In this lesson, students travel to various locations around the world and calculate the areas and perimeters of various buildings/locations. Placemarks were used to guide students to the locations and lines were used to mark their measurements. I created a worksheet to go along with this activity. Click the link below the map to see a larger view with directions included.
Lesson Worksheet
External link to the map
View Using Maps: Area and Perimeter in a larger map
Thursday, July 29, 2010
Wednesday, July 28, 2010
R/D9
I have honestly enjoyed taking this course. I love multimedia design and tinkering with new technologies so the tasks that involved brainstorming applications of technologies. I found all of the web applications that we learned about to be very easy to use, and I can see many teachers in my school using them with some training and continuing support. I am hoping that I can construct and teach a workshop on one of our professional development days this school year to share some of what I have learned in this class. What I liked about this course is that, while I already knew how to use many of the applications we talked about, it was still a rich learning experience because I learned to better analyze the effectiveness of technology. The article on computer imagination best summed up a repeating theme that I saw in this course: that we, as (future) leaders in the area of education technology need to start seriously evaluate whether a technology is really going to raise the quality of instruction to a new level.
With curriculum frameworks changing, being asked to incorporate new instructional strategies, and having to take on a broad range of other responsibilities, I do not blame teachers for not being quick to warm up to the latest technology. And I definitely do not fault their hesitancy to try out a new technology if they have had a history of being introduced to technologies that served as nothing more than a different instructional medium, “eye candy” as Siegel referred to it. That is why it is so important for us to seriously evaluate whether a technology is computer imaginative before promoting it. Equally important is the process of showing teachers how to effectively integrate the technology into their lessons and to convince them that the long-term value is worth the extra time it takes to make changes to their current teaching practices.
Some of the key areas of technology application that I have grown in as a result of this course are blogging and RSS feeds. Prior to this course, I would have probably never used these web technologies, but what I have learned from experimenting with them and also listening to the great ideas of my classmates has me excited about using them. It also has got me thinking about using Web 2.0 technologies to create mashups (a combination of content and functionality from multiple Web sources) that will generate dynamic content for my class website and for districtwide collaboration websites. I think a website that is constantly being updated with new content will attract teachers to use the website on a more regular basis.
I would say that after having this as my first course in the education technology master’s program, I am optimistic about the quality of future courses I take here. The only thing that I might add to this course is at least one collaborative project. Maybe instead of only creating our own wikis, it would have been helpful to create a class wiki. This would expose us to some of the issues that may arise when students work collaboratively on a wiki so that we can better ensure that the process goes smoothly fro students. I think having students work on the same page and editing each other’s content provides an awesome lesson in teamwork that without a doubt will be used in the workplace. And if a technology can clearly demonstrate usefulness as a tool for developing career-level skills, it will undoubtedly be seen by district administration as a smart investment.
With curriculum frameworks changing, being asked to incorporate new instructional strategies, and having to take on a broad range of other responsibilities, I do not blame teachers for not being quick to warm up to the latest technology. And I definitely do not fault their hesitancy to try out a new technology if they have had a history of being introduced to technologies that served as nothing more than a different instructional medium, “eye candy” as Siegel referred to it. That is why it is so important for us to seriously evaluate whether a technology is computer imaginative before promoting it. Equally important is the process of showing teachers how to effectively integrate the technology into their lessons and to convince them that the long-term value is worth the extra time it takes to make changes to their current teaching practices.
Some of the key areas of technology application that I have grown in as a result of this course are blogging and RSS feeds. Prior to this course, I would have probably never used these web technologies, but what I have learned from experimenting with them and also listening to the great ideas of my classmates has me excited about using them. It also has got me thinking about using Web 2.0 technologies to create mashups (a combination of content and functionality from multiple Web sources) that will generate dynamic content for my class website and for districtwide collaboration websites. I think a website that is constantly being updated with new content will attract teachers to use the website on a more regular basis.
I would say that after having this as my first course in the education technology master’s program, I am optimistic about the quality of future courses I take here. The only thing that I might add to this course is at least one collaborative project. Maybe instead of only creating our own wikis, it would have been helpful to create a class wiki. This would expose us to some of the issues that may arise when students work collaboratively on a wiki so that we can better ensure that the process goes smoothly fro students. I think having students work on the same page and editing each other’s content provides an awesome lesson in teamwork that without a doubt will be used in the workplace. And if a technology can clearly demonstrate usefulness as a tool for developing career-level skills, it will undoubtedly be seen by district administration as a smart investment.
R/D8
I liked the idea of ecological systematic change presented in chapter 21 though I have always thought of that type of change occurring only when the state department of education takes over a school district that has continually failed to make adequate yearly progress. I have never seen an organization go through ecological systematic change up close and the book’s examples are rather vague--which is understandable since it takes more than a couple pages to fully analyze a topic with this level of complexity--so it is hard to have a detailed understanding of the concept. However, I like the idea of reevaluating the entire system and its environment than simply trying to incorporate quick fix programs as a solution to larger problems.
I think that the idea of doing an honest evaluation of an entire school district and including its relations with the community in that evaluation gives everyone a chance to be heard and avoids singling out a certain group as the reason for expectations not being met. It also makes it easier to hold people accountable when they have helped design the system and have agreed upon their role in the system. It is similar to allowing students to assist in creating the classroom rules. Letting students aid in establishing the rules gives them a greater sense of ownership of those rules and a better understanding of why the rules are in effect. Likewise, I believe that if all groups affected by the redesign are included in the redesign process, it will have broader acceptance and will be less likely to end up in a cyclic pattern of change and reversion.
With that being said, I do worry about fair representation. The process needs to be planned out so that it provides everyone affected by it with plenty of opportunity to have their voice heard. I think that the hardest part would be selecting leadership teams, particularly the “starter team” in the GSTE process that depends on only five to seven leaders to represent all of the major stakeholder groups. I also imagine that finding the necessary financial resources to fund this whole process would be difficult. With the current unhealthy state of our economy, there would be a lot of competition for any government funds that would be available for this type of action. I imagine private and local business funding would also be pretty scarce. Plus, a product-based approach to change with a clear end result defined, although it might not be accurate, would probably sound better on paper than a process-based approach when competing for grants.
I was disappointed though that this chapter did not give much explanation about what part an IDT specialist would play in this process. The most specific that it got was to say that IDT specialists understand systems and effective processes and that they also focus on making improvements in the core work of a district: classroom teaching and learning. Who would have guessed?! I am curious what kind of daily tasks that an IDT specialist performed in any of the project examples.
I think that the idea of doing an honest evaluation of an entire school district and including its relations with the community in that evaluation gives everyone a chance to be heard and avoids singling out a certain group as the reason for expectations not being met. It also makes it easier to hold people accountable when they have helped design the system and have agreed upon their role in the system. It is similar to allowing students to assist in creating the classroom rules. Letting students aid in establishing the rules gives them a greater sense of ownership of those rules and a better understanding of why the rules are in effect. Likewise, I believe that if all groups affected by the redesign are included in the redesign process, it will have broader acceptance and will be less likely to end up in a cyclic pattern of change and reversion.
With that being said, I do worry about fair representation. The process needs to be planned out so that it provides everyone affected by it with plenty of opportunity to have their voice heard. I think that the hardest part would be selecting leadership teams, particularly the “starter team” in the GSTE process that depends on only five to seven leaders to represent all of the major stakeholder groups. I also imagine that finding the necessary financial resources to fund this whole process would be difficult. With the current unhealthy state of our economy, there would be a lot of competition for any government funds that would be available for this type of action. I imagine private and local business funding would also be pretty scarce. Plus, a product-based approach to change with a clear end result defined, although it might not be accurate, would probably sound better on paper than a process-based approach when competing for grants.
I was disappointed though that this chapter did not give much explanation about what part an IDT specialist would play in this process. The most specific that it got was to say that IDT specialists understand systems and effective processes and that they also focus on making improvements in the core work of a district: classroom teaching and learning. Who would have guessed?! I am curious what kind of daily tasks that an IDT specialist performed in any of the project examples.
Tuesday, July 27, 2010
R/D7
According to the 2003 ASTD benchmarking study discussed on page 180 of the textbook, 74% of the technology-based training offered by large companies was delivered via the Internet. This statistic was a higher percentage than I would have guessed but it is not surprising. Internet-based instruction has the advantage of giving trainees flexibility in when they participate and does not require that the training time be taken out of the normal work hours.
I would like to see Internet-based training used more in the CEU programs provided by the state department of education and my school district. Currently my school district does not have any online CEU programs. Teachers often complain about a lack of flexibility in CEU dates and how it is hard to get a spot in many of the courses, which are often offered only one time during the year. The courses are also usually broken into two five hour sessions that follow right after school. That makes for a couple workdays that last from about 7:30 am until 9:00 pm!
What I hope to do in the future is to help the district develop Moodle-based (similar to Blackboard) CEU courses. Obviously, there is a benefit of flexibility. Teachers, many of whom have children to take care of at home, would have less constraint on what courses they can sign up for if the courses were hosted on an instructional delivery tool that features asynchronous communication. I also believe that when teachers are exposed to instructional content at their own pace rather than a lecturer/trainer’s pace, they are more likely to absorb it. My mind often wanders during presentations so it would be nice to be able to rewind to an earlier part that I missed. Another benefit is that having the course materials online also makes it easy for teachers to share that material with other teachers in the school. It would be a lot easier for me to show another teacher a video clip of the trainer, an excerpt from an online article, or a new idea from a discussion board post than to try to reexplain it while retaining the original quality. Finally, I do not think that those extra benefits would come at much, if any, extra cost. In fact, it may even save money since teaching the course online would eliminate the cost of having to provide dinner for the teachers.
The textbook also talked about the need to save time in instructional delivery by using more sophisticated evaluation techniques to ensure training effectiveness. I think that just about every teacher in a state-tested subject wishes they had more time to effectively teach all of the objectives outlined in the state curriculum. I am envious of the sixth grade teachers in my school that get to spend two hours of instruction on math rather than just one. But since we are confined to the state’s instructional schedule, we need to use effective evaluation to make sure that we do not spend more time than we need to on a topic nor go through a topic before students have a good understanding of the material.
To maximize efficiency, classroom response systems (CRS) or “clickers” can be used to provide real-time data on how each individual is performing. An alternative to CRS is using SMS polling. With SMS polling websites such as polleverywhere.com, students can text message their answers to a multiple choice question and the website will tally responses. The teacher can then use this instant data to more accurately determine whether or not it is necessary to devote additional instructional time to the topic being assessed. While SMS polling may not be available in some K-12 schools due to district policies, it could definitely be used at the post-secondary level.
I would like to see Internet-based training used more in the CEU programs provided by the state department of education and my school district. Currently my school district does not have any online CEU programs. Teachers often complain about a lack of flexibility in CEU dates and how it is hard to get a spot in many of the courses, which are often offered only one time during the year. The courses are also usually broken into two five hour sessions that follow right after school. That makes for a couple workdays that last from about 7:30 am until 9:00 pm!
What I hope to do in the future is to help the district develop Moodle-based (similar to Blackboard) CEU courses. Obviously, there is a benefit of flexibility. Teachers, many of whom have children to take care of at home, would have less constraint on what courses they can sign up for if the courses were hosted on an instructional delivery tool that features asynchronous communication. I also believe that when teachers are exposed to instructional content at their own pace rather than a lecturer/trainer’s pace, they are more likely to absorb it. My mind often wanders during presentations so it would be nice to be able to rewind to an earlier part that I missed. Another benefit is that having the course materials online also makes it easy for teachers to share that material with other teachers in the school. It would be a lot easier for me to show another teacher a video clip of the trainer, an excerpt from an online article, or a new idea from a discussion board post than to try to reexplain it while retaining the original quality. Finally, I do not think that those extra benefits would come at much, if any, extra cost. In fact, it may even save money since teaching the course online would eliminate the cost of having to provide dinner for the teachers.
The textbook also talked about the need to save time in instructional delivery by using more sophisticated evaluation techniques to ensure training effectiveness. I think that just about every teacher in a state-tested subject wishes they had more time to effectively teach all of the objectives outlined in the state curriculum. I am envious of the sixth grade teachers in my school that get to spend two hours of instruction on math rather than just one. But since we are confined to the state’s instructional schedule, we need to use effective evaluation to make sure that we do not spend more time than we need to on a topic nor go through a topic before students have a good understanding of the material.
To maximize efficiency, classroom response systems (CRS) or “clickers” can be used to provide real-time data on how each individual is performing. An alternative to CRS is using SMS polling. With SMS polling websites such as polleverywhere.com, students can text message their answers to a multiple choice question and the website will tally responses. The teacher can then use this instant data to more accurately determine whether or not it is necessary to devote additional instructional time to the topic being assessed. While SMS polling may not be available in some K-12 schools due to district policies, it could definitely be used at the post-secondary level.
Thursday, July 22, 2010
R/D6
Reading Chapter 14 covering the development and evolution of human performance involvement, there were a few parts that stood out to me as applicable to K-12 education:
p.135 “Worthy performance (Pw)” is defined by T.F. Gilbert as “the ratio of valued accomplishment (Av) to costly behavior (Bc).”
In my school district, we use Measures of Academic Progress (MAP) testing created by the Northwest Evaluation Association and used nationwide. To apply Gilbert’s definition of performance to the evaluation of this product, I would have to answer question of whether or not the accuracy and usefulness of the assessment validate the cost in instructional time and monetary resources. Based on what I saw in comparing a sample of state test scores to the MAP scores from last year, I would say no. One question that needs to be answered then is “what systematic factors created a gap between desired performance and actual performance?” First of all, the concept of using adaptive computerized testing to accurately predict test scores and prescribe instructional interventions to improve test scores is not problematic; in fact, I believe it is a great idea. Part of the problem was that not all of the questions and not all of the interventions fell in line with the curriculum. As a result, for the upcoming year, the district plans to evaluate which prescribed interventions fall in line with the state curriculum and which ones should be ignored. It will also evaluate whether or not teachers are effectively using the data to design individualized instruction. So rather than redesigning the software, which the district couldn’t do anyways, they are looking at how to improve the process of implementation.
p.136 “The demonstrated ineffectiveness of single-solution, miracle interventions to improve performance has bred mistrust for the next ‘flavor of the month’”
This quote really stood out to me. Every year our district has a new instructional strategy that they try to push: Fish Philosophy, Larry Bell’s 12 Power Words, Thinking Maps, etc. They are exalted as the strategy that has lead to 100% success on state exams. However, they never seem to catch on long-term. Just like instructional media discussed in chapter three, while initial enthusiasm is high, interest eventually dies out and evaluations determine that it had no significant impact. Over time, many teachers tend to roll their eyes when informed about the next districtwide training event that has been planned. I believe that the failure of these training events is not so much due to a failure of the instructional strategy itself or due to an unwillingness of teachers to implement the strategy, but instead caused by the district’s failure to provide continuing reinforcement of these ideas. In other words, the lack of site visits by district staff to observe and support teachers is often the root cause of this failure. I believe that this is where the idea of human performance improvement is applied.
p. 139 “It now became evident that lifelong, continuous learning was a workplace necessity for both worker and organizational survival”
That idea is prevalent today in the education field. To maintain certification in Mississippi, teachers must complete 10 CEUs, outside of work hours, every five years. We also have seven days devoted to professional development activities in our contract.
p. 139 “When the instructional systems designers verified whether learning transferred to the job…they were frequently dismayed”
Relating this K-12 education, businesses and industries often claim that public education system needs to be redesigned because it fails to prepare them for the workplace. Rather than focus solely on the objectives outlined in the state curriculum framework, skills such as teamwork, critical thinking, technical writing, and analysis need to be integrated into the curriculum so that students possess the skills truly needed to be successful in their occupations.
p.141 “...many human performance problems could be solved via means other than training”
Results of state tests are used to indicate “human performance” problems in K-12 education and at schools across the district, test scores were low in the area of language arts. Rather than focusing exclusively on increasing the amount of school time devoted to language arts with solutions like after-school programs, administrators should also consider implementing non-instructional interventions. Some examples of non-instructional interventions would be providing students with incentives for mastering the concepts (e.g. a trip to the movies for those who scored proficient or advanced), improving the process of collecting and utilizing assessment data during the school year, and working with parents to help them provide a home environment that is more conducive to learning.
Podcasting
On the technology applications side of this week's coursework, I learned more about podcasting. I originally thought that a podcast was a type of media that was exclusive to Apple’s iPod. However, the Community, Journalism & Communication Research group at the University of Texas at Austin defines a podcast as “a digital audio or video file that is episodic; downloadable; program-driven, mainly with a host and/or theme; and convenient, usually via an automated feed with computer software.”
From what I’ve seen so far, I personally do not see podcasting as a breakthrough instructional medium, especially at the K-12 level. I do not see a substantial amount of advantages over other media such as streaming video and DVDs. The main advantage I can see is that it functions like an RSS feed. You can subscribe to multiple podcasts and have the media files automatically downloaded and aggregated in an application such as iTunes. However, from my experience, those often end up piling up and taking up space on my hard drive. I usually don’t have time to listen to them and simply end up deleting them. For me it’s just as easy to download media files as needed. It also may make the process of posting them on the Internet, through sites like PodoMatic and iTunes, easier; but again I do not see it as being computer imaginative. However, that’s just my opinion. Do you see any advantages unique to podcasting that have not been mentioned? Do you see it making a significant impact in education or do you think the enthusiasm about podcasting will fade away?
p.135 “Worthy performance (Pw)” is defined by T.F. Gilbert as “the ratio of valued accomplishment (Av) to costly behavior (Bc).”
In my school district, we use Measures of Academic Progress (MAP) testing created by the Northwest Evaluation Association and used nationwide. To apply Gilbert’s definition of performance to the evaluation of this product, I would have to answer question of whether or not the accuracy and usefulness of the assessment validate the cost in instructional time and monetary resources. Based on what I saw in comparing a sample of state test scores to the MAP scores from last year, I would say no. One question that needs to be answered then is “what systematic factors created a gap between desired performance and actual performance?” First of all, the concept of using adaptive computerized testing to accurately predict test scores and prescribe instructional interventions to improve test scores is not problematic; in fact, I believe it is a great idea. Part of the problem was that not all of the questions and not all of the interventions fell in line with the curriculum. As a result, for the upcoming year, the district plans to evaluate which prescribed interventions fall in line with the state curriculum and which ones should be ignored. It will also evaluate whether or not teachers are effectively using the data to design individualized instruction. So rather than redesigning the software, which the district couldn’t do anyways, they are looking at how to improve the process of implementation.
p.136 “The demonstrated ineffectiveness of single-solution, miracle interventions to improve performance has bred mistrust for the next ‘flavor of the month’”
This quote really stood out to me. Every year our district has a new instructional strategy that they try to push: Fish Philosophy, Larry Bell’s 12 Power Words, Thinking Maps, etc. They are exalted as the strategy that has lead to 100% success on state exams. However, they never seem to catch on long-term. Just like instructional media discussed in chapter three, while initial enthusiasm is high, interest eventually dies out and evaluations determine that it had no significant impact. Over time, many teachers tend to roll their eyes when informed about the next districtwide training event that has been planned. I believe that the failure of these training events is not so much due to a failure of the instructional strategy itself or due to an unwillingness of teachers to implement the strategy, but instead caused by the district’s failure to provide continuing reinforcement of these ideas. In other words, the lack of site visits by district staff to observe and support teachers is often the root cause of this failure. I believe that this is where the idea of human performance improvement is applied.
p. 139 “It now became evident that lifelong, continuous learning was a workplace necessity for both worker and organizational survival”
That idea is prevalent today in the education field. To maintain certification in Mississippi, teachers must complete 10 CEUs, outside of work hours, every five years. We also have seven days devoted to professional development activities in our contract.
p. 139 “When the instructional systems designers verified whether learning transferred to the job…they were frequently dismayed”
Relating this K-12 education, businesses and industries often claim that public education system needs to be redesigned because it fails to prepare them for the workplace. Rather than focus solely on the objectives outlined in the state curriculum framework, skills such as teamwork, critical thinking, technical writing, and analysis need to be integrated into the curriculum so that students possess the skills truly needed to be successful in their occupations.
p.141 “...many human performance problems could be solved via means other than training”
Results of state tests are used to indicate “human performance” problems in K-12 education and at schools across the district, test scores were low in the area of language arts. Rather than focusing exclusively on increasing the amount of school time devoted to language arts with solutions like after-school programs, administrators should also consider implementing non-instructional interventions. Some examples of non-instructional interventions would be providing students with incentives for mastering the concepts (e.g. a trip to the movies for those who scored proficient or advanced), improving the process of collecting and utilizing assessment data during the school year, and working with parents to help them provide a home environment that is more conducive to learning.
Podcasting
On the technology applications side of this week's coursework, I learned more about podcasting. I originally thought that a podcast was a type of media that was exclusive to Apple’s iPod. However, the Community, Journalism & Communication Research group at the University of Texas at Austin defines a podcast as “a digital audio or video file that is episodic; downloadable; program-driven, mainly with a host and/or theme; and convenient, usually via an automated feed with computer software.”
From what I’ve seen so far, I personally do not see podcasting as a breakthrough instructional medium, especially at the K-12 level. I do not see a substantial amount of advantages over other media such as streaming video and DVDs. The main advantage I can see is that it functions like an RSS feed. You can subscribe to multiple podcasts and have the media files automatically downloaded and aggregated in an application such as iTunes. However, from my experience, those often end up piling up and taking up space on my hard drive. I usually don’t have time to listen to them and simply end up deleting them. For me it’s just as easy to download media files as needed. It also may make the process of posting them on the Internet, through sites like PodoMatic and iTunes, easier; but again I do not see it as being computer imaginative. However, that’s just my opinion. Do you see any advantages unique to podcasting that have not been mentioned? Do you see it making a significant impact in education or do you think the enthusiasm about podcasting will fade away?
Wednesday, July 21, 2010
R/D5
According to Chapter 3 in the Trends and Issues in Instructional Design and Technology textbook, instructional technology usually receives a positive initial response but unfortunately history has often demonstrated a pattern of that optimism fading away with the technology having a negligible effect. While the military has historically had success with instructional technology and the business world has seen recent progress in the utilization of instructional media, the education field still has not seen a noticeable impact.
One potential problem I foresee with the use of Internet and Web technologies in education is that it will not be used effectively. In other words, rather than exemplifying computer imagination as defined by Martin Siegel, I am concerned that educators will fail to use Web technologies in a way that “creates an experience that can’t easily be replicated in other media.” This is illustrated by a 2000-2001 survey that revealed that, while 55% of educators reported using technology on a weekly basis, 33% used it primarily for improving students’ computer skills and 29% used it for drill-and-practice activities. Only 20% reported often using it for problem-solving and analysis activities and 10% for Internet research. Furthermore, the results of this study cannot be rationalized with the argument that there is a lack of access to the Internet in schools. A study published in 2005 by the National Center for Educational Statistics found that the ratio of students to Internet-accessible computers was 4.4 to 1 (Trends and Issues p.23). This feeds the doubt that computer technology and more specifically Internet technology will lead to innovation in the field of K-12 education.
However, while use of the Internet in traditional classrooms has not been very promising, the use of Internet to create online classrooms is a trend that is experiencing an explosion in growth. A study published by the International Association for Online Learning has reported plenty of statistics to back this up. Here are a few that I found interesting:
I also believe that Internet use, primarily in the context of online courses, will become more and more prominent in higher education to suit the needs of a diverse student population. This falls in line with one of the core philosophies present in education legislation: that everyone have equal access to education. There are some concerns about online education though.
The Sloan Consortium published a study in 2007 discussing online education statistics in higher education. The publication reported that studies surveying chief academic officers in higher education institutions found that the main barriers to widespread adoption of online education, in their opinions, was lack of student discipline in online courses, lack of acceptance of online education by the faculty, lower retention rates of material taught in an online environment, and higher costs in developing and delivering online courses.
Nonetheless, the report published in 2009 by Ambient Insight LLC that I previously mentioned projects steady growth through 2014. Below is a graph that illustrates their statistics.
Due to my lack of experience in the business, government, and military sectors, it’s hard for me to judge what kind of role the Internet will play in those areas. But if I were to make a prediction, I do not foresee the Internet playing a large role in military training since the majority of the training is done on the military bases. The need for special equipment to be used alongside much of the training software limits online learning capabilities. The sensitivity of the training information could also limit Web access. However, I could see the Internet being used as a tool to connect to officer training programs though, due to their more academic nature.
Due to a lesser need for confidentiality in their training materials, I can see the Internet being used more frequently in the government and business sectors to allow employees to train from the comfort of their home. I also believe that the type of training used in these sectors is more likely to have technological requirements that are within the limits of personal computers. Especially in large corporations, Internet-accessible computer simulations could be appealing based on their more efficient use of human resources in comparison to training conducted by an instructor in a physical classroom.
In conclusion, I would also say that one advantage that instructional technologists have in the business/government sector is that decisions to use Internet-based technologies are ultimately made by corporate leadership, which conceptualizes technologies, while in education those decisions are often left up to the teachers that implement those technologies.
Resources:
This publication focuses on online learning in higher education:
The Sloan Consortium - Online Nation: Five Years of Growth in Online Learning (2007)
This publication has a wealth of online learning statistics:
The International Association for K-12 Online Learning (iNACOL)- Fast Facts About Online Learning (2010)
This publication contains additional statistics in graphical representations:
Key Findings from the Ambient Insight Research Report (2009)
The Department of Education published a report analyzing 46 studies on online learning which found that it has had a positive impact on education. You can find a summary of the key findings starting on page 16:
U.S. Department of Education - A Meta-Analysis and Review of Online Learning Studies
One potential problem I foresee with the use of Internet and Web technologies in education is that it will not be used effectively. In other words, rather than exemplifying computer imagination as defined by Martin Siegel, I am concerned that educators will fail to use Web technologies in a way that “creates an experience that can’t easily be replicated in other media.” This is illustrated by a 2000-2001 survey that revealed that, while 55% of educators reported using technology on a weekly basis, 33% used it primarily for improving students’ computer skills and 29% used it for drill-and-practice activities. Only 20% reported often using it for problem-solving and analysis activities and 10% for Internet research. Furthermore, the results of this study cannot be rationalized with the argument that there is a lack of access to the Internet in schools. A study published in 2005 by the National Center for Educational Statistics found that the ratio of students to Internet-accessible computers was 4.4 to 1 (Trends and Issues p.23). This feeds the doubt that computer technology and more specifically Internet technology will lead to innovation in the field of K-12 education.
However, while use of the Internet in traditional classrooms has not been very promising, the use of Internet to create online classrooms is a trend that is experiencing an explosion in growth. A study published by the International Association for Online Learning has reported plenty of statistics to back this up. Here are a few that I found interesting:
- 45 of the 50 states, plus Washington D.C., have a state virtual school or online initiative, full-time online schools, or both
- Many virtual schools show annual growth rates between 20 and 45%
- 72% of school districts with distance education programs planned to expand online offerings in the coming year
- Data suggest that in about six years 10 percent of all courses will be computer-based, and by 2019 about 50 percent of courses will be delivered online
I also believe that Internet use, primarily in the context of online courses, will become more and more prominent in higher education to suit the needs of a diverse student population. This falls in line with one of the core philosophies present in education legislation: that everyone have equal access to education. There are some concerns about online education though.
The Sloan Consortium published a study in 2007 discussing online education statistics in higher education. The publication reported that studies surveying chief academic officers in higher education institutions found that the main barriers to widespread adoption of online education, in their opinions, was lack of student discipline in online courses, lack of acceptance of online education by the faculty, lower retention rates of material taught in an online environment, and higher costs in developing and delivering online courses.
Nonetheless, the report published in 2009 by Ambient Insight LLC that I previously mentioned projects steady growth through 2014. Below is a graph that illustrates their statistics.
Due to my lack of experience in the business, government, and military sectors, it’s hard for me to judge what kind of role the Internet will play in those areas. But if I were to make a prediction, I do not foresee the Internet playing a large role in military training since the majority of the training is done on the military bases. The need for special equipment to be used alongside much of the training software limits online learning capabilities. The sensitivity of the training information could also limit Web access. However, I could see the Internet being used as a tool to connect to officer training programs though, due to their more academic nature.
Due to a lesser need for confidentiality in their training materials, I can see the Internet being used more frequently in the government and business sectors to allow employees to train from the comfort of their home. I also believe that the type of training used in these sectors is more likely to have technological requirements that are within the limits of personal computers. Especially in large corporations, Internet-accessible computer simulations could be appealing based on their more efficient use of human resources in comparison to training conducted by an instructor in a physical classroom.
In conclusion, I would also say that one advantage that instructional technologists have in the business/government sector is that decisions to use Internet-based technologies are ultimately made by corporate leadership, which conceptualizes technologies, while in education those decisions are often left up to the teachers that implement those technologies.
Resources:
This publication focuses on online learning in higher education:
The Sloan Consortium - Online Nation: Five Years of Growth in Online Learning (2007)
This publication has a wealth of online learning statistics:
The International Association for K-12 Online Learning (iNACOL)- Fast Facts About Online Learning (2010)
This publication contains additional statistics in graphical representations:
Key Findings from the Ambient Insight Research Report (2009)
The Department of Education published a report analyzing 46 studies on online learning which found that it has had a positive impact on education. You can find a summary of the key findings starting on page 16:
U.S. Department of Education - A Meta-Analysis and Review of Online Learning Studies
Tuesday, July 20, 2010
Google Maps: Graceland Too!
Everybody knows that Memphis is famous for Graceland, Elvis's home, but there also exists a lesser known Elvis shrine out in Holly Springs, Mississippi: Graceland Too. Sure, it's a little shady but it will definitely be a memorable experience. The best part about it is that you can go visit anytime because Paul McLeod, who single-handedly runs Graceland Too, never sleeps and never leaves the house. In fact, the last time I took a tour I went at 2:00 AM; going at nighttime just adds to the twisted atmosphere. And if you want the deluxe tour, just bring him a 12-pack of Coca-Cola.
View Larger Map
View Larger Map
Podcasting
This podcast was created using PowerPoint for creating the visual sequence, Camtasia Studio for putting in the audio and converting to iPod Touch format, and PodOmatic for publishing it.
Static Image: Portrait of Me
One of my former students created a portrait of me. I'm part teacher, part rock star with a little ninja mixed in.
Posting YouTube Videos
This first one is for anyone who teaches English. It will inspire students to learn their punctuation.
The second one is a cool inspirational video with a message of not letting failure hold you back.
The second one is a cool inspirational video with a message of not letting failure hold you back.
Thursday, July 15, 2010
R/D4
Reading chapter two, “What is Instructional Design?,” I was able to draw a few parallels between developing educational lesson plans and systems theory, defined on page 11 as a postulation “that a system and its elements are interdependent, synergistic, dynamic, and cybernetic.” The idea that elements of a lesson plan are interdependent is exhibited by examples such as the fact that an effective lesson requires that students’ prior knowledge be assessed to determine whether a lesson is ready to be introduced, that students should receive guided practice before they complete independent activities, and that assessments are required to determine appropriate remediation. Synergy is demonstrated in using assessments to evaluate the effectiveness of how a topic was introduced. Without an assessment, it would be hard to determine what remediation. You could reteach a lesson without an assessment or assess student knowledge without remediation, but to do one without the other severely weakens the effectiveness of these as individual elements. And lesson plans are dynamic in that observations by the teacher during independent practice can determine the need for adjusting the amount of guided practice used. I did have trouble relating lesson plans to systems theory in that it’s hard to view components of a lesson plan as cybernetic, which means that they efficiently communicate among themselves.
I found the core elements of ADDIE much easier to directly relate to the development of lesson plans than the initial definition of system theory. ADDIE is an acronym representing analysis, design, development, implementation and evaluation. Analysis is defined by the book as “conducting a needs assessment” or “identifying a performance problem.” In lesson plans, pre-assessments along with the “know” and “want to know” components of KWL are used for identifying the needs of an individual student. The design element relates to the bulk of a lesson plan: measurable objectives, planned learning activities, and identifying materials needed (i.e. specifying media). Development is used in lesson planning as described in the book: for “preparing student and instructor material as specified during design.” Implementation is equivalent to teaching the lesson a classroom. And finally, evaluation is the assessment used in a lesson. Just like in the evaluation stage of ADDIE, lesson assessment involves looking at the data collected and determining what may need to be retaught in a lesson; unit testing functions as a summative assessment. Another way of relating lesson planning to the instructional design model is illustrated in Figures 2.1 and 2.2. Neither lesson planning nor instructional design can be viewed as a linear process. Both require revision along the way.
As I mentioned already, specifying media is an important part of the design phase. One instructional medium that I was asked to evaluate this week was photo sharing. As the reading on Dale’s Cone of Experience suggested, using multiple instructional media can help students develop a better understanding of a concept. Photo sharing is a great tool for combining verbal symbols with still pictures to enhance vocabulary lessons. For instance, my pre-algebra students could use a photo sharing site’s commenting tool to create a visual dictionary of geometric terms. They could also use photos to illustrate a real world math problem, such as sharing a photograph of a Starbuck’s menu and writing about how to use unit rate to figure out the best value per ounce in their coffee sizes. In a botany class, a teacher or student could upload photos from a nature hike to a photo sharing site and have other students post the plant species in the comments section. On a class trip to a historical site, multiple students could capture photos, upload them to their individual photo sharing accounts, and tag them with a unique keyword shared by the group. A teacher or student could then search that keyword and see all the students’ photos aggregated into a single viewing page. Photo sharing is also very easy to integrate with English. For instance, a creative writing teacher could link to a photo album containing a sequence of five photos. Students could then be asked to write a short story based on the photos. A teacher doing a lesson on descriptive writing could post an album of photos from which students would select one and then write a detailed description of that photo.
Photo sharing has many possibilities and I do not foresee many behavior problems as long as acceptable use guidelines are laid out ahead of time. In fact, I would be more concerned about students respecting each other on discussion boards than students posting inappropriate photo content. The real question is whether photo sharing sites can be used more effectively than other web tools such as wikis and blogs. Most wikis and blogs allow you to upload photos directly to the wiki/blog site. Could the additional tools that these media offer provide a more enriching experience than a photo sharing site? Or does the simplicity of a photo sharing site make it more effective by reducing time spent trying to learn how to use it? What do you think about this?
I found the core elements of ADDIE much easier to directly relate to the development of lesson plans than the initial definition of system theory. ADDIE is an acronym representing analysis, design, development, implementation and evaluation. Analysis is defined by the book as “conducting a needs assessment” or “identifying a performance problem.” In lesson plans, pre-assessments along with the “know” and “want to know” components of KWL are used for identifying the needs of an individual student. The design element relates to the bulk of a lesson plan: measurable objectives, planned learning activities, and identifying materials needed (i.e. specifying media). Development is used in lesson planning as described in the book: for “preparing student and instructor material as specified during design.” Implementation is equivalent to teaching the lesson a classroom. And finally, evaluation is the assessment used in a lesson. Just like in the evaluation stage of ADDIE, lesson assessment involves looking at the data collected and determining what may need to be retaught in a lesson; unit testing functions as a summative assessment. Another way of relating lesson planning to the instructional design model is illustrated in Figures 2.1 and 2.2. Neither lesson planning nor instructional design can be viewed as a linear process. Both require revision along the way.
As I mentioned already, specifying media is an important part of the design phase. One instructional medium that I was asked to evaluate this week was photo sharing. As the reading on Dale’s Cone of Experience suggested, using multiple instructional media can help students develop a better understanding of a concept. Photo sharing is a great tool for combining verbal symbols with still pictures to enhance vocabulary lessons. For instance, my pre-algebra students could use a photo sharing site’s commenting tool to create a visual dictionary of geometric terms. They could also use photos to illustrate a real world math problem, such as sharing a photograph of a Starbuck’s menu and writing about how to use unit rate to figure out the best value per ounce in their coffee sizes. In a botany class, a teacher or student could upload photos from a nature hike to a photo sharing site and have other students post the plant species in the comments section. On a class trip to a historical site, multiple students could capture photos, upload them to their individual photo sharing accounts, and tag them with a unique keyword shared by the group. A teacher or student could then search that keyword and see all the students’ photos aggregated into a single viewing page. Photo sharing is also very easy to integrate with English. For instance, a creative writing teacher could link to a photo album containing a sequence of five photos. Students could then be asked to write a short story based on the photos. A teacher doing a lesson on descriptive writing could post an album of photos from which students would select one and then write a detailed description of that photo.
Photo sharing has many possibilities and I do not foresee many behavior problems as long as acceptable use guidelines are laid out ahead of time. In fact, I would be more concerned about students respecting each other on discussion boards than students posting inappropriate photo content. The real question is whether photo sharing sites can be used more effectively than other web tools such as wikis and blogs. Most wikis and blogs allow you to upload photos directly to the wiki/blog site. Could the additional tools that these media offer provide a more enriching experience than a photo sharing site? Or does the simplicity of a photo sharing site make it more effective by reducing time spent trying to learn how to use it? What do you think about this?
Diigo Presentation
Here is a good presentation on Diigo that I came across:
Dig Deeper with Diigo
View more presentations from Jennifer Dorman.
R/D3
When asked to define instructional technology, I think of it as being composed of two main parts: theory and application. When I mention theory, I am referring to the study of how behaviorism, cognitivism, constructivism, and multimedia learning theories are applied to instruction. It involves analyzing how people think and what should be present in or removed from a learning process to maximize the efficiency of learning. Application involves optimizing the process through the integration of technology. It centers on utilizing theory to make decisions about the design and implementation of different instructional media. Application not only requires theoretical knowledge, it requires technical knowledge. I agree with the Robert Reiser when he says that the name “instructional design and technology” better defines our field than “instructional technology” because I often use the latter term interchangeably with the term “instructional media.” One part of instructional design and technology that I have not thought as much about is the management function, which involves project, delivery system, personnel, and information management according to the 2006 AECT definition of technology. Naturally, I tend to think of instructional technology and design more from a teacher’s perspective than a technology coordinator’s perspective and forget about the management aspect.
One application of instructional technology that I was asked to evaluate this week was social bookmarking. Social bookmarking is defined by Wikipedia as "a method for Internet users to store, organize, search, and manage bookmarks of web pages on the Internet with the help of metadata." In contrast to the standard bookmark tool built into the web browser menus, social bookmarking websites allow access to the same set of bookmarks from any computer with Internet connectivity. And instead of trying to sort standard browser bookmarks by placing them in individual folders, social bookmarking essentially lets you place them in multiple folders represented by keywords, a process referred to as “tagging.” You can later recall bookmarks by using those tags to search your bookmarks. Social bookmarking websites also typically allow a user to join (or create their own) groups where people with common interests share bookmarks. Additionally, many social bookmarking sites allow you to follow an individual user’s bookmarking activity.
Two social bookmarking sites that I’ve tried are Delicious and Diigo. Both sites have all of the standard bookmarking features described above, a user-friendly toolbar add-on for your browser, and the option of public or private bookmarking. But Diigo hosts many additional features that Delicious lacks. Diigo lets you highlight content on web pages and pin comments to the content with the option of this markup being either public or private. Other Diigo users can then view and respond to your markup. It also has tools that let you capture images from web sites, import/export bookmarks, simultaneously save bookmarks to delicious, and automate a daily/weekly blog post of your bookmarks with comments. And if that’s not enough to convince you that Diigo is the way to go, Diigo has premium educator accounts with these features:
I should also mention that Diigo offers tools for use on the iPhone, iPad, and Android!
So where could Diigo be used in education? At the very least, it can function as an enhanced bookmark organization tool for an individual. But then that wouldn’t be social bookmarking so the easiest social bookmarking application is to use it for following education leaders and innovators, checking out the resources that they bookmark. Of course it can also be used for networking with educators on a school, district, or state level. One use with students would be to mark up a subject-related website with sticky notes containing questions about specific parts of the content. Students could then post responses to the question on the sticky note. Another application is to assign online readings to students in which they highlight words that are new to them and define them in their own words with the comment tool. They could also use the comment tool for any kind of literary analysis such as paragraph summaries or questions they have about parts of the readings which other students could then respond to. Furthermore, the Diigo toolbar could be used in conjunction with Google Docs (or blog posts) as a peer editing tool. Finally, there is an obvious application to online research assignments. Diigo makes it easy to bookmark, annotate, and organize online resources.
So while I would say that Delicious would be good for independent research and sharing resources with peers, I believe that the extra tools provided by Diigo significantly expand social bookmarking’s range of applications.
Resources:
Diigo Educator Accounts
Getting Started With Diigo
One application of instructional technology that I was asked to evaluate this week was social bookmarking. Social bookmarking is defined by Wikipedia as "a method for Internet users to store, organize, search, and manage bookmarks of web pages on the Internet with the help of metadata." In contrast to the standard bookmark tool built into the web browser menus, social bookmarking websites allow access to the same set of bookmarks from any computer with Internet connectivity. And instead of trying to sort standard browser bookmarks by placing them in individual folders, social bookmarking essentially lets you place them in multiple folders represented by keywords, a process referred to as “tagging.” You can later recall bookmarks by using those tags to search your bookmarks. Social bookmarking websites also typically allow a user to join (or create their own) groups where people with common interests share bookmarks. Additionally, many social bookmarking sites allow you to follow an individual user’s bookmarking activity.
Two social bookmarking sites that I’ve tried are Delicious and Diigo. Both sites have all of the standard bookmarking features described above, a user-friendly toolbar add-on for your browser, and the option of public or private bookmarking. But Diigo hosts many additional features that Delicious lacks. Diigo lets you highlight content on web pages and pin comments to the content with the option of this markup being either public or private. Other Diigo users can then view and respond to your markup. It also has tools that let you capture images from web sites, import/export bookmarks, simultaneously save bookmarks to delicious, and automate a daily/weekly blog post of your bookmarks with comments. And if that’s not enough to convince you that Diigo is the way to go, Diigo has premium educator accounts with these features:
- creation of class set of student accounts (email addresses are optional) with a few clicks
- automatic set up of Diigo groups organized by class
- privacy settings where only teachers and classmates can communicate with students
- ads limited to education-related sponsors
I should also mention that Diigo offers tools for use on the iPhone, iPad, and Android!
So where could Diigo be used in education? At the very least, it can function as an enhanced bookmark organization tool for an individual. But then that wouldn’t be social bookmarking so the easiest social bookmarking application is to use it for following education leaders and innovators, checking out the resources that they bookmark. Of course it can also be used for networking with educators on a school, district, or state level. One use with students would be to mark up a subject-related website with sticky notes containing questions about specific parts of the content. Students could then post responses to the question on the sticky note. Another application is to assign online readings to students in which they highlight words that are new to them and define them in their own words with the comment tool. They could also use the comment tool for any kind of literary analysis such as paragraph summaries or questions they have about parts of the readings which other students could then respond to. Furthermore, the Diigo toolbar could be used in conjunction with Google Docs (or blog posts) as a peer editing tool. Finally, there is an obvious application to online research assignments. Diigo makes it easy to bookmark, annotate, and organize online resources.
So while I would say that Delicious would be good for independent research and sharing resources with peers, I believe that the extra tools provided by Diigo significantly expand social bookmarking’s range of applications.
Resources:
Diigo Educator Accounts
Getting Started With Diigo
Wednesday, July 14, 2010
Diigo, Delicious, Picasa, and Flickr
Thursday, July 8, 2010
Wiki Creation
Check out my wiki over at PBworks! In the past, I have used Wikispaces and Wetpaint for creating wikis, but I think that PBworks probably has the best balance between available features and ease of use. Plus there aren't any banner ads!
R/D2
I will admit that in the past I have not had the most favorable opinion of blogs. Part of this is due to my first exposure to the world of blogging, Xanga.com. I was introduced to it by my sister when I asked her what she was up to on her computer. She showed me her friend’s blog on Xanga, in which she let loose a tirade about the guy that broke up with her best friend for another girl. Then she showed me another friend’s blog in which she gave a detailed recount of her experiences shopping for a prom dress. She showed me a few more blogs and I walked away with the perception that blogs are little more than egocentric drivel devoid of any reading value.
However, in the past couple years I have warmed up a bit to blogging. I often find helpful educational resources and links located in blogs created by teachers reflecting on their classroom experiences. I have even started subscribing to blog updates of a few interesting speakers from education technology conferences that I have attended. But I still have had some issues with blogs: they are often filled with extra fluff, they are not consistently updated with new content, and they do not always contain topics that fit my interests. One solution to this is to be able to browse a large amount of blog content in a reasonably short amount of time. That’s where RSS feeds come in.
I must admit that up until this week’s lesson on RSS feeds, I have largely ignored this web technology. The only time I had set up an RSS feed prior to this week was when I created one for my Moodle demo course. Even after creating an RSS feed in my blog to display the latest update from a few of my favorite sites, I still wasn’t sold on the idea of using an RSS feed…but then I tried Sharp Reader. I really liked how I could have multiple feeds coming into one application organized neatly by folders. It was very easy to quickly scroll through all of the latest news stories and blog entries without having to click through a bunch of links. It kind of felt like reading through email; while I had a lot of feeds coming in, it was very easy to sort through them and delete ones that were irrelevant to my interests.
Now I will apply this to the classroom. Let’s say you have 150 students and you want each student to create a blog. Imagine the headaches of traveling to 150 blogs to check for updates. Used alone in this situation, blogs would not be feasible. However, using student-created blogs in conjunction with an RSS feed aggregator is what I believe to be an example of “computer imagination.” Compared to students handing in assignments written on paper, the blog and RSS combination has these advantages:
- Obviously it saves paper.
- Rather than requiring a teacher to keep track of a stack of papers, it is much easier to have writing assignments in blog form where they can be accessed from any location with Internet access. The RSS feed aggregator further simplifies this process by providing a tool to neatly sort these blog entries in a central location, thus eliminating the pains of hopping from one blog location to another.
- In addition to the teacher being able to read and respond to students’ blog entries, students have anytime-access to read and comment on any of the 150 student submissions. They are no longer limited to evaluating the papers of students in their same class section or restricted to the time limits of the class period. Students also have the option of using an RSS feed aggregator to make it easy to respond to topics and opinions that they are most passionate about.
- Students are not limited to words in their blogs. They can easily insert images, video, sound files, and links to web sites into their blogs, giving students the opportunity to create media-enhanced documents that touch on multiple parts of Dale’s Cone of Experience.
- When students can display their work to the world on the Internet, it gives them a greater sense of ownership and accomplishment.
To further expand on this idea, why not get even more “imaginative” and combine blogs and RSS feeds with a web page? You could design a web page to look like a newspaper with different sections being composed of stories fed in by RSS feeds. With students each being assigned a section, what they write in their blogs could automatically feed into the newspaper, creating a dynamic publication that updates automatically.
Another web technology that came up in this week’s lesson was wikis. I have always loved the concept of wikis and believe they are a great collaboration tool. Wikipedia is the best example of a widely used wiki, frequently appearing at the top of my results when I use a search engine. I find that it is a good starting point for researching a topic because it often provides a nice summary of the topic in addition to links to websites and publications that relate to the topic. While some might criticize the reliability of Wikipedia’s user-generated content, the fact that articles are required to cite references (otherwise other users will flag unsupported details) and face peer-scrutiny makes the vast majority of Wikipedia pages a trustworthy source of information.
On top of using Wikipedia, I have also used wikis for collaborative note-taking in my classes. When I was teaching high school geometry online, one of the wiki projects that I assigned required students, in pairs of two, to summarize one unit on a wiki page. Each group, assigned a different unit to summarize, took the theorems, postulates, and definitions that they felt were important and added them to their wiki page. Since my geometry course required students to write a lot of proofs—rationale for the steps in solving a problem—they found this reference, which they created themselves, to be invaluable. In addition to this example, I also helped an English teacher set up a wiki for students to collaborate on chapter summaries for a book. It was touted as their student-created version of Cliff Notes. Then there was a history teacher who used a fill-in the blank wiki to assist students in note-taking and encourage students to add additional web content that they found to be interesting. Wikis have many other uses as well, such as functioning as a web resource link exchange for teachers, an FAQ section for an online course, and a repository for notes and snippets from the Internet.
To answer the question of which parts of Dale’s cone of experience do you think each tool lends itself best to, I would say that the most obvious part that pertains to all of these would be verbal symbols. However, as the reading on the Cone of Experience stated, “we should remember, however, that media often interact with each other” (p.133). And “verbal symbols…are used together with every other material on the Cone, though they themselves are abstractions” (p.128). Instead of limiting a blog or wiki to a bunch of text that creates the challenge of not “falling asleep at your keyboard,” liven it up by creating a rich media experience that incorporates other parts of the Cone, such as visual symbols (maps, diagrams, charts); still pictures and radio (podcasts); television and motion pictures (Hulu clips, YouTube videos, CNN video broadcasts); and demonstrations (how-to videos, videos of lab experiments). The reading also explains that “the success of any instructional representation—any device on the Cone—will depend to a large degree on the imaginative involvement that it can produce in our pupils” (p.119). So get creative! Instead of just writing a summary of the events of the Civil War, have students use a blog to journal what they might experience from the perspective of a soldier fighting for the Confederacy. The possibilities of blogs and wikis are endless!
References:
Siegel, M. (2003). Falling asleep at your keyboard: The case for computer imagination. Unpublished manuscript.
Dale, E. (1969). Audiovisual methods in teaching. New York: Dryden Press. Chapter 4: The Cone of Experience
Additional resources:
RSS: A Quick Start Guide for Educators by Will Richardson
RSS: The Next Killer App For Education by Mary Harrsch
Weblogg-ed Wiki maintained by Will Richardson (great collection of resources on wikis, blogs, and other educational technologies)
Wiki Pedagogy by Renée Fountain (this is an extensive but reader-friendly intro to wikis)
Sunday, July 4, 2010
R/D1
Reading through Neil Postman’s article on how technology does not provide a solution to the key problems in education, I found it to be amusing when Postman said,
“I asked him, ‘What is the problem to which cruise control is the answer?’ The question startled him, but he recovered enough to say, ‘It is the problem of keeping your foot on the gas.’ I told him I had been driving for 35 years and had never found that to be a problem.”
Ironically, while Postman uses this as an example of a technology that does not solve any real problem, he was obviously unaware that cruise control helps with fuel efficiency, saving up to 14 percent on fuel costs. This parallels a common problem that occurs when technology is introduced in school districts. Just like the salesman failing to communicate how cruise control can be used to save money, I frequently see instances of schools giving teachers a technology but not teaching them how to use it effectively. It then ends up in a closet collecting dust and resulting in people forming the opinion that technology is a waste of money. I think this legitimizes one of the roles of a technology coordinator, which is to instruct teachers on how to implement technologies effectively. Of course, a technology coordinator also assists in avoiding this situation by helping districts steer clear of purchasing a technology that truly is a waste of money.
However, I do agree with Postman when he said that “the role of the school is to help students learn how to ignore and discard information so that they can achieve a sense of coherence in their lives.” Like it or not, technology exists in our daily lives. A survey conducted by Pew Research Center found that 93% of teens and young adults aged 12-29 go online. That is why schools now have a responsibility to teach students how to evaluate the validity of the information they come across when using the Internet and how to find that information in an efficient manner.
He was also correct when he said that “one of the principal functions of school is to teach children how to behave in groups.” However, group interaction is not limited to a face-to-face environment. Students now have to be taught how to properly interact with peers in an online environment. This is especially important because the sense of anonymity in an online environment can cause students to be less disciplined in how they express themselves and in their consideration of other student’s feelings. Using tools like wikis and discussion boards in a classroom serves dual purposes: it extends the classroom outside of its physical environment and, when properly supervised, it also trains students to respect the feelings of others in an online environment. The importance of this is validated by another part of the Pew survey that said that 73% of online American teens now use social networking (up from 55% in 2006).
One key contrast between Postman’s article and Roberto Joseph’s article, which advocates the use of technology, is that Postman says that “school has never been about individualized learning” while Joseph pushes a “system that offers customization rather than standardization.” I completely agree with Joseph. I feel that addressing the individual needs of students, which are based on learning styles and prior knowledge, is essential to providing students with the best education possible. I have loved using Moodle to provide students with instant feedback on assessments and automatically assign them new material based on the results of the assessments. I also like to use mimio (electronic whiteboard) to liven up lessons with visuals and interactive applications.
My only personal grievance against technology has been that a lot of software loosely connects to the state curriculum standards. Software such as Study Island, Classworks, and MAP testing create material based on NCTM/NCTE standards or else the standards of a few key states. Then they try to package it as custom-fit to each state by simply matching what they already created to each state’s standards, rather than designing questions specifically for them. And that brings to mind a question that would be worth discussing in a separate blog entry: “Would educational technology be more effective if it were designed to fit a national set of curriculum standards used by all states?”
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