Net Generation (Living in a Virtual World)...

Blog Reflection #4

Several questions are posed in relation to technology not just being an age related phenomenon. Ask yourself and answer the following:

1.)  Are you more comfortable composing documents online than longhand?

I prefer composing online being that I can remarkably type faster than I can even write. However, I still believe that handwriting is a building block to learning. It can improve idea composition and expression, and may aid fine motor-skill development. Some physicians say handwriting could be a good cognitive exercise for baby boomers working to keep their minds sharp as they age. Even in the digital age, people remain enthralled by handwriting for myriad reasons—the intimacy implied by a loved one's script, or what the slant and shape of letters might reveal about personality. Other research highlights the hand's unique relationship with the brain when it comes to composing thoughts and ideas. Handwriting differs from typing because it requires executing sequential strokes to form a letter, whereas keyboarding involves selecting a whole letter by touching a key. But in an interesting twist, new software for touch-screen devices, such as the iPad, is starting to reinvigorate the practice.

2.)  Have you turned your “remembering” (phone numbers, meetings, and so on) over to a technology device

Absolutely, wouldn’t have it any other way, besides the use of purchasing address books and organizers has declined substantially in department stores. I definitely rely on the use of applications downloaded on my mobile to remember, store and note vital information.

 
3.)  Do you go to meetings with your laptop, iPad, or tablet?

Unfortunately no I do not. The use of jotting down information in a notebook still appeals to me. It seems there is something really important about manually handwriting notes. I tend to express more ideas when writing by hand. To me, writing by hand just seems to engage the brain in learning.

4.)  Are you constantly connected? Is the Internet always on whether you are at home or work? Is your cell phone always with you?

Yes, I am constantly connected via mobile due to meetings, deadlines and online activities. My PC is always on and connected even away from home. It may seem as though I am a technophile, however I do not engage in the use of social networking sites, it’s more so convenient for doing things like paying bills while you're getting your hair done.

5.)  How many different activities can you effectively engage in at one time?

Nickname: SuperWoman
I can multi-task my hinny off!!!  I am computer/internet savvy. I am able to work a full time online job in the presence of my own home, participate in two online courses, email and research accordingly via web, and conduct in daily household chores (cooking and cleaning).

6.)  Do you play video or computer games?

If I do it is very seldom, at times with family. Mainly Wii Nintendo or free downloaded games on my PC; Solitary, Sudoku, etc…

 
7.)  What generational category do you fall in or are you a mixture of a few?

I am known as the Net Generation, Millennials, Generation Y or the Digital Natives. I was born around computer devices via in school and home. I am visually literate and tend to focus on the activity, rather than the specific technology, that enables me to do it. I use digital media as a way to communicate, investigate, and live. I find myself coaching authoritarians basic technology skills.
 

The article 'Is it Age or IT: First Steps Toward Understanding the Net Generation' focused on implications primarily for higher education; however, the characteristics for the Net Generation remain true for students in K-12. What and how do we need to change?

 

Teachers are faced with the challenge of adapting their teaching styles to accommodate a new generation of learners. The Net Generation or Millennials, who are now entering colleges and universities, have learning expectations, styles, and needs different from past students. As educators we must adapt in order to teach Net geners effectively. Since they don’t respond to lecture format, it is important to take advantage of their multi-tasking ability by posting course notes with relevant web links so that students can explore relevant resources and become engaged with the content. Also, the use of simulation technologies will help engage learners in a process that provides the interaction they desire with the feedback they need in real-time situations. Through the design of pertinent scenarios, faculty can direct learning in a way that facilitates student understanding of subtle changes that occur in patient care. This may help prepare Net Generation students for the transition to the work force. Blogging is another method that allows students to interact and become engaged in the course. In short, a blog is a web-log which allows students to contribute to and comment on the blog entries. Learners can research their information and provide their reflections on their learning through the blog. Another example is that of an interactive, engaging web environment that allows learners to interact with the instructor, other learners, or with the content.

Encouraging AFL (Assessment For Learning)

Reflective Blog #3

Helen's article about Electronic Portfolios as Digital Stories of Deep Learning focused on the importance of formative learning. In her article, the study of Paul Black and Dylan Wiliam of Kings College, London demonstrated that improving formative assessment raises student achievement. They also included that the most significant learning gains occur when teachers and students work collaboratively to address learning needs. This is true being that students become active learners only when they assume ownership and control of their learning. It is critical that assessment for learning be used with students so that they may understand and have a sense of ownership of their learning to maximize achievement. Therefore, how do I engage myself into this very own concept of learning? Simply put, by encouraging the use of e-Portfolios. Although the disadvantages are that some students might not have the technical know-how and consequently feel overchallenged. Moreover, students might have a lack of motivation, when the teacher does not give enough information about the topic and the task.
 
My goal as an educator is to:
 

• understand how e-Portfolios can be an alternated into the form of assessment
• understand the stages involved in the design of e-Portfolios
• understand that the artifacts, reflections, and evaluations contained in student e-portfolios can be assess students’ skills and accomplishments
• feel competent to implement e-Portfolios.

 
Also keeping in mind, if the priority is to use them to support reflection and encourage deep learning, they should not be used for summative assessment or accreditation. Students must feel comfortable displaying honest reflections and imperfect work if they are to have a true sense of their progress. The e-portfolio should not, therefore, be a mandatory requirement. To encourage students to use them they need to be given a sense of ownership of their learning and development. They also need regular feedback, to be made aware of what is expected from them in terms of contributing to these portfolios, and how their performance will be reviewed.
 
In conclusion, technology must be simple for students and teachers to use while allowing some customization of structure, navigation and appearance to give students a sense of ownership of their portfolio. Training and support are essential to overcoming technical difficulties and explicit guidelines and benefits will help to give e-portfolios a sense of context and relevance within the program of study. If these challenges are addressed and the objectives of introducing the e-portfolios are remembered and used to drive key decisions, the resulting portfolios should prevail and help students to create a useful picture of their learning journey.

Digital Concept Map [2]

My Digital Concept Map

 

 

Reflective Blog #2

 

Looking over the years on how I interpreted information using technology has undeniably changed. I am more patient in careful filtering, and diligently evaluating information when using technology, with a critical and skeptical mindset that separates drivel from useful content. Past development via college experience has given me assurance in advancing through technology.

There are many consequences for the future of our students if we fail to teach them the skills on how to accurately use informational technology in the schools. The key is to develop strategies to make sure that students do not get distracted by some of the more enticing but less substantive features of technology is what it’s all about. When students are using technology as a tool or a support for communicating with others, they are in an active role rather than the passive role of recipient of information transmitted by a teacher, textbook, or broadcast. The student is actively making choices about how to generate, obtain, manipulate, or display information. Technology use allows many more students to be actively thinking about information, making choices, and executing skills than is typical in teacher-led lessons. Moreover, when technology is used as a tool to support students in performing authentic tasks, the students are in the position of defining their goals, making design decisions, and evaluating their progress.

 

NOTE: Social bookmarking is a way for internet users to store, classify, share and search Internet bookmarks. On a social bookmarking system or network, users store lists of Internet resources that they find useful. These lists can be accessible to the public by users of a specific network or website. Other users with similar interests can view the links by topic, category, tags, or even randomly. Other than web page bookmarks, services specialized to a specific subject or format - feeds, books, videos, shopping items, map locations, wineries, etc. - can be found.

From en.wikipedia.org/wiki/Social_bookmarking

 

The advantages of organizing information as a social bookmarking tool are highly great. Google, Yahoo, Bing, and Ask are a few of my list of preferred selections. When students are using technology as a tool or a support for communicating with others, they are in an active role rather than the passive role of recipient of information transmitted by a teacher, textbook, or broadcast. The student is actively making choices about how to generate, obtain, manipulate, or display information. Social bookmarking allows many more students to be actively thinking about information, making choices, and executing skills than is typical in teacher-led lessons. Moreover, when technology is used as a tool to support students in performing authentic tasks, the students are in the position of defining their goals, making design decisions, and evaluating their progress

When using technology, we the teacher must consider that we are no longer the center of attention as the dispenser of information.  But rather plays the role of facilitator, setting project goals and providing guidelines and resources, moving from student to student or group to group, providing suggestions and support for student improvement.



Philosophy of Educational Technology

My view of Educational Technology

Reflective Blog #1

We have come upon a new age which requires new educational methods. During the 19th century we have seen the development of new technology like never before, giving birth to the Industrial Revolution. Now, we are in the 21st Century and technology has evolved in such a way that we must adapt or fall behind. However, we are using the same hoary instructional techniques, which can be rather dull and indifferent. It's time to develop our minds so we can advance in this age as we did in the previous. All technology started with a thought which was then manifested into reality.
The automated and the informatory are
synonymous with the esoteric and exoteric thinkers.
People are proficient in learning information at
a faster rate with the advent of technology.

Educational technology represents a cultural shift in our society and its increasing presence is indicative of a shift in teaching and learning practices. For better or for worse, educational technology is presenting teachers and students alike with unique opportunities to transcend the boundaries of space and time in order to access knowledge and supplement their understandings. Similarly, educational technology affords increased forums in which to communicate and receive feedback as well as present information in multimodal ways that appeal to various senses. Like a supernova, the Internet caused an explosion of a myriad of technological opportunities and in turn, forced the definitions of teaching, learning, technology and education to be redefined within these new parameters. However, unlike a supernova, these technological opportunities did not fade with time, but rather have increased in prevalence and have proven to be flexible and dynamic, making “traditional” teaching methods appear rigid and inflexible in their offerings.

For me, educational technology is best defined as comprising of the media based tools through which we teach and learn. Educational technology must be approached not as a novelty but rather as a tool possessing great potential; potential that must be needs to be realized in order to be effective. Educational technology is much more than a superficial tool; it can have biases, limitations and extensions that must be considered before using it in the classroom. I believe that educational technology should be woven into the “multi literacies” of the classroom rather than being treated as a foreign object and paraded out from time to time. Educational technology reaches its potential in the classroom by being integrated into everyday teaching and learning. The manner in which educational technology is used is greater than the tools themselves, and I believe that as teachers gain more knowledge about how to use these tools, they will be able to enhance the classroom experience for all learners.

November's most recent article on “Creating a New Culture of Teaching and Learning” outlined some interesting concepts. I really enjoyed some of his suggestions particularly on collegiality, point six of his outline, where he argues that teachers should adapt to be team-based, collegial, sharing their knowledge and wisdom. He also suggests staff train students and instructors on how to use technology in the classroom to prevent the urge to automate the information shared.  This can also be counterproductive. 

I believe it is imperative for all teachers to learn how to implement educational technology beyond basic mechanics, by learning the pedagogical foundations that should guide its use. Educational technology has the potential to increase accessibility for students with disabilities as well as provide a greater variety of formats by which students can present and learn information. This enhanced accessibility and appeal is not only at the core of my philosophy of educational technology, but also a fundamental component of my teaching philosophy. In working with students with learning disabilities, I have seen firsthand how educational technology has been the great equalizer for these students and their ability to learn as integrated members of the classroom.

My seven year old son who struggles with an IEP/Speech can operate an iPhone, iPad, start and navigate through the computer, as well complete/beat all levels of a video game but has a harder time listening in a classroom structure. Why is this? What can I do to change his method of learning?

Note: In Forney, TX all students, grades 5th-12th, are provided a laptop to bring home to complete homework assignments and projects. Textbooks are also available online to buy/rent for the duration of the school year. A contract is provided for the parent to sign with the intent that they will protect the device kit as is and take care of it. Accidental insurance is offered to the students to protect their instrument. We need to figure out new methods of education to stimulate the minds of the youth to come up with even greater advances in math, science, chemistry etc. To do so it’s imperative to update the educational methods being use.

In addition, this blog exercise can and will possibly assist in identifying the development of future technology projects for a cultural environment. My goal is to facilitate a wide variety of computer-based technology for both professional and instructional use in hopes to gain a sense of all that is possible using technology in teaching and concrete ideas about how to infuse technology into teaching.

 

 





My Concept of Educational Technology


 

In conclusion it is my belief that the use of technology in the classroom should be incorporated as long as it is used effectively. The use of technology increases differentiated instruction which allows students of multiple intelligences to better access the curriculum.