a teacher it is important to help students learn about themselves and the world in which they live. I also think people learn best from modeling and by using a hands-on approach because it allows the learner to experiment. It also allows learners to develop skills and clarify concepts. Instructors should seek to ensure there is a balanced mix of guided and self- directed learning. From a previous course taken where students had to consider their philosophy of teaching and learning, I believe the learning theory I incorporate most in my teaching is probably that of the Constructivist approach because of its hands-on style of teaching and learning. It involves discussing meanings and ideas with others, and it isn’t learned in isolation. Siemens (2008) points out how constructivism covers a broad spectrum of research overlapping with cognitivism which suggests learning involves each individual learner making sense and constructing knowledge within his/her own context. I believe that the theories of learning can serve as a guide for instructors as they deliver content to students. I think technology can be the tool utilized in the process of learning to encourage risk taking while creating a new level of imagination.

Siemens (2008) further illustrates the roles that instructors/educators take through the use of metaphors. He likened educators to master artists, network administrator, concierge, and a curator. I believe that throughout teaching and learning educators who are serious about their involvement in the learning process take on all of these roles at some point to ensure that content is being mastered. The role that immediately comes to mind when I consider my instructional methods is that of curator because rather than always dispensing knowledge I enjoy seeing students create the environment for learning and explore and create knowledge and adding information to further assist as needed. I would add educator as creative consultant to the list of metaphors because I think some students who may not be very creative when learning or sharing their knowledge would benefit from suggestions and examples of what is being taught.

References

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

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

Critical Thinking

Video Presentation on Critical Thinking

Video Presentation

Week 5: Video Presentation

Static-Dynamic Continuum/Wk 5

Moving Towards Dynamic Technologies

I believe I am somewhere in the middle of the “static-dynamic continuum”. According to Moller (2008), we often see technologies or approaches to learning that include wikis, blogs, and discussion boards. Having the opportunity to use media technology in this program at Walden has shown me how to communicate, collaborate and view content in an online setting. I am analyzing what others contribute in the discussions within a learning community that allow me to share and respond to other scholars ideas which are expanding my on knowledge. Although I am using mind-maps and learning in a multiuser environment, I don't see myself on the dynamic end of the continuum because my experience using these technologies is limited. However, as I progress in the program I believe the interaction with classmates through various media technologies I will gradually shift to the dynamic end of the continuum. While I feel comfortable with my current use of technology, I do not want to become complacent. As an educator I hope to incorporate blogs, wikis and mind maps into my teaching to relay the content to my students and to give them encouragement as they strive to gain new knowledge. As Fahy indicates in the reading, it will be important for distant educators to monitor the trends as they usually translate from an individual's culture to the online classroom. (Fahy, 2008)

References:

Fahy, P. (2008), Characteristics of interactive online learning media. Anderson, T.(Ed.). Edmonton, AB: Athabasca University Press.


Moller, L. (2008). Static and dynamic technological tools. [Unpublished Paper].

Week 5 ConceptMap

Week 5: Concept Map

Static-Dynamic Technologies
Graphic Organizer

Module 4 Reflection

Online education has become the leading modality for distance education (Mayadas, Bourne, & Moore, 2005). One of the problems faced by educators using this model is keeping the students engaged in an online community. Distance learning may cause a psychological, as well as a physical gap (Durrington, Berryhill, & Swafford, 2006). Students may feel isolated and lonely. A lack of face-to-face communication and competition can affect their motivation. There are other barriers that may hinder student engagement and should be considered when teaching online verses face-to-face. According to Spelling (2005), barriers for adult learners are categorized as situational, institutional, and dispositional. A person's circumstances in life at any given time are considered potential situational barriers. Different policies and practices may make course participation more difficult are considered institutional barriers. Students' attitudes about their own abilities to succeed are considered dispositional barriers. These barriers present additional obstacles for adult learners who attempt to obtain an advanced degree (Spellman, 2007). To be effective and/or successful at online instruction, a student centered learning environment needs to be established. This can be achieved through discussion boards that allow students to interact with the instructor and fellow students to learn and problem solve. Students need to feel as if they are connected to others by establishing dialogue and interacting with other students and the professor. Once this atmosphere is created it sets the stage for the learner to become more collaborative, judgmental, reflective, and integrative (Spellman, 2007).

The instructor’s role is to bridge the gap between the social network and the students’ use of technology in such a way that learners are engaged (Anderson, 2008). Making students aware of the tools available to enhance online learning is crucial to its success. However, many students are already using this tool. Students entering higher education today, researchers note, possess a different view of technology due to lifelong immersion in a digital, media-rich, and networked world. These learners are often described as “millennials” (Oblinger & Oblinger, 2004). The online instructor encourages students to use a number of technological tools and strategies throughout the course to make sure the content is fully covered and understood. This can be achieved through research using the internet and search engines such as Google and Yahoo.

The Internet (Google, Yahoo and Internet Explorer) can be used to research information and gain clarity of content. The content can be delivered in different formats or a combination of formats, including multimedia, immersive environments, video, audio, and text which give access to learning that addresses the various learning styles of students. Discussion boards, Skype, and other social networking sites such as Facebook, LinkedIn, and MySpace allow students to communicate and problem solve while developing critical thinking skills. These modes of communication also help the students establish social presence. Online teaching also involves devising and implementing activities to encourage discourse between and among students, between the teacher and the student, and between individual students, groups of students, and content resources (Anderson, 2008). Collaborative technologies such as Wikis, Blogs, Eluminate, Web 2.0 gives students the opportunity to work in virtual groups to complete learning tasks as well as assess peer work and give feedback.

References

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

Durrington, V.A., Berryhill, A., & Swafford, J. (2006).
Mayadas, F., Bourne, J., &Moore C. (2005). Introduction. In Bourne, J., & Moore, J. C., (Eds.), Elements of quality online education: Vol. 6 Engaging communities (pp.7-10). The Sloan Consortuim.

Oblinger,D., & Oblinger,J. (2004). Educating the net generation [e-Book]. Retrieved January 10, 2008, from http://www.educause.edu/educatingthenetgen

Spellman, N. (2007). Enrollment and retention barriers adult students encounter. The Community College Enterprise (pp. 63-79). Livonia, MI: Schoolcraft College.

http://mywebspiration.com/view/310982ad38f

Assessing Collaborative Efforts

Many students who have a need for social presence often times prefer to work alone rather than in a group where peers collaborate. Being able to express one’s personality in an online environment can be achieved if several elements exist such as the ability to carry on an internal dialogue, creating a sense of privacy, the ability to deal with emotional issues in textual form, and the ability to create a mental picture of the other participants in the learning community. Therefore, instructors should seek to ensure the development of connectedness and presence for members in the community (Palloff & Pratt, 2007).

Once students become a part of the online learning community, measures should be taken to assess the members within the group. Assessing learning cannot be achieved effectively if it is done in the manner it has been in the past. Siemens explains several methods for assessing distant learners. Students assessing students is a method that allows students to actively participate in the assessment process. Feedback from online learners allows fellow students to participate in open communities which are often achieved through list serves. Educators can assess based on student contributions that allow others to look at how many times each student logs on and participate in class through discussion boards, chats, or blackboards. The final method Siemens describes is assessing based on metrics/numerical grades from learning management systems through timed tests /quizzes (Siemens, 2008). It will be important for instructors to make sure the grading practices are fair and equitable. Students have different levels of skills and knowledge to bring to the learning environment. Level of performance on a given task(s), authentic participation in class discussions, and student growth should all be considered when assisting each participating in this type of learning environment.


References

Palloff, R. M., & Pratt, K. (2007). Building online learning communities: Effective strategies for the virtual classroom. San Francisco: Jossey-Bass.

Siemens, G. (2008) The Future of Distance Education, Laureate Education, Inc.: Principles of Distance Learning Vodocast.

Storyboard of Video Presentation

http://thewaldens.pbworks.com/Ellis