EDUC 7105 Module 5 Blog Reviews

This week in my course we discussed the hesitations that educators face when implementing new technology. I read and responded to the blog posts of two of my peers:

Michelle Martens-Dragalin: http://michellenotes.blogspot.com/2012/05/module-5-affective-learning-theory-blog.html?showComment=1336694547579#c5491957299898008875

Shirley Brady: http://sbrady7105.blogspot.com/2012/05/blog-post-module-5-it-is-my-belief.html?showComment=1336694809859#c6154902471445763326

EDUC 7105 Module 5 Blog Post

As I have learned more about educational technology, I have taken a deeper interest in encouraging other educators to use new technology in their classrooms. In a previous course, I surveyed the teachers in my school on their use of the existing technology we have in our school and their feelings towards applying them with students. As technology has become an integral part of our curriculum, more teachers seem to want to use it with students but do not have the confidence or proper training and knowledge to use it effectively.

One of the newest technologies we have integrated into our classrooms are student SMART response clickers. These can be used for assessing student knowledge with instant results, which allows for immediate feedback and whole group review. The students seem very motivated to learn and participate using the clickers, but the teachers have expressed that they would like more training on how to use them and create assessments. With the overwhelming amount of work already required from the teachers, they are having trouble finding the time to create meaningful assessments and get students’ full cooperation in learning how to properly use them. This has resulted in only a few teachers using the SMART response clickers on a daily basis, some using them on a weekly basis, but a good majority not using them at all.

According to Keller’s ARCS Model, in order to motivate learners the instructor must focus on attention, relevance, confidence, and satisfaction (Driscoll, 2005). In my school’s current integration of our new technology, we can gain and sustain teachers’ attention towards their daily use by varying training and instructional presentations of the clicker functions. Each grade level could receive specific training on how to apply their curriculum content towards assessments using the clickers. Their use is already relevant to the teachers because of the ease of getting results of student assessment and having the ability to do an immediate review with students of the concepts that they do not seem to grasp. To build teachers’ confidence in using the SMART response clickers with students, they can create their own goals and guidelines for instructing students on what is expected from their use. As teachers practice creating assessments and using their results, they will become more confident in using them as an instructional tool. Student learning will continue to improve and teachers will see results from the assessments that they create, becoming satisfied and more likely to continue using them.  

Reference

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

   

EDUC 7105 Module 4 Blog Reviews

This week I reviewed the blog posts and mindmaps of my peers' connections made through connectivism principles.

Yolanda Lyons: http://ylyonstechnology.blogspot.com/2012/04/module-4-connectivism-yolanda-lyons.html?showComment=1335630297342#c6096099526505935986

Heather Rogers: http://learningtheoryeducationaltechnology.blogspot.com/2012/04/module-4-heather-rogers.html

EDUC 7105 Module 4 Blog Post

Throughout my experiences in attending Walden University online courses, my network connections to people and technology have greatly expanded. Learning through distance education has helped me to realize the importance of networking and gaining knowledge through such sources. Siemens (2004) states that, “a network can simply be defined as connections between entities”. My network is made up of social, personal, professional, and educational connections. With the popularity of social networking rising, I have been able to stay connected and learn from people I know and continue to meet in my personal and professional life. I have created a personal wiki and blog to track my educational experiences and receive feedback from peers and professionals about my work. My professional network helps me to learn about changes in my field of work, and connect with other professionals in my field to stay updated on new ideas and technologies that I can implement with my students. Through my educational connections I have gained as I attend Walden University, I now mainly learn through discussion boards, Skype, wikis, blogs, and Google Docs to communicate my knowledge and collaborate with other students and instructors.

The digital tools which have best facilitated my access to information and learning are web 2.0 tools such as wikis, blogs, and discussion boards. As explained by Siemens (2004), “connectivism provides insight into learning skills and tasks need for learners to flourish in a digital era”. Using these tools gives me the ability to connect and communicate with other professionals in my field and gain an insight into their views about what I am learning. Wikis and blogs give me the opportunity to gather information about the opinions and knowledge others are sharing on the internet. As I have read the blogs and wikis of my peers in my courses, my learning is facilitated as I conduct deeper research into the topics I read about or find interesting and applicable to my professional work.

 When I have questions and want to learn new knowledge, the first resource I turn to for locating information is Google. This search engine provides access to the most direct and valuable information available on the web. While evaluating the sources I come upon for validity, I gain knowledge by reading articles, websites, blogs, and wikis. Being a part of the Walden community, I also confide in my peers and instructors to answer any questions I have about my research in educational technology.

 Reference

Siemens, G. (2004). Connectivism: A learning theory for the digital age. Retrieved from http://elearnspace.org/Articles/connectivism.htm

Additonal Resources

Digital Tools for Students- This blog gives great examples of new and emerging digital tools available online for student learning. It has a collection of resources that students will find useful for researching and collaborating.

http://studentdigitaltools.wordpress.com/

Stephen Downes’ Connectivism Blog- The following blog was created by Stephen Downes, as he expresses his views of connectivism. Here he also responds to the views of George Siemens.

http://www.downes.ca/cgi-bin/page.cgi?journal=3174

EDUC 7105 Module 3 Blog Reviews

In discussing collaboration this week, I responded to the following two blogs of my classmates:

Heather Rogers http://learningtheoryeducationaltechnology.blogspot.com/2012/04/module-3-post-heather-rogers.html

Valenta Wade http://raivynsmom.wordpress.com/2012/04/12/module-3/

EDUC 7105 Module 3 Blog Post

This week I viewed a video by Howard Rheingold, where he discussed how people form groups and collaborate. Online collaboration tools such as Wikipedia have provided the opportunity for people to share their ideas from different locations and at different times. Rheingold (2008) discusses how the emergence of technology for collaboration over time has been, “enabled by the collective action that emerges from literacy”. As people have worked together throughout the centuries, more companies and programs have taken advantage of the collaboration of people to solve problems and make improvements towards efficiency. Rheingold (2008) continued to explain how the online program BitTorrent, which I have actively collaborated in, has users download and upload files to make the system more efficient as it is used by more people.


I agree with Rheingold’s (2008) view that people instinctively interact and work in groups, as it has been demonstrated in the development of Wikipedia. No one has been required to add information to the millions of articles in Wikipedia, but thousands of volunteers have actively participated in such collaboration. Technology developing today is increasingly facilitating collaboration among learners, as students are beginning to learn under constructivist principles with the guidance of instructors. In doing so, learners are working synchronously and asynchronously to share their ideas and gain deeper understanding of content from communication with their peers.

The following link is to a research study that was conducted by Allsop (2011) to discover whether collaboration actually occurs when children are learning with the support of a wiki. The study found that students used collaboration for learning the content, about technology, and random help skills.

http://web.ebscohost.com.ezp.waldenulibrary.org/ehost/pdfviewer/pdfviewer?sid=1519f9b7-db6c-4f5b-a5bd-fcd8966560ff%40sessionmgr15&vid=5&hid=19

References

Allsop, Y. (2011, October). Does collaboration occur when children are learning with the support of a wiki? The Turkish Online Journal of Educational Technology Retrieved from http://web.ebscohost.com.ezp.waldenulibrary.org/ehost/pdfviewer/pdfviewer?sid=1519f9b7-db6c-4f5b-a5bd-fcd8966560ff%40sessionmgr15&vid=5&hid=19

Rheingold, H. (2008, February). Howard Rheingold on collaboration [Video file]. Retrieved from
http://www.ted.com/index.php/talks/howard_rheingold_on_collaboration.html

EDUC 7105 Module 2 Blog Reviews

This week I read and responded to the blog responses of my course peers on their reflection on learning theories and cognitivism.

Jennifer Joseph's blog is located at http://jenanp.blogspot.com/2012/03/8845-module-2-assignment-cognitivism.html?showComment=1333255425484#!/2012/03/8845-module-2-assignment-cognitivism.html.

Rashida Brown's blog is located at http://rashidabrown.wordpress.com/2012/03/29/educational-theories-in-teaching-and-learning/.