I think what most makes me say “that’s neat” is the fact that technology can and is attempting to do so much. Because before, it took so much longer to find out that something either did or didn’t work. It took a long time (years and often decades) to collect data about things. However, because of the strides that are being made in technology, patterns may be detected earlier.
I no longer have to try to find every study that was done on something. I will soon be able to go to a database for example and get the latest information on brain scans as the information is coming in and being compiled with other studies of its kind. That means that I can keep up with the media and information I need to ensure that I am using the most effective resources for my students. Perhaps the most important thing is that the information has been proven to be effective.
Everything else aside, my favorite activity of the semester was embedding the youtube clip into my blog. It was hard to find, but I was able to find one of the simplest and funniest clips (I thought). I felt that it added a little comic relief to my otherwise serious blog. I also thought that it captured a side of me that most people don’t see (the funny side).
Wednesday, December 31, 2008
What Works Best When Using Media (D/12)
I don’t know that I can find words to describe what it was that I felt. As I read chapter 30. I felt as though it all made sense. This is the information that I have been waiting to find my entire educational technology career (all two classes :) ).
I can apply the ideas that I’ve learned in this chapter in a number of ways. The two ways that are most important to me are in: creating differentiated instruction and for reinforcement/reconnecting/ reteaching. I never knew that low knowledge learners do better with visual and audio narrative than high knowledge learners per se. Nor did I realize that background sounds and images that add to the atmosphere but not to understanding may be more of a distraction than anything. But now that I do, I can use this information when deciding which media and technology resources to use for students; according to their needs.
I can also develop a media library for students so that if they need to be retaught a concept for example, they can access that piece of media/technology to review. In doing this, I can assess where the student is and what concepts the students needs to work on more. I can customize learning for that student better and faster than without the technology.
Using the information from this chapter will allow me to know what types of media and technology will best help both my students and me; to reach the goals we have set. And to help us know what our next goals should be.
I can apply the ideas that I’ve learned in this chapter in a number of ways. The two ways that are most important to me are in: creating differentiated instruction and for reinforcement/reconnecting/ reteaching. I never knew that low knowledge learners do better with visual and audio narrative than high knowledge learners per se. Nor did I realize that background sounds and images that add to the atmosphere but not to understanding may be more of a distraction than anything. But now that I do, I can use this information when deciding which media and technology resources to use for students; according to their needs.
I can also develop a media library for students so that if they need to be retaught a concept for example, they can access that piece of media/technology to review. In doing this, I can assess where the student is and what concepts the students needs to work on more. I can customize learning for that student better and faster than without the technology.
Using the information from this chapter will allow me to know what types of media and technology will best help both my students and me; to reach the goals we have set. And to help us know what our next goals should be.
Being Competent (D/11)
Out of all of the competencies that I reviewed in Chapter 27, the three that I would like to develop are: Use of media and technology to enhance learning and performance, assess learning and performance and evaluate instructional effectiveness. These three areas have always been the hardest for me.
One of the reasons that I took this technology class was because I really need help. When I went through my undergraduate program, there was no educational technology component; save the general university requirement. Therefore, I really had no knowledge of how to use technology to assist me in the classroom. This was and is one of the first questions that you are asked when you go to seek employment (along with questions about classroom management if you are a teacher). But for me, it was more than that.
I wanted to be able to make sure that my students had the exposure to technology to help them be successful. But I wanted to be sure that I wasn’t exposing them for the sake of it. I wanted make sure that that exposure was meaningful and that it was actually helping them learn valuable lessons. Students learn in so many different ways and I felt that technology may be the thing to help me to adapt my instruction the way it needs to be for those students that need and deserve it; but due to class load, may not be getting it (as much as they should).
Because of this, it is important for me to be able to assess whether or not my use of media and technology to help my students learn, is working. It would make no sense to use something that may not be working the way that you hope; and that may actually be creating the adverse effect. I have seen instances where students are given a test before they begin a course to see where they are and then given the same test at the end of the course. More often than not, the students score worse after the course. I have always wondered how that was possible and I feel that the situation is a result of not assessing the learning so that one knows if the techniques they are using work.
Nevertheless, it all seems to come back to evaluating instructional effectiveness. If the instruction isn’t effective, then the use of media and technology won’t enhance learning and performance because the students won’t understand what to do, what they are supposed to get out of using the media and technology and if they learn more effectively with the media and technology.
One of the reasons that I took this technology class was because I really need help. When I went through my undergraduate program, there was no educational technology component; save the general university requirement. Therefore, I really had no knowledge of how to use technology to assist me in the classroom. This was and is one of the first questions that you are asked when you go to seek employment (along with questions about classroom management if you are a teacher). But for me, it was more than that.
I wanted to be able to make sure that my students had the exposure to technology to help them be successful. But I wanted to be sure that I wasn’t exposing them for the sake of it. I wanted make sure that that exposure was meaningful and that it was actually helping them learn valuable lessons. Students learn in so many different ways and I felt that technology may be the thing to help me to adapt my instruction the way it needs to be for those students that need and deserve it; but due to class load, may not be getting it (as much as they should).
Because of this, it is important for me to be able to assess whether or not my use of media and technology to help my students learn, is working. It would make no sense to use something that may not be working the way that you hope; and that may actually be creating the adverse effect. I have seen instances where students are given a test before they begin a course to see where they are and then given the same test at the end of the course. More often than not, the students score worse after the course. I have always wondered how that was possible and I feel that the situation is a result of not assessing the learning so that one knows if the techniques they are using work.
Nevertheless, it all seems to come back to evaluating instructional effectiveness. If the instruction isn’t effective, then the use of media and technology won’t enhance learning and performance because the students won’t understand what to do, what they are supposed to get out of using the media and technology and if they learn more effectively with the media and technology.
Instructional Design/Technology in Different Contexts (D/10)
As I think about the different contexts in which we have looked at the role of instructional design/technology, the themes that seem to register with me are 1) the instructional designer as an individual and 2) the instructional designer as part of a team. In all of the areas (business, p-12 and higher education), there are instances where the instructional designer is solely responsible for everything and there are instances where they are part of a team. The role of the designer seems to depend on the purpose and the task for which the designer was hired.
One vivid example that I recall, came from the higher education area. In the example, the ID was an associate professor. He was responsible for not only his professorial duties, but in addition, he was expected to advise undergraduate students, mentor graduate students, sit on committees for his department and publish and do studies in his area of ID. He needed to publish and do studies in his area to do like his colleagues before him and contribute to the field.
Things were different in the business field. Here it seems that publishing and studies were not as much of a concern and that it was preferred to have the ID take care of the designing. Then the business could employ the design in the context that they needed to. For example, once the ID had created the design, the employees could access it for themselves and complete the tasks at times convenient for themselves and the company.
I admit that this material was rather hard for me. There were so many examples and it was so hard to remember which parts of the text were supposed to be about the role of the ID. However, I do believe that my current professional working environment could learn from the other contexts described in these chapters by assessing which ways of instruction seem to be most beneficial for the goal(s) trying to be achieved.
One vivid example that I recall, came from the higher education area. In the example, the ID was an associate professor. He was responsible for not only his professorial duties, but in addition, he was expected to advise undergraduate students, mentor graduate students, sit on committees for his department and publish and do studies in his area of ID. He needed to publish and do studies in his area to do like his colleagues before him and contribute to the field.
Things were different in the business field. Here it seems that publishing and studies were not as much of a concern and that it was preferred to have the ID take care of the designing. Then the business could employ the design in the context that they needed to. For example, once the ID had created the design, the employees could access it for themselves and complete the tasks at times convenient for themselves and the company.
I admit that this material was rather hard for me. There were so many examples and it was so hard to remember which parts of the text were supposed to be about the role of the ID. However, I do believe that my current professional working environment could learn from the other contexts described in these chapters by assessing which ways of instruction seem to be most beneficial for the goal(s) trying to be achieved.
Thursday, June 5, 2008
Tracing Treasures (Making Your Own Map)
I would use this mapping function to have students in a Social Studies class for example, trace the history of an item that they own. I would have them find the location in which the item was made and then learn about the origin of the item if possible. If the students couldn’t learn about the origin of the item (or even if they can); they would learn about the country and other products that are exported and imported.
They would mark the country, city and/or providence. They would also identify waterways and discuss how easily or difficult it would be to transport the resources from the area. They would examine what resources that country, city and/or providence had that may be limited in relation to another country and what that other country may be able to offer in order to barter.
I also would like them to ultimately think about how the things that they purchase help or hurt the country producing the product; and what they can do to change things that are unfavorable.
View Larger Map
They would mark the country, city and/or providence. They would also identify waterways and discuss how easily or difficult it would be to transport the resources from the area. They would examine what resources that country, city and/or providence had that may be limited in relation to another country and what that other country may be able to offer in order to barter.
I also would like them to ultimately think about how the things that they purchase help or hurt the country producing the product; and what they can do to change things that are unfavorable.
View Larger Map
Wednesday, June 4, 2008
Previous Assignments (Reflection D9)
I am extremely glad that I took this class. I am learning how to use all kinds of technology that I had never been exposed to before. I am finding that I really wish I had more time to play with the programs; but due to time constraints I don’t. I do try to add to my blog etc. when I do have more time (earlier, I added more pictures to share- I have to go back and put titles etc.).
I appreciated the help from my classmates. I understand that as a teacher there are other responsibilities are when someone is doing their homework at the last minute, you may not be able to respond as quickly. Especially as some classmates that may be night owls anyway J And sometimes, it helps to have something explained from different points. In school, I found myself explaining things to other students because they didn’t always understand it the way the teacher presented it.
It can be frustrating when you don’t get something, but rewarding when you do. I like to ask the class if I don’t know how to do something but then test myself to see if I can figure it out before someone answers my question.
There is no doubt that I will incorporate some of what we have done into my professional work. I am always sharing what we have done with my colleagues. They all love the robot YouTube clip (I use it for stress relief).
I appreciated the help from my classmates. I understand that as a teacher there are other responsibilities are when someone is doing their homework at the last minute, you may not be able to respond as quickly. Especially as some classmates that may be night owls anyway J And sometimes, it helps to have something explained from different points. In school, I found myself explaining things to other students because they didn’t always understand it the way the teacher presented it.
It can be frustrating when you don’t get something, but rewarding when you do. I like to ask the class if I don’t know how to do something but then test myself to see if I can figure it out before someone answers my question.
There is no doubt that I will incorporate some of what we have done into my professional work. I am always sharing what we have done with my colleagues. They all love the robot YouTube clip (I use it for stress relief).
Issues That Hit Home (Reflection D8)
One of the issues in chapter 21 that hit home was the piecemeal approach to change. Most of the time people feel that it is better to take the piecemeal approach when there are things that are working in the system. There seems to be no reason in this instance to change the entire system. However, if nothing in the current system seems to be working, then it makes sense to make a systematic change.
This hits home because I feel that I am currently in this debate. I am under new management and am mortified that a systematic change is being made before evaluating the current system. I feel that there are many pieces (in fact most of them) that are working and that having a systematic change is actually making things worse. That is not to say that they systematic change may not work, but there may not be anyone around to notice (people are leaving like a plague is coming).
Another issue that hits home is the issue of not always getting information on the process of change; but being told what the end result should be. This hits home every time I think about no child left behind. There is all sorts of information on what needs to be changed but no information about a process to get to the change. In addition, there is no funding for the changes that are required to be made.
As stated in the chapter, change without funding to continue and support the change is short-lived (in so many words)
This hits home because I feel that I am currently in this debate. I am under new management and am mortified that a systematic change is being made before evaluating the current system. I feel that there are many pieces (in fact most of them) that are working and that having a systematic change is actually making things worse. That is not to say that they systematic change may not work, but there may not be anyone around to notice (people are leaving like a plague is coming).
Another issue that hits home is the issue of not always getting information on the process of change; but being told what the end result should be. This hits home every time I think about no child left behind. There is all sorts of information on what needs to be changed but no information about a process to get to the change. In addition, there is no funding for the changes that are required to be made.
As stated in the chapter, change without funding to continue and support the change is short-lived (in so many words)
Business and Industry (Reflection D7)
One noteworthy way that instructional design/technology has been used in business and industry is to decrease the cost of training and increase efficiency. These businesses and industries have decreased the cost of training by doing training by using the web and the Internet. This way, they don’t have to pay as much for an actual human being to come in and instruct the workers. And because the workers can essentially “read” instructions etc., it takes them less time to be trained and they can get back to work sooner.
This of course helps with efficiency because the workers are being trained for the least amount of money, in the least amount of time and then putting what they learn into practice sooner. This helps the company to get its products out faster.
Another noteworthy way instructional designed/technology has been used in business and industry is to internationalize and localize its products in order to be globalized. As explained in chapter 18, there can be many different aspects that companies must deal with if they want to go global. There are different customs and different meanings for things; therefore, a company must be careful not to offend or their product (in a particular country- for example) may be short-lived.
The company must internationalize their product by making it generic and then localize it by letting people from that culture that understand subtleties add things to it for the people in that country to understand. This goes beyond just changing the language, and includes things such as color.
I feel that the first element of decreasing the cost of training by using web or Internet versus an actual person is something that can definitely be used in my current position. I am an academic advisor and there are only four of us to service 4,800 students. Therefore, we can never all get away and go for training. It would be a great benefit to us to be able to get training right from our computers so that we can take turns as our schedule permits. That way we won’t have to play rock, paper, scissors because there is not enough money to send all of us and so the Director ends up going :(
I think that we can also use the elements of internationalization and localization. We give a lot of presentations to different groups and in order to reach our specific audiences, we have to be able to tear down our presentations and make them generic. We then have to speak with some of our international students that can help us to localize our presentation for the group that comes from their country. For example, a few years ago, we had an international student working with us to do her internship and I was able to gain lots of insight from her. I did several interviews and asked lots of cultural questions that enabled me to connect with my international students in a way that I never had before; because I was given new information and with it a new perspective.
This of course helps with efficiency because the workers are being trained for the least amount of money, in the least amount of time and then putting what they learn into practice sooner. This helps the company to get its products out faster.
Another noteworthy way instructional designed/technology has been used in business and industry is to internationalize and localize its products in order to be globalized. As explained in chapter 18, there can be many different aspects that companies must deal with if they want to go global. There are different customs and different meanings for things; therefore, a company must be careful not to offend or their product (in a particular country- for example) may be short-lived.
The company must internationalize their product by making it generic and then localize it by letting people from that culture that understand subtleties add things to it for the people in that country to understand. This goes beyond just changing the language, and includes things such as color.
I feel that the first element of decreasing the cost of training by using web or Internet versus an actual person is something that can definitely be used in my current position. I am an academic advisor and there are only four of us to service 4,800 students. Therefore, we can never all get away and go for training. It would be a great benefit to us to be able to get training right from our computers so that we can take turns as our schedule permits. That way we won’t have to play rock, paper, scissors because there is not enough money to send all of us and so the Director ends up going :(
I think that we can also use the elements of internationalization and localization. We give a lot of presentations to different groups and in order to reach our specific audiences, we have to be able to tear down our presentations and make them generic. We then have to speak with some of our international students that can help us to localize our presentation for the group that comes from their country. For example, a few years ago, we had an international student working with us to do her internship and I was able to gain lots of insight from her. I did several interviews and asked lots of cultural questions that enabled me to connect with my international students in a way that I never had before; because I was given new information and with it a new perspective.
Thursday, May 29, 2008
The Human Factor and Podcasting (Reflection D6)
The Human Factor
I thought that there were quite a few ideas, concepts and/or principles in chapter 14 that could be applied to my professional work. However, I currently feel most strongly about the idea that improving human performance does not require training; but can be done via other means. Sometimes little things such as better work selection procedures and incentives (as stated in the chapter); even appreciation is all that is needed.
I personally would prefer better work selection procedures; I feel that this alone would give me the incentive to continue working hard. It would also give me the incentive to continue trying to keep us from reinventing the wheel. I have been at my job the longest and now have new management; so of the new ideas aren’t so new L
I could see that in some instances, incentives could be good to get students to help others; and to go beyond the requirements of the assignments. And I can also see where better work selection procedures can be put into play. As a teacher, I could select different procedures for students based on some of the things they like to do. For example having a student that likes to draw present a drawing instead of writing and students that like to perform can do a skit (this won’t be for every assignment of course). The students will love this and you will notice the difference in their “performance”.
Podcasting
Podcasting
The podcast link that I choose is a hospital site that was designed to give people information about the types of procedures that they will go through; when they are going to have an operation. It is a cardiac website and has different podcasts on different types of cardiac issues. It was put together by doctors.
I can see podcasting being used for professional development and in the classroom for individual subjects; as an instructional tool. In this way the teacher wouldn’t be the only one imparting information. I could also see this replacing book report presentations for students. It would be a fun way to share the same information with their classmates. Of course they would need the time to do this at school as some may not have access to the tools needed to do this at home.
What Will Be the Impact of the Internet and the World Wide Web (Reflection D5)?
Given the trend in education, I think that the Internet and the World Wide Web will continue to have a great impact on both adult education and higher education. However, I think that its trend of having little influence on the educational programs K-12 will also continue.
When it comes to adult and higher education, I think that the needs of these students dictate the type of instruction that is used. As was stated in Chapter 3, most of these students have jobs, families and are unable to take traditional courses. As a result, the demand for on-line courses etc. is on the rise. The length of time that it takes to complete some of these courses is shortened and innovations like the Internet and the World Wide Web allow these students to get together without physically meeting.
The K-12 system is set up for students to physically get together. It is also designed to last over a longer time span. And although the Internet and the World Wide Web may help them to learn things “faster”; most schools require specific things be covered in specific grades. If they learn everything in Kindergarten, why would they need to continue on? I am being facetious of course.
And of course there are always the dangers of the Internet and the World Wide Web that teachers worry about with K-12 and not so much with adult and higher education programs. I feel that this is a large part of why the Internet and the World Wide Web won’t have as great of an impact on K-12 as adult and higher education.
When it comes to adult and higher education, I think that the needs of these students dictate the type of instruction that is used. As was stated in Chapter 3, most of these students have jobs, families and are unable to take traditional courses. As a result, the demand for on-line courses etc. is on the rise. The length of time that it takes to complete some of these courses is shortened and innovations like the Internet and the World Wide Web allow these students to get together without physically meeting.
The K-12 system is set up for students to physically get together. It is also designed to last over a longer time span. And although the Internet and the World Wide Web may help them to learn things “faster”; most schools require specific things be covered in specific grades. If they learn everything in Kindergarten, why would they need to continue on? I am being facetious of course.
And of course there are always the dangers of the Internet and the World Wide Web that teachers worry about with K-12 and not so much with adult and higher education programs. I feel that this is a large part of why the Internet and the World Wide Web won’t have as great of an impact on K-12 as adult and higher education.
Wednesday, May 28, 2008
Issues of the Heart
This is a hospital site that was designed to give people information about the types of procedures that they will go through. It is a cardiac website and has different podcasts on different types of cardiac issues.
http://www.cvmd.org/
http://www.cvmd.org/
Retirement
This is what I plan to do when I retire. Sit next to my loved one and enjoy the scenery:)
Robot Youtube clip
This clip may inspire me to take the on-line animation/editing class this fall :)
Tuesday, May 20, 2008
Sharing bookmarks, Photos and Techno. Terminology (Reflection Activity 4)
Photo sharing is one piece of instructional media that may be used for learning. I could easily see myself using this in my Theater and English classes and even for the yearbook. In my Theater and English classes, I would have the students find a period piece play and as part of their final project, they would need to share pictures of some of the past productions to show the costumes of the “period” with the class. As for the yearbook; photo sharing would be an easy way to share pictures when you may not be in the same place and need to work on different parts simultaneously.
One concern that I have with photo sharing, is that students may share inappropriate photos or photos that other students may not want them to share (grade school photos; if they are high schoolers etc.). But I think that this should be talked about prior to the assignment and that some guidelines should be instituted.
When I think about guidelines, it really astonished me to “see” how similar the process the authors of Trends & Issues use and the process that I use to develop educational lesson plans are. They analyze, design, develop, implement and evaluate and so do I. I am always analyzing to see not only what my students are lacking, but analyzing the tools that I can use to assist them. I design and develop a program that I think will work to improve their knowledge and performance; then implement it. Finally, I come up with a way to evaluate the program to see what data I am given on performance outcomes etc. and if the design needs to be/ or can be modified to reach the goal (if it was not reached).
One concern that I have with photo sharing, is that students may share inappropriate photos or photos that other students may not want them to share (grade school photos; if they are high schoolers etc.). But I think that this should be talked about prior to the assignment and that some guidelines should be instituted.
When I think about guidelines, it really astonished me to “see” how similar the process the authors of Trends & Issues use and the process that I use to develop educational lesson plans are. They analyze, design, develop, implement and evaluate and so do I. I am always analyzing to see not only what my students are lacking, but analyzing the tools that I can use to assist them. I design and develop a program that I think will work to improve their knowledge and performance; then implement it. Finally, I come up with a way to evaluate the program to see what data I am given on performance outcomes etc. and if the design needs to be/ or can be modified to reach the goal (if it was not reached).
Monday, May 19, 2008
Sharing bookmarks, photos and techno. terminology (Reflection Activity 3)
I feel that if used ethically, social bookmarking has great value in the field of education. Teachers, administrators and students alike may use it for research purposes. They can give and share information on websites that they find useful and may encounter information and aspects on topics that they had never considered.
It would be great for districts to use in their professional development. Too many times, districts can only afford to send one or two people to conferences etc.; but by using social bookmarking. Those that are able to attend can share information by giving bookmark information so that the district has it and can use it for smaller professional development “conferences” at the individual schools. This will save the district money on copies, other materials and open money up for more conferences and development. This could also enhance the relationships between schools in the district; by picking people from different schools to go each time.
When I think of terms such as social bookmarking and reviewed the definitions in Trends & Issues, I realize how my understanding of the field of Instructional Design and Technology has been enhanced. I used to always think of the field as solely instructional and media driven. But now I realize that it is also the development, evaluation, design and management of those technologies and how to use them to promote specific learning. I was pleasantly surprised about this new information and understanding.
It would be great for districts to use in their professional development. Too many times, districts can only afford to send one or two people to conferences etc.; but by using social bookmarking. Those that are able to attend can share information by giving bookmark information so that the district has it and can use it for smaller professional development “conferences” at the individual schools. This will save the district money on copies, other materials and open money up for more conferences and development. This could also enhance the relationships between schools in the district; by picking people from different schools to go each time.
When I think of terms such as social bookmarking and reviewed the definitions in Trends & Issues, I realize how my understanding of the field of Instructional Design and Technology has been enhanced. I used to always think of the field as solely instructional and media driven. But now I realize that it is also the development, evaluation, design and management of those technologies and how to use them to promote specific learning. I was pleasantly surprised about this new information and understanding.
Friday, May 16, 2008
Thursday, May 15, 2008
Wild Wikis
Now that I have found the Wiki, I can't image doing group work any other way. This is great for people that may not be able to get together face to face my much or at all!
It is wonderful to be able to share information, edit and put together group presentations this way. This way, you can put together a presentation in its entirety and present the presentation without being present. This is a whole new way of connecting people; world-wide.
A Wiki could be used in the classroom to work on projects with students from schools from around the world. One such project could be tracking global warming; in which each school does the research about their area and changes over time and all of the information is compiled on the Wiki for presentations. Presentations could be made to the community and Legislators alike.
It is wonderful to be able to share information, edit and put together group presentations this way. This way, you can put together a presentation in its entirety and present the presentation without being present. This is a whole new way of connecting people; world-wide.
A Wiki could be used in the classroom to work on projects with students from schools from around the world. One such project could be tracking global warming; in which each school does the research about their area and changes over time and all of the information is compiled on the Wiki for presentations. Presentations could be made to the community and Legislators alike.
Blogs, RSS's and Cones (Reflection Activity 2)
My early impressions of using a blog and RSS were that they were something to fear. I was worried about putting too much personal information on them and was worried that mine would be simple and primitive in relation to everyone else’s. I am weak in the area of technology; which is why I took this course.
However, I have since gotten more comfortable with using a blog by simply playing around with it and changing things. I’ve learned that sometimes I make things harder than what they are. It is becoming easier for me to use and fun for me; especially to learn about my own person aesthetic style. I am still somewhat confused about the RSS and all that it offers. I hope to become as comfortable with it as I am getting with my blog.
Because of their nature, blogs and RSS’s are hard to categorize in regard’s to Dale’s Cone. Both are verbal symbols and like Dale says, in most things, there is more than one element. Blogs may contain still pictures and links to video presentations and RSS’s may have links to on-line demonstrations, recordings and a host of other things. Because of the amount of verbal symbols for these two, I guess if I had to choose I would say that they fit at the top of the cone in that area. But they themselves do not have the video presentations or on-line demonstrations; they contain the links. Therefore, is it fair to say that they include these things?
Whether or not, the blog and the RSS’s can be neatly categorized, they both can be used as educational tools in the classroom. For example, the RSS may be used to help the class keep up with specific things that they may be doing projects on. If the class wanted to track the weather trends in specific areas, they could subscribe to feeds that would give them that specific information and highlight anomalies by starring them. To my knowledge nothing else gives you the ability to do all of that from one sight.
Blogs on the other hand may be used to share comments about materials in almost a discussion fashion. Like having a round take without have one. Comments made can be seen by everyone else and responded to in addition to being able to store these for later review. They allow one to see when the latest information was posted and offer participants the ability to respond anytime and anyplace without having to say e-mail everyone individually.
However, I have since gotten more comfortable with using a blog by simply playing around with it and changing things. I’ve learned that sometimes I make things harder than what they are. It is becoming easier for me to use and fun for me; especially to learn about my own person aesthetic style. I am still somewhat confused about the RSS and all that it offers. I hope to become as comfortable with it as I am getting with my blog.
Because of their nature, blogs and RSS’s are hard to categorize in regard’s to Dale’s Cone. Both are verbal symbols and like Dale says, in most things, there is more than one element. Blogs may contain still pictures and links to video presentations and RSS’s may have links to on-line demonstrations, recordings and a host of other things. Because of the amount of verbal symbols for these two, I guess if I had to choose I would say that they fit at the top of the cone in that area. But they themselves do not have the video presentations or on-line demonstrations; they contain the links. Therefore, is it fair to say that they include these things?
Whether or not, the blog and the RSS’s can be neatly categorized, they both can be used as educational tools in the classroom. For example, the RSS may be used to help the class keep up with specific things that they may be doing projects on. If the class wanted to track the weather trends in specific areas, they could subscribe to feeds that would give them that specific information and highlight anomalies by starring them. To my knowledge nothing else gives you the ability to do all of that from one sight.
Blogs on the other hand may be used to share comments about materials in almost a discussion fashion. Like having a round take without have one. Comments made can be seen by everyone else and responded to in addition to being able to store these for later review. They allow one to see when the latest information was posted and offer participants the ability to respond anytime and anyplace without having to say e-mail everyone individually.
Fun
Here is where to get your quotes of the day.
http://www.google.com/reader/view/#stream/feed%2Fhttp%3A%2F%2Fwww.quotationspage.com%2Fdata%2Fqotd.rss
http://www.google.com/reader/view/#stream/feed%2Fhttp%3A%2F%2Fwww.quotationspage.com%2Fdata%2Fqotd.rss
Celebrities
Get the lastest on your favorite celebrities. http://www.google.com/reader/view/#stream/user%2F13215524881477221631%2Flabel%2FCelebrities
Thursday, May 8, 2008
Response to first two articles
After reviewing both articles, I can say without a doubt that I most akin to Postman. I see both the positive and the negative of technology. For it seems that for every step forward, we end-up coming almost full circle. One example is of CD's and DVD's- both of which can be scratched; so why didn't we keep the record player?
Don't get me wrong, I do like the fact that you can get lots of information from the Internet in a short time. But, because of the abundance of information, there are times when I can't find the simplest things without getting extra information that has nothing to do with what I am looking for.
I agree with Reigeluth and Joseph that "methods that show considerable promise for the new paradigm include problem-based learning, project-based learning, simulations, customized tutorials, peer-assisted learning, and self-regulated learning." However, what happens when technology malfunctions?
Recently, there was an outage and all of the Blackberry's went "black". I joked to my friends about how many of them were standing on the edge of a ledge because they didn't know where they were supposed to be or couldn't call someone. (I also have a good, old-fashioned, day planner). I couldn't imagine a teacher that relies on technology so much that if their computers weren't working, they wouldn't be able to "teach" and therefore, students wouldn't be able to learn.
They are pushing us to go to paperless office at work; and when the computers are down, there is almost nothing we can do. We are virtually paralyzed.
Technology seems to be more about keeping up with the Joneses and seeing who can get the next version of a program first. With every upgrade, something usually goes wrong with some function that worked on the previous version; from my personal experiences.
We should know how to both use technology and "teach" without it and our students should know how to use it and how to operate without it.
I think that Postman was absolutely correct when he said "the great problems of education are of a social and moral nature and have nothing to do with dazzling new technologies." Computers can't teach you what is moral nor social information that only come from interaction with other humans.
Don't get me wrong, I do like the fact that you can get lots of information from the Internet in a short time. But, because of the abundance of information, there are times when I can't find the simplest things without getting extra information that has nothing to do with what I am looking for.
I agree with Reigeluth and Joseph that "methods that show considerable promise for the new paradigm include problem-based learning, project-based learning, simulations, customized tutorials, peer-assisted learning, and self-regulated learning." However, what happens when technology malfunctions?
Recently, there was an outage and all of the Blackberry's went "black". I joked to my friends about how many of them were standing on the edge of a ledge because they didn't know where they were supposed to be or couldn't call someone. (I also have a good, old-fashioned, day planner). I couldn't imagine a teacher that relies on technology so much that if their computers weren't working, they wouldn't be able to "teach" and therefore, students wouldn't be able to learn.
They are pushing us to go to paperless office at work; and when the computers are down, there is almost nothing we can do. We are virtually paralyzed.
Technology seems to be more about keeping up with the Joneses and seeing who can get the next version of a program first. With every upgrade, something usually goes wrong with some function that worked on the previous version; from my personal experiences.
We should know how to both use technology and "teach" without it and our students should know how to use it and how to operate without it.
I think that Postman was absolutely correct when he said "the great problems of education are of a social and moral nature and have nothing to do with dazzling new technologies." Computers can't teach you what is moral nor social information that only come from interaction with other humans.
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