EDUC 7108 Module 3 Blog Post

Through history, the concept of communicating to gain information has been retrieved and evolved as the abilities of technology increases. Dr. Thornburg (Laureate Education Inc., 2009) explains how rhymes of history occur when, “the affect or impact of a new development rekindles something from the distant past”. Communication dates back to the idea of writing on walls using symbols to create a message or tell a story. Over time, technology has given people the ability to communicate anywhere, anytime using cell phones. The concept of cell phones has been rekindled as new developments changed its design and functions from a car phone in a bag, to smaller designed flip phones for personal use, and now even smaller smartphones to multitask daily forms of communicating. “In recent years, the purpose of the cell phone has shifted from a verbal communication tool to a multimedia tool, often adopting the name “mobile device” rather than being called a phone at all” (Ai InSite, 2011). Besides still being able to use cell phones for making calls between one or more people, these mobile devices have given the added abilities for surfing the web, taking pictures, sending e-mails and text messages, and communicating with people through social networking sites.

Kevin Kelly (2007) described three trends of rhymes in history which hold true to the rekindling of communication through cell phones: embodiment, restructuring, and codependency. Embodiment is the ability for cell phones to connect to the Web. As mobile devices allow for Internet connection, people can use this tool for gaining information from the web and sharing information themselves. Through restructuring, the purpose of cell phones has shifted to allow for linking to more pages and data using the web. Looking towards to future, Google has already begun to develop augmented reality technology to allow people to link to things in the world using a tool such as a cell phone. Going back to the idea of creating phones for communicating, cell phones have rekindled the idea of our codependency on each other. People’s contributions of information from the web and our ability to retrieve such information has developed a codependency for each other to be able to share and gain knowledge.

References
Ai InSite (2011). The history and evolution of cell phones. Retrieved from http://insite.artinstitutes.edu/the-history-and-evolution-of-cell-phones-57809.aspx


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


Laureate Education, Inc. (Executive Producer). (2009). Emerging and future technology: Rhymes of history. Baltimore, MD: Author.

EDUC 7108 Module 2 Blog Post

Progression of Computers in Reading Technology- iPad

Enhances Students’ ability to access multimedia applications for reading books and learning reading skills. Allows learner to hear text, along with having words highlighted to assist students in becoming fluent readers.	Obsoletes Students reading text-only hard and soft cover books, checked out from a library.
Retrieves The idea of storytelling and reading from printed books, as well as computer-based software for reading instruction.	Reverses May lead to the creation of new technologies that support more interactive text, such as 3D or holographic images aligned with stories.

As technologies such as the iPhone and iPad have emerged, students now have access to interactive reading applications that support them in learning to read. Rather than having to check out a paperback book from the library, there are technologies emerging into education that provide books on tablets such as eReader, Nook, and Kindle. The iPad also enhances the ability for additional book titles to be located and read from anywhere, at any time using one tool versus a stack of books. The idea of storytelling is retrieved through eBooks because students can follow along with stories as they are read to them by the tablet.

The iPad not only provides books through iBooks, but iTunes and the App Store allow for applications to be downloaded which feature activities and games to increase students’ reading skills, as well as their motivation to learn to read. In a recent study using the iPad to facilitate reading improvement with a fifth grade student, McClanahan, Williams, Kennedy, and Tate (2012) found success in using applications to address comprehension, sequencing, details, drawing inferences, and identifying cause and effect. As the student came across struggles, the teacher was able to instantly download and provide activities for the student to engage in immediate guided practice. This type of individualized computer-assisted instruction allowed the student to feel successful in a self-paced format. The idea of computer-based instruction where all students move through the same work has become obsolete. The iPad and similar technologies are proving to increase students’ motivation and success in learning, especially in reading and literacy skills. As more classrooms are becoming equipped with such tools, hopefully the future will lead to teachers being able to provide all students with more individualized educational plans.

Additional resources for information about the iPad taking the role of computers and books in the classroom:

Apple in Education- http://www.apple.com/education/ipad/

Interactive iPad Reading Experience- http://appsineducation.blogspot.com/2011/02/interactive-ipad-reading-experience.html

‘Reading Rainbow’ app aims to take kids to new learning heights- http://www.abcactionnews.com/dpp/news/science_tech/reading-rainbow-app-aims-to-take-kids-to-new-learning-heights-wcpo1340894862740

Reference

McClanahan, B., Williams, K., Kennedy, E., & Tate, S. (2012). A Breakthrough for Josh: How Use of an iPad Facilitated Reading Improvement. Techtrends: Linking Research And Practice To Improve Learning, 56(3), 20-28.

EDUC 7108 Module 1 Blog Post

Within the past few years, learning management systems (LMS) have emerged into K-12 and higher education. Rather than teachers having to manage gradebooks, assignments, and course information by paper and pencil or on different websites, LMS provide the capabilities to manage student assignments and grades, create class discussions, and provide resources and technology-focused instruction online. My Walden courses have just begun using the Blackboard LMS. I am already seeing how its format promotes communication and collaboration, as well as making it easier to navigate through the course modules and submit assignments. This new technology tool helps students to organize their work and have direct access to resources that will help them to learn the course content.

In a recent study of students’ perceptions using Blackboard as a LMS, Little-Wiles and Naimi (2011) expressed results in which students’ problems were with instructors not providing as much information as they could be in an online technology course. Although Blackboard provides the capabilities for mail, announcements, chats, discussions, and a calendar, a surprisingly small amount of instructors actually used each feature. The Blackboard (2012) website (http://www.blackboard.com/Markets/K-12/solutions/Teaching-and-Learning.aspx) provides information about each of its functional educational tools such as Blackboard Learn, Blackboard Collaborate, Blackboard Mobile Learn, and Edline for connecting and engaging diverse groups within the learning community.   

To increase the use of LMS such as Blackboard in classrooms and for online courses, instructors must have effective training and a clear understanding of how to use each feature and tool for instruction and providing course materials. Thornburg (2009) describes problems and challenges that arise as people collaborate in online courses stating, “the social dynamics of the group work will be more puzzling than the technology needed to provide these services” (p. 7). The technology is already available for students to be able to work and learn through LMS, but instructors must provide supportive and motivating guidance through the functions of the tool to help students learn successfully. This includes supporting conversations relating to the content through discussion boards, clearly expressing expectations through assignments and the syllabus, and providing grades in a timely manner with detailed feedback.             

References

Blackboard (2012). K-12 Solutions. Retrieved from http://www.blackboard.com/Markets/K-12/solutions/Teaching-and-Learning.aspx

Little-Wiles, J., & Naimi, L. L. (2011). Student Perceptions of and Experiences in Using The Blackboard 

Learning Management System. Global Education Journal, (4), 147-155.

Thornburg, D. D. (2009). Current trends in educational technology. Lake Barrington, IL: Thornburg Center for Space Exploration.

EDUC 7105 Module 6 Blog Reviews

Module 6 Blog Reviews


During the last module of my course, I read and responded to two of my peers’ blogs concerning the integration of technology in teaching and learning:

Yolanda Lyons- http://ylyonstechnology.blogspot.com/2012/05/module-6-blog-yolanda-lyons-when-it.html?showComment=1337797244889#c258423329988010583

Heather Rogers- http://learningtheoryeducationaltechnology.blogspot.com/2012/05/module-6-heather-rogers.html?showComment=1337797695330#c1306888455700896415

EDUC 7105 Module 6 Blog Post

Technology has broadened my ability to access a variety of resources for gaining information, as well as allowing me to communicate world-wide and collaborate on projects. In a face-to-face classroom, I often struggle to listen to lectures or constantly take notes as instructors are teaching. Online learning environments have made accessing resources and setting goals for my learning more realistic. I have found myself to be more successful when I can work asynchronously in my courses, communicate with my peers through discussion boards to expand my thinking, and collaborate in learning communities through a variety of technology resources.


I believe that every child should be given the opportunity to learn. In order to help all students learn, educators must address individual needs and provide a variety of opportunities for learning. With the increasing integration of technology into classrooms, all educators should embrace the opportunity to learn how to use emerging tools and apply 21st century skills to teach students how to use technology effectively to understand content. Before students can use technology for their own research and learning, effective practices should be taught and modeled for students through instruction. Once students are motivated and have a foundation of 21st century skills and knowledge of Web 2.0 tools, instructors should serve as a guide for them in directing students towards appropriate resources and support their use of new technology tools.

The following research examines blending online learning environments and face to face classrooms.
http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED509636

Reference

Watson, J., & North American Council for Online, L. (2008). Blended Learning: The Convergence of Online and Face-to-Face Education. Promising Practices in Online Learning. North American Council For Online Learning. Retrieved from http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED509636

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.