Rhymes of History

Rhymes of History

A Rhyme of history represents a natural human propensity to be fulfilled with the current available technology. For example, according to Thornburg (2009), years ago the desire to meet and socialize with other folks in the town was fulfilled by going to the local watering hole. Now, today we can fulfill that need to share our thoughts, our days’ events or just communicate small talk with others by using any one of the social networking sites such as Facebook, Facetime or Skype.
Another need that has historically been met with time is the desire to document family life. In the past, families would pass on stories from generation to generation so that the family traditions would remain alive and future generations would have an understanding from whom they descended. Of late, families would collect pictures and create scrapbooks to document family occasions, such as the birth of child, a graduation or a special occasion. Now, today with the availability of digital cameras, families can document and save their precious moments with http://www.shutterfly.com/ or http://www.snapfish.com/snapfish/ These easy to use sites help the user to create books, store pictures and share memories digitally with friends and family.
In Kelly’s speech, “The Next 5000 days on the Web,” he refers to his prediction of how the web will be transformed with embodiment, restructuring, and codependency. I can relate to the codependency easily as I use the computer, the web and all of its connection capabilities for just about all of my interactions with content, experts and friends. The restructuring and the embodiment of the web is a bit more abstract to follow, but according to Kelly, he predicts that the “One”, meaning us or humans will be integrated into the web in such a way that the web will be defined by us. In his final statements, he mentions more concretely that “to share is to gain” and from this we can remind ourselves that we will be the greatest most valuable source for the future of the web.
Resources:

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/index.php/talks/kevin_kelly_on_the_next_5_000_days_of_the_web.html

Thornburg, D. (2009). Rhymes of History (Vodcast). Emerging and Future technologies. DVD produced by Laureate Education, Inc. Baltimore.




I posted comments on Neena's blog and on Sandra's blog.

Emergent Technologies

The DVD player might be collecting dust on the TV stands these days now with the onset of digital programming, streaming videos and online rental companies such as Netflix. For this post, I prepared a tetrad of reflections on how and why the DVD player was an emerging technology.

Emergent Technology

Emergent Technology

A current technology that has emerged in the last few years at my school is the Smart Board. This dynamic tool has transformed how I teach and how my students learn. Some positive changes include the easy storage and retrieval of class notes, lessons and files. Electronically driven, I don’t need to end my day with chalk on my hands or my clothes. Lessons can be prepared and mapped out ahead of time to include multimedia files that include podcasts, videos, simulations, games, interactive activities and links to effective and appropriate Internet sites. As a teacher of mathematics for over 15 years, I am excited and motivated to keep current with technology and learning. Through the use of the Smart Board, students can visualize, hear and kinesthetically involve themselves with their learning by manipulating objects on the Smart Board. The Smart Board, when used effectively offers opportunities for the expansion of learning that was previously not possible with the linear traditional approach limited to a blackboard and chalk.
Some problems or challenges that have been associated with this technology are the lack of teacher training, the expense of the replacement light bulb for the projector, the expense of the entire unit, and the resistance among teachers who are not willing to transition to use a new technology in their classroom. Each of these problems, have been addressed in time and slowly the Smart Board has been accepted among the majority of the staff. I believe that teachers may be have been resistant because of the need for time to learn how to use it correctly. The administrators listened to the needs of our staff and have provided the staff with several experts to support its use.
The societal needs that are met are evident in the use of the multimedia technology. The benefits are endless! Students can connect to other resources on the web to gain a wider knowledge base outside of their textbook, each other and their teacher. Diverse student learners with specific IEP’s can get a copy of class notes, either as a template prior to beginning of class or with teacher writing after the completion of a class. The many learning styles are addressed with the use of multi-media infused tools and the options to display notes in color, with diagrams, images and links to demonstrate content in a way visually appealing for learning. The students themselves have told me that they have seen a change in their learning when they are in a classroom where the teacher uses the Smart Board effectively.
This technology would be even better, if it didn’t require an expensive light bulb replacement. I have been told that in my classroom, the bulb lasts for 1500 hours and cost $1000. It would be better if in a dream world each student had a mini Smart Board similar to the Ipad to retrieve the lessons and use a touch screen to activate their learning simultaneously with the instructor. In addition, to help motivate teachers to accept the use of this technology and to implement it into their lessons, perhaps a technology teacher can be designated in each discipline to help create lessons based on the needs of the teacher and the content. As it is now, Smart Technologies has created a link on its web site to offer support for educators and a place to upload and share lessons.

I posted my comments: http://nursingismybag.Blogspot.com
and http://enftechblog.blogspot.com/

References
http://www.Gadzooki.com (May, 2011) Retrieved from
http://www.gadzooki.com/tech-news/the-generation-of-grade-school-gadgetry-a-smart-board-in-every-classroom-try-20/

Learning in a Digital World

My Philosophy of Learning

Learning is a personal quest for knowledge. It should be self-directed yet fostered by connections created in a personal learning environment. Learning is an ongoing cognitive process that can be stimulated by the dynamic interactivity of events, people, organizations, technology, content and the learner. Technology provides the tools to ensure this dynamic interactivity between the learner and his learning environment. Critical components of learning include the willingness and the ability of the student to reason and to communicate with other learners, the instructor and the content. Teachers in both a face-to-face and online environment need to create a positive environment conducive for learning. Some non-negotiable aspects of an appropriate learning environment are building trust, respect and appreciation for the participants, the content and the tools provided.

The stagnancy of content that is transpired linearly contrasts with cyclical learning produced when an instructor or learner utilizes technology to activate its powerful tools for retrieving, storing, sharing and constructing knowledge among communities, individuals, organizations or small groups. It is the responsibility of the instructor to understand how the students learn, to recognize their weaknesses and strengths and to provide feedback whenever feasible. It is the responsibility of the learner to actively engage in the construction of knowledge and be cognizant of changes in our environment that can dictate our choices. Learners need to be skilled at sifting through information and finding valid and reliable sources. Learning is an ongoing endeavor that shapes who we are as individuals and as a society. It is awesome to learn something new and is even better when we spread the news!

I commented on Aimee's Blog http://cothran7105.blogspot.com/

and Kevin Steele's Blog http://kmsteele.blogspot.com/

New Technologies

A situation I can think of in which I have encouraged people to use a new technology occurred in my high school two years ago when our district purchased Smart boards. The initial use of a Smart board in a classroom can be overwhelming and extremely time consuming. Some colleagues didn’t see the point in changing what was already working in their classroom. Some didn’t want to invest extra time to prepare lessons to use on the Smart board or to spend time training to become more comfortable with its use. Some were disappointed in their inability to make lessons work the way they intended. Their attitudes ranged from resentment towards administration for making them use a Smart board to frustration for not having enough training to make it work effectively in their classrooms. They definitely lacked confidence and they needed to see the value of investing their time.
There are a couple of things I could do using Keller’s ARCS model to help motivate my colleagues to encourage success. As an attention getter activity, I might demonstrate its usefulness at a department meeting by inviting colleagues to show model lessons that make use of some of the interacting features. In order to establish relevance, I would show my colleagues how it has drastically changed my teaching. I would model for them some of the techniques I currently use and show them how implementing its use has been worth it. I would also show them how different software such as the geometer sketchpad and the graphing calculator; both tools that they are familiar with can be easily used in their classrooms, without any cumbersome overhead projector. I would also show them how the use of the Smart board allows for creativity and choice in their lesson design. Next, in following with Keller’s ARCS model, I would help set up a strategic plan to help grow confidence in its use. I think that teachers who try a new technology need to have active support at all times so that they don’t feel defeated. I would also show them ways to download ready made lessons from teacher supported web sites and set up a teacher wiki for the colleagues in our department to share their lessons. I would explain to them that although it is a big learning curve, eventually storing files for later use would save time in the long run. Lastly to promote satisfaction, I would encourage our administration to conduct a hands-on training for teachers to be better prepared and five them opportunities to prepare sample lessons, try different features and ask questions from an expert.


I commented on Joshua's blog
http://shermanlearningtheoryandedtech.blogspot.com/

and on Jerri Anne's blog: http://jeriannking.blogspot.com


References:

Keller, J. (2011). ARCS Model of Motivational design (Keller) at Learning-Theories.com.
Retrieved from http://www.learning-theories.com/kellers-arcs-model-of-motivational-design.html

Connectivism

This activity has helped me to visualize my personal learning network. I have always relied on colleagues, textbooks and Google searches for assistance and gaining knowledge. But, due to the addition of so many enriched communities, plentiful resources and technological tools, my learning has gained so much more depth. It is very motivating for me to realize that topics I am interested in pursuing can be shared with other educators across the globe.
The digital tools that currently best facilitate learning for me are Skype, wikis, and Google docs. I would like to familiarize myself with edmodo.com, edu.glogster.com and diigo.com and use them more readily on a regular basis in my field of education.
When I have questions, I generally continue to refine my search or use the advice of people, such as those in my field, my peers, fellow bloggers or experts who can assist me in directing me to find the answer.

I posted comments on Kristin's Blog and Aderonk's Blog
http://ktemplesedu7105.blogspot.com/
http://baedutech.blogspot.com/


References:

Siemens, G., Tittenberger, P. (2009). Handbook of emerging
technologies for learning. Retrieved from http://umanitoba.ca/learning_technologies/cetl/HETL.pdf

Collaboration, Technology and Constructivism

Mod 3 Collaboration

I do believe that the majority of humans have a basic instinct to interact and work as a group. Just recently, my daughter completed a comprehensive study of her aptitudes so that she might be better informed in making decisions for her major in college and her career path. We visited the Johnson O’Connor Research Foundation, and while conferencing about her results, we not only learned about her personal aptitudes for doing things but we also learned that she fell into the 7% population that would prefer to work independently rather than the 93% who would prefer to work collaboratively. That doesn’t necessarily mean she doesn’t enjoy other people, it simply means that she would rather complete tasks on her own terms so owning her own business is her forte. As a teacher and a parent listening to the results, it made me realize that almost everyone would much rather work in the collaborative setting doing a small part to achieve a common goal.

According to Rheingold, cooperation is based on trust. If you can prove to be trustworthy when interacting with another person then a sense of cooperation can evolve. The reference to prisoners’ dilemma that was used in his video justifies one’s desire to co-depend. If we can rely on each other and come to some semblance of agreement then the prisoner’s dilemma would become “the assurance game” and the path to success would be more doable.

The instantaneous availability and wealth of knowledge improved by the onset of the Internet has changed the way students can access and process information. But the real change in how students learn is brought about by the interaction with other learners as knowledge is built upon the exchange of creative ideas facilitated by the growth in technology. Technologies that include email, wikis, blogs, Google Docs, synchronized chats, Skype, and discussion forums invite learners to have synchronous and asynchronous learning experiences that allow for global exchange of ideas. The constructivist theory of learning is based on making connections and establishing meaning in the process of learning.

The Internet and its collaborative efforts invites students to be more self-directed learners. With the use of hypertext, students can direct their learning by selectively choosing their path or discovery. Hypertext also integrates visual, audio and textual modalities that assist in accommodating various learning styles. The resources available online that include libraries of databases, research articles, journals, eBooks, videos, podcasts and more facilitates inquiry by inviting the learners to make their own selection of documents to retrieve.

The constructivist theory encourages learners to actively engage learners in their process of learning and one such strategy is to incorporate collaborative learning. Technology can help foster collaboration by helping to link students who share a common goal or interest. For example, in distance education, students from around the world, separated by time and location can be brought together in the shared computer space to communicate, share knowledge and learn from each other. The use of group discussions also offer opportunities for learners to reflect about their previous experiences and it helps promote non-bias communication. Some students might not speak in a face-to-face situation but might freely contribute in technology related collaboration.
A three study conducted by Musanti and Pence (2010) on collaboration and teacher development was created to help in-service teachers better address the needs of their ELL students in their classrooms. Their findings indicate that the teachers were able to collectively construct knowledge and overcome feelings of isolation.

Comments were added to the following two blogs:
http://cothran7105.blogspot.com/
http://crjoneswaldenu.blogspot.com/

Resources:
California Adult Literacy Professional Development Program. (nd). How Does Technology Facilitate Constructivist Learning? Retrieved from: http://www.calpro-online.org/eric/docs/brown/brown01_05.pdf

Musanti, Sandra I.; Pence, Lucretia (2010). Collaboration and teacher development: Unpacking resistance, constructing knowledge, and navigating identities. Teacher Education Quarterly. 37(1). p73-89, 17p Retrieved from: http://web.ebscohost.com.ezp.waldenulibrary.org/ehost/pdfviewer/pdfviewer?vid=6&hid=12&sid=35ca8079-1f35-481a-8d95-4aea83a2a92f%40sessionmgr12

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