EDTECH 504 Reflection

Reflecting on my experience in completing all of the course readings and assignments for EDTECH 504 (Theoretical Foundation of Educational Technology), I consider what I have learned and how I can apply this knowledge in my own teaching. My undergraduate degree is not in education; therefore, I did not have much exposure or background knowledge of learning theory prior to taking this class. Perhaps the most important thing I learned this semester was simply gaining an understanding of learning theories and how they can be applied to the understanding of the learning process that occurs through the use of different pedagogical approaches. Along with this newly gained foundation, I have learned the value of understanding learning theory in assessing different tools and approaches.

My thoughts about teaching have been impacted in that I no longer simply teach a certain way or use a particular tool without thinking about how the learning process it employs can be explained within the framework of a certain theory. I no longer only think about what is being learned. I also think about how it is being learned.

I will definitely use the skills and ideas from this class in my teaching and professional practice. The focus of my research paper was on social learning theories such as connectivism and communities of practice. I am impressed by the way these theories can be applied to learning through technology tools. I will implement specific tools in my teaching to promote learning through social connections such as blogs, social network sites, and chat threads.

STANDARD 3: UTILIZATION: Candidates demonstrate the knowledge, skills, and dispositions to use processes and resources for learning by applying principles and theories of media utilization, diffusion, implementation, and policy-making.

Assignment – One page paper on a particular learning theory

In completing this assignment, I was able to meet the standard Identify major theoretical schools of thought by describing how Vygotsky’s sociocultural learning theory falls within the major school of thought of cognitivism and forms the basis of social constructivism.

Assignment – Synthesis Paper

This assignment allowed me to demonstrate mastery in describing and accounting for the origins of major theories and their influence on educational technology by explaining in my paper how Vygotsky’s ideas have shaped and influenced the creation of theories such as connectivism and communities of practice. These theories influence technology by encouraging learning through social connections. I was also able to contextualize emerging theories of learning within the framework of advancing technological innovations by using theory to explain the learning that occurs through the use of collaborative technology tools.

Assignment – Discussion Three

            In this assignment, I was able to apply educational technology theories to practical development contexts by identifying specific technology tools that could be implemented in teaching to promote the theoretical ideas of connectivism and communities of practice.

PBL - Post Project Evaluation

Image Source

The culminating event is over, the project presentations have been presented, groups and peers have been evaluated, reflection journals are in. Is the PBL experience really over? Absolutely not. One of the most powerful forms of assessment and project evaluation is the post project reflection.

As described by the prompt above, one of the most important parts of any PBL is the post-project reflection. Reflecting on how things went will allow you to make necessary changes in order to strengthen the project the next time it is used. PBL learning is ongoing and projects are constantly evaluated and changed in order to create the best products and achieve the desired learning goals.

Who will you involve in the process?

In order for a post-project evaluation to be successful, I think there should be representation from all three major groups represented. This would mean gaining helpful feedback from teachers, students, and authentic audience participants. Having feedback from each of these areas will provide a full picture of the project from all perspectives and points of view.

What will your process look like?

For me, a post-project evaluation would include some type of assessment to be completed by all participants. This would most likely be an online evaluation of some kind. The questions on the evaluation would seek their opinion on strengths and weaknesses of the project and prompt them to provide suggestions for improvements. In order to get more in depth feedback, I would select at least one (maybe two) representatives from the three areas described above to participate in an informal interview. The interviews could be conducted one-on-one or in a group format. This would allow better communication and exchange of ideas for improvement.

Is it just a one-time assessment?

This definitely should not be a one-time assessment. An assessment of this type should take place every time the project is completed. There will always be room for improvement and no project design will ever be perfect. In addition to conducting the type of assessment at the end of the project, it might be helpful to conduct a similar type of assessment in the middle of a project to make adjustments that will give the most successful end results.

Becoming an Effective Facilitator

In this blog post, I will answer some questions that examine what it means to be a facilitator in PBL instruction.

Will my role in the teaching/learning process change?
The teacher's role will change many times throughout the completion of a PBL project. There will be times when direct instruction is required. There will be other times that require the teacher to facilitate learning by helping students acquire information on their own. Finding the right balance is a challenge that must be negotiated carefully for a PBL project to be successful.

What are the skills of effective facilitation?

An effective facilitator manages and oversees the project while still allowing the students to find information on their own. As outlined by BIE, a good facilitator helps to create a culture of inquiry in the classroom. This can be accomplished through a number of different techniques including but not limited to: providing resources, modeling, conducting workshops, and providing additional learning experiences.

Will the students develop the competencies and skills needed to be successful?

If the project is well designed and managed, the students should be able to develop the skills they need to be successful. Assessments throughout the project as well as informal evaluation will allow the teacher to gauge how well the students are doing. The flexible nature of PBL allows the teacher to make changes if necessary.

What changes will you need to make in order to become an effective facilitator in your PBL unit?

In order to become an effective facilitator, I will first need to keep in mind that the project should be student-centered and allow the students to make significant decisions in shaping the project. I will also need to do a good job of managing inquiry by continuing to spur the students toward accomplishing the goals and mastering the skills and standards set forth.

Designing Integrated Curriculum

The best project based curriculum is usually integrated in order to combine several different subject areas. This makes sense when you consider that project based learning is meant to be authentic and replicate real world problems. Real world problems are not isolated to a specific content area. Solving these types of problems requires a diverse set of skills.

As described in the above video, designing integrated curriculum must be intentional. It takes a great amount of teamwork and planning. As the principal describes, integrated curriculum design does not work well with teachers who prefer to "shut their door" and do everything on their own. In order to make this integrated approach successful in a school, you would need to have "buy in" from all of the teachers involved. I think you can achieve this by building the case of the positives provided by the approach.

I think there are two major benefits for teachers in integrated curriculum design:

In many ways, integrated design is easier on the teachers. Some would argue that designing integrated curriculum is harder because it involves a ton of planning and preparation. I propose that this type of approach is easier in that teachers can work together and help each other. Teachers can share resources and ideas. In the video, Cheryl Hibbein describes this as working smarter instead of working harder.

Integrated design also creates a shared accountability. When teachers work together to design projects, they are all equally invested in the success of their students. Without this type of approach, teachers can feel isolated and "on an island." This type of stress can have a negative effect on instruction and student learning.

If the teachers at a school understand these benefits, I think they will be more likely to "buy in" to the integrated approach and allow the successful implementation of this type of project based learning. In addition to the benefits provided to teachers, there are numerous benefits provided to students through this approach. These include but are not limited to knowledge retention and heightened interest. These benefits should also influence teacher "buy in." 

Developing an Effective Assessment Plan

In a well balanced and effective assessment plan for project based learning, the students should play a significant role in the creation of standards and goals. I have tried to keep this in mind in the development of an assessment plan for my school radio news station project. The assessment plan should meet the key principles as outlines by "What Kids Can Do" organization. Below is a description of how I have tried to address each of the key areas:

Assessment is for students.
The creation of the radio station is a tangible product that provides the students with a sense of ownership. The news station will benefit the students by raising community awareness for school news and events. A sense of ownership will also be fostered as the groups themselves will decide on appropriate length and content of the broadcasts. In this way, the students will create their own assessment goals.

Assessment is faithful to the work students actually do.
The ongoing class blog will provide students an opportunity for ongoing assessement in which students can continue to demonstrate their skills and knowledge. The blog, the script peer review, and other assessements will drive student progress and benefit the end product.

Assessment is public.
The principle probably needs some more attention in the plan that I have come up with so far. I will need to come up with ideas to keep the assessment goals visible and in the front of the students' minds as the project goes along. Student goals will definitely be included in the summative assessment for the radio broadcast. The teacher will conduct some of the assessment. Peer reviews will also take place. I will probably include some type of subject major expert to be included in the assessment plan also.

Assessment promotes ongoing self-reflection and critical inquiry.
The assessment plan will remain flexible and will be subject to change throughout the process. The technical standards for the project will mirror those of professionals in the field in terms of audio quality, editing, and use of technology tools.

PBL Without an Authentic Audience

In this post, I would like to address the following question that has been posed:

Is it still PBL without an authentic audience?

Of course we know that having a public audience is one of the essential elements of project based learning according to the Buck Institute for Education. This speaks to the importance of this key element. In my opinion, a project without an authentic audience suffers in other key areas as well. These key areas include the building of 21st century skills and the need to know element of the project that keeps students motivated and interested.

Research by Boaler supports that project based learning helps students to see the application of their learning instead of viewing the material in isolation (as cited in Bell, 2010). I think having an authentic audience that consists of relevant stakeholders helps students to make these connections, stay motivated, and develop crucial life skills. Bell (2010) explains that "students instinctively reach further when they are highly motivated and interested in their inquiry topic. Motivation is sustained through meaningful, real-world problems and projects.Real-world projects deepen learning for students" (p. 42).

In my mind, perhaps the greatest strength of project based learning is its ability to thrust students into real-world problem solving and decision making. Having an authentic audience provides motivation through the project and serves as a constant reminder to students that the work they are doing really matters. It matters to them and to the people who are waiting to hear their findings, test their products, or learn more from them. Removing an authentic audience from PBL cripples this instructional approach and leaves it as a shell of what it is intended to be.

References

Bell, S. (2010). Project Based Learning for the 21st Century: Skills for the Future. Clearing House. 83(2), 39. doi:10.1080/00098650903505415

Boaler, J. (1999). Mathematics for the moment, or the millennium? Education Week. 17(29): 30–34.

PBL Effectiveness in Diverse Classrooms

In an article posted in the Journal for Special Education Technology, the authors highlight a study they conducted in order to determine the effectiveness of technology assisted Project Based Learning on the growth of historical thinking of a diverse group of eighth grade students (De La Paz & Hernandez-Ramos, 2013). The classroom that was chosen for the study included gender, socio-economic, and cultural diversity. The class also contained learners with and without disabilities. According to La Paz and Hernandez-Ramos (2013), the authors "wished to determine whether this form of instruction could have a positive effect on students’ ability to engage in contextualized thinking, a particular facet of historical reasoning that reflects students’ understanding of how historical events are situated within a particular time period and place" (p. 3).

For the project, the students were divided into groups and assigned a regional area to study relating to the topic of westward expansion. Parts of the project included learning how to locate and evaluate sources as well as writing first person journal entries. The project culminated in the creation of a multimedia presentation from each group. The students were tested on content from their group as well as content from other group presentations. Assessment included a standards-based multiple choice test as well as grading of the journal entries and multimedia presentations. The students were also interviewed in order to determine improvement in their historical thinking skills.

The results of the assessments proved the PBL unit to be successful. In particular, the gap was narrowed between learners with and without learning disabilities. The authors believed their results to be so positive because the students were given the opportunity to work in a less traditional learning environment (La Paz & Hernandez-Ramos, 2013, p. 11). Students showed great improvement in understanding historical concepts in terms of context.

In reflecting on this article, I am excited about the prospects of applying the instructional method. I think PBL would fit well with the hands-on approach that I like to take with learning. I enjoy allowing students to learn on their own and from each other. I have already started to think about a project that I would like to create for this class. I would like to create a unit that facilitates the creation of a student-led radio program that highlights school news and events. This radio station would be broadcast for parents to hear as they pick up and drop off their children at school.

Work Cited

De La Paz, S., & Hernández-Ramos, P. (2013). Technology-Enhanced Project-Based Learning:           Effects on Historical Thinking. Journal Of Special Education Technology, 28(4), 1-14.

Final Reflection

In this final blog entry for EDTECH 541, I would like to take some time to reflect on what I have learned this past semester in fulfilling the requirements for the course. I would say the most valuable thing I take from this course is the confidence that I have gained in my ability to find, evaluate, and implement new and exciting technology tools into the classroom learning experience. I have learned that through the internet, software, and other applications, there is a great array of tools available at our fingertips.

I believe I was able to demonstrate the mastery of several AECT standards in the completion of the course work. Standards met included those relating to design, development, and utilization. Specifically, in the creation of several different learning activities for the course, I was able to consider and follow the steps of instructional systems design. I was able to develop a number of different learning activities in several different mediums including online, social media, and hypermedia. I have also been able to implement some of the concepts learned and activities created in order to fulfill utilization standards.

I have grown professionally in the knowledge that I have gained from completing the assignments and course readings. I am confident that I could provide input and expertise in the evaluation and implementation of technology in the classroom. My thoughts about teaching have changed in that I have a new appreciation for the value of technology in education. I have always been a technology supporter. The constant evaluation of relative advantage really allowed me to gain a more concrete understanding of the edge that can be gained through technology usage.

During the semester, I have also been taking EDTECH 503 (Instructional Design). This has been a great advantage. I was able to consider many different approaches and instructional theories in the creation of the learning activities. This allowed me to design quality content while considering things like prior knowledge and learner motivation. Overall, I am happy with the knowledge that I have gained this semester. I am a better technologist because of it.

Blogging Assessment

Content: 70

I think my blog entries are rich in content and very insightful.

Readings and Resources: 20

I used APA formatting and a number of sources in each of my posts in order to support my views.

Timeliness: 17

I tried my best to post every blog entry at least by the completion of the weekend in order to give classmates a full day to make comments. I did find it overwhelming some weeks to complete the blog entry with readings and assignments.

Response to Others: 26

I posted comments on two classmates’ blogs every week. I could have been more detailed on some of the comments made.

133/140

Accessibility Features - Mac OS X Mavericks

For this blog post, I chose to evaluate some of the accessibility features available on my computer. For this class, I have been using a Macbook Pro with Mac OS X. There are a number of different accessibility features built in with this operating system. These features can be found in System Preferences.

The accessibility features are broken down into three categories: seeing, hearing, and interacting. The first group deals with features to assist with visual disabilities. The features include adjustments for basic screen settings such as color and contrast. Also included are settings for zoom features. The final feature in this category is Apple’s Voiceover technology. I was not familiar with this technology prior to writing this blog. I took the time to go through the provided tutorial and found it very interesting. This feature is extremely powerful and allows blind users the ability to accomplish tasks by using various keystroke combinations. I think it would take a lot of practice to master all of the keystrokes, but I think the technology and features are well designed. It is also great that this powerful tool comes built-in with the operating system.

In the hearing sections of the settings there are features for audio settings and closed captioning. One thing I found interesting was the audio settings that allow the screen to flash in order to signify an alert sound. Also, there is a checkbox in the closed caption settings that can be selected in order to play SDH (subtitles for deaf and hard of hearing) whenever possible. You can even change the font and appearance of the subtitles.

The last accessibility section deals with interaction. There are a number of features that I am familiar with including sticky keys, slow keys, and voice commands. The most powerful and interesting feature is the switch control. This allows a user with limited mobility to operate the computer and use full functionality through the use of a single switch. The user can also create custom panels for their own shortcuts and favorites. Overall, I think Apple has done an incredible job offering such powerful built-in accessibility features in OS X. Below is a video that explains in greater detail some of the tools I mentioned above. The first 13 minutes of the video relate to accessibility features.

Reference

(2014) OS X Mavericks: Use Accessibility Features. Retrieved from http://support.apple.com/kb/PH14322

Technology Integration Challenges - Social Studies

Technology integration in education continues to increase as teachers are constantly thinking of new and creative ways to incorporate technology into the curriculum. Each content area holds unique challenges in effectively using technology. In this blog entry, I will explore the challenges specifically related to integrating technology in the social studies content area.

Technology integration in social studies seems to be progressing at a slower pace than some other subjects. In many ways, social studies could be seen as the “forgotten subject” as it relates to technology integration. In his article, Michael Berson (2002) points this out stating, “we have lacked universal constructs regarding the integration of technology into the social studies and struggled to identify a theoretical basis to guide the selection and application of technology in the classroom.”

A second challenge for technology integration in social studies is a misconception about the computer and how it can be used as an effective educational tool. In the past, the computer has been limited by many as simply being a research tool or a way to access information. Berson also makes note of this, stating “the marginalization of computers as a means to facilitate access to content does not take into account the potential role of technology in developing students’ process of inquiry” (Berson, 2002). We have to be creative and integrate technology into social studies in ways that promote problem solving and higher-level thinking. This kind of integration can be challenging. We have to be willing to rethink approaches and not simply marginalize the use of computers and software in ways that can be easily transferred into existing approaches (Berson, 1996).

So how do we solve the challenges of integrating technology into the social studies? I think ultimate change lies in the hands of those who “teach the teachers.” College professors, school administrators, and professional development employees have to help with this change. They must promote new methods and creative ideas. They must model these methods. In researching this topic, I came across a particular article in which the author describes her college education department’s attempts to teach students how to integrate technology into social studies education (Crowe, 2004). These types of efforts must become more common for technology integration to improve in the social studies content area.

References

Berson, M. J. (1996). Effectiveness of Computer Technology in the Social Studies: A Review of the Literature. Journal Of Research On Computing In Education, 28(4), 486-99.

Berson, M. J. (2002). REFLECTING ON TECHNOLOGY IN THE SOCIAL STUDIES Past, Present and Future Perspectives. International Social Studies Forum, 2(2), 159.

Crowe, A. R. (2004). Teaching by Example: Integrating Technology into Social Studies Education Courses. Journal Of Computing In Teacher Education, 20(4), 159-165.

Relative Advantage - Using Technology in Teaching Social Studies

Using technology in teaching can make the material “come alive” and make the content areas more engaging for students. In this blog entry, I will focus specifically on the relative advantage of using technology in Social Studies / History education. I will discuss two important benefits that technology provides in Social Studies education. The first advantage is the ability of technology to bring life, energy, and excitement to history through the use of games and simulations. The second advantage is the ability to access primary source documents and the impact this has on presenting material to students.

Games and simulations are invaluable tools that provide a great advantage in history education. Perhaps the most familiar to most people would be the computer game “Oregon Trail.” I can remember playing this game as a kid and having so much fun that I didn’t even realize that I was learning about westward expansion (even though most of the time all I wanted to do was hunt). I also remember playing “Where in the World is Carmen Sandiego?” This game taught me so much about different countries and cultures. These types of activities are much more engaging than reading a textbook or listening to a lecture. DiCamillo and Gradwell (2012) explain that, “advocates believe simulations promote active learning in the classroom.” They also state, “researchers have asserted that simulations assist students in learning historical concepts and make history and social studies engaging and relevant (DiCamillo and Gradwell, 2012).

Another great benefit provided by technology is the ability to access primary source documents. Teaching history is much more meaningful when you can show students an actual document, picture, video, or audio recording. In their article about the benefits of using primary sources Morgan and Rasinski (2012) explain that “primary sources allow a student to get as close to a moment in time as possible, to have more of the firsthand, lived through experience that is so crucial for deep understanding.” The authors go on to describe how using primary sources allows the teacher to relive and investigate the story instead of simply telling his or her students about it.

There are many advantages to using technology in the Social Studies content area. These are two that I feel are most important. We should utilize these technology tools in order to enrich the learning experience for our students.

References

DiCamillo, L., & Gradwell, J. M. (2012). Using Simulations to Teach Middle Grades U.S. History in an Age of Accountability. Research In Middle Level Education Online, 35(7), 1-16.

Morgan, D., & Rasinski, T. (2012). The Power and Potential of Primary Sources. Reading Teacher, 65(8), 584-594.

Opening Up the Walled Gardens

Internet Safety Guidelines

The internet is an incredibly powerful tool that can be used effectively in education. The open source nature of the internet also means that not everything found on the web is safe or age appropriate for elementary aged kids. There are a number of great sources online that contain helpful information about using the internet in a safe and secure way. Below are some general guidelines that teachers can follow in order to help their students use the internet in the safest way possible:

• Bookmark frequently used sites for your students so they can easily access these sites without having to search for them.
• Keep computers in a common area that is easily viewable by yourself and anyone else in the room. This will help students resist the temptation for innapropriate usage and keep you aware of any outside security and safety threats.
• Customize security features such as safe search settings and parental controls in order to protect your students as much as possible.

Below is an example of a set of internet safety rules you might use in your elementary classroom:

Classroom Internet Rules

1. Use the computer and internet to do things that the teacher has directed you to do. Don't search sites or do things on your own without the teacher's permission.
2. Don't enter personal information about yourself. This includes pictures of you, your name, your phone number, or your address.
3. Stay off of message boards and chat sessions unless the teacher gives you permission.
4. Use good web manners. Don't use bad language or call people names online. Treat others like you would want to be treated.
5. If something is wrong, report it to the teacher immediately.

Here is a video that contains helpful information for parents, teachers, and guardians regarding internet safety:
http://www.netsmartz.org/StreamingPresentations/InternetSafetyBasics

Here are more helpful resources regarding internet safety:
https://www.commonsensemedia.org/blog/internet-safety-tips-for-elementary-school-kids
http://kidshealth.org/parent/positive/family/net_safety.html
http://www.gcflearnfree.org/internetsafetyforkids/1.2
http://www.nypl.org/help/about-nypl/legal-notices/internet-safety-tips

Relative Advantage of Multimedia in Education

References:

Cairncross, S., & Mannion, M. (2001). Interactive multimedia and learning: Realizing the benefits. Innovations in education and teaching international, 38(2), 156-164.

Roblyer, M. & Doering, A. (2013). Integrating educational technology into teaching. Boston: Pearson/Allyn and Bacon Publishers.

Relative Advantage of Spreadsheets and Databases

VisiCalc - image from Wikimedia Commons

Spreadsheets and databases have been around for awhile. Because of this, they can be easily overlooked by educators as powerful and useful instructional tools. We seem to be constantly searching for the latest and greatest new technologies. Spreadsheets are that “dependable vehicle” that always cranks up. With this being said, spreadsheets and databases don’t have to be boring. The computational power behind spreadsheets provides a blank canvas that is only limited by our own creativity. There are many advantages to using this type of technology in the classroom.

Sugden (2007) comments specifically about using Microsoft Excel. He explains that “One advantage of using Excel is its ubiquity. Most students have already had some exposure, and the absolute basics can in most cases be assumed known” (2007, p.68). Teachers can build on this familiarity with the basic functionality of the software and introduce new methods of use that might not be as familiar. Sugden is speaking specifically about college level students. This might not always be the case for primary students.

In another article, Baker and Sugden (2007) together provide a brief history of the electronic spreadsheet, citing that the first form of this technology was a program named VisiCalc, created in 1979 and designed to do repetitive calculations (p.1) With these mathematical origins in mind, it makes sense that databases and spreadsheets can be seamlessly integrated in math and science education. Another advantage the authors point out is the modern spreadsheet’s ability to provide a toolkit that would normally encompass a scientific calculator, a graphing package, and a database program (Baker & Sugden, 2007, p. 4).

As alluded to in the introduction, I think the greatest advantage offered by spreadsheets and databases is their flexible and versatile nature. While math and science are the more natural fit for spreadsheet usage, they can be integrated into other content areas as well. Tools like form builders can allow instructors to ask questions and gather results in a spreadsheet format. Many educational software programs and games are built on a spreadsheet or database platform. In this way, they are invaluable teaching tools.

References

Baker, J., & Sugden, S. J. (2007). Spreadsheets in education–The first 25 years. Spreadsheets in Education (eJSiE), 1(1), 2.

Sugden, S. (2007). Spreadsheets: an overlooked technology for mathematics education. The Australian Mathematical Society, 68.

Relative Advantage of Slide Presentations

PowerPoint and other forms of slide presentations can be effective teaching tools. They offer a number of advantages over previous methods of writing on a board or using overhead transparencies. Some practical advantages are easy to point out. Because of their digital nature, slideshows are easy to manipulate and change if needed. They also provide a compact and portable way of storing teaching materials. Even so, the advantages provided by slide presentations depends a great deal on our ability to effectively use the creation tools to develop rich, interactive multimedia that follows the rules of good design. Bartsch and Cobern (2003) point out that, “The effectiveness of PowerPoint and other multimedia presentation may depend on the complexity of the presentation” (p. 78).

If we do not follow the “rules” of good design we can potentially undermine any advantages that might be provided by the use of slide presentations. Slideshow creation software offers a number of unique tools and features. The features must be used thoughtfully and carefully in order to produce a quality product. In her article, Collins (2004) explains that, “inappropriate use of PowerPoint features can substantially degrade the quality of a presentation” (p. 1177). Poor design can be distracting and detrimental to the learning process.

Finally, digital slideshows offer a distinct advantage in the fact that online content and other interactive materials can be linked directly in the presentation. This allows the instructor to prepare useful resources ahead of time and have them readily available during the presentation. Students can see examples and build connections immediately when the information is presented.

References

Bartsch, R. A., & Cobern, K. M. (2003). Effectiveness of PowerPoint presentations in lectures. Computers & Education, 41(1), 77-86.

Collins, J. (2004). Education Techniques for Lifelong Learning Making a PowerPoint Presentation1. Radiographics, 24(4), 1177-1183.

Educational Software: Relative Advantage

Educational software plays an important role in today’s classroom or learning environment. This software encompasses a number of different types and formats including but not limited to online tutorials, drill-and-practice sites, simulations, and games. In evaluating the use of educational software, we ask ourselves what advantage the use of the technology gives versus more traditional methods. This is known as the relative advantage. Virvou, Katsionis & Manos (2005) point out that when evaluating the advantage of educational software, we should not view it as a replacement for traditional methods but rather as a supplement.

Perhaps the most obvious relative advantage provided by educational software is that software can provide learning opportunities that might not be available because of logistics and costs. Murray, Blessing, and Ainsworth (2003) address this issue regarding computerized simulations, stating, “the natural system may not be available in the school because the system itself or the measuring equipment required is too expensive or otherwise unavailable” (p. 2). In a similar way, virtual field trips allow students to experience places first hand that would be inaccessible because of distance and expense.

Another relative advantage of educational software is the immediate assessment and feedback that it can provide. Students can practice their skills through formats such as drill and practice software in which they can get immediate results without relying on the instructor to “grade” the work. This also allows students to practice their skills over and over with no wait period. This helps provide solid reinforcement in the learning process.

Lastly, educational software offers a relative advantage in the fact that it provides an exciting and motivating learning platform for students. The learning process can be difficult and requires a great deal of effort. Because of this, a lot of motivation is required (Virvou et al., 2005). According to these authors, “computer games technology could be used to render educational software more motivating and engaging. In this respect, the difficult process of learning could become more amusing” (Virvou et al., 2005 p. 54).

These are just a few of the relative advantages provided by educational software. Once again, educators should not view these tools as a replacement for more traditional instruction but instead as a supplement that can vastly improve the learning experience for students. It is important to consider the relative advantage of any technology tool before using in order to determine if the advantage provided justifies its use.

Evaluating Educational Software - http://arlington.k12.va.us/cms/lib2/VA01000586/Centricity/Domain/3914/evaluate%20software.pdf

Quizlet online flashcards and games -

http://quizlet.com/

References

Murray, T., Blessing, S., & Ainsworth, S. (2003, December 31). Authoring tools for advanced technology learning environments: Toward cost-effective adaptive, interactive and intelligent educational software (T. Murray, S. Blessing, & S. Ainsworth). Springer.

Virvou, M., Katsionis, G., & Manos, K. (2005). Combining Software Games with Education: Evaluation of its Educational Effectiveness. Journal of Educational Technology & Society, 8(2).

Acceptable Use Policies

The internet and computers offer numerous advantages and opportunities in education. However, like all good things, they can be taken advantage of and used for harm. By drafting an acceptable use policy, or AUP, an educational institution or company can help sway these negative effects. An acceptable use policy provides a set of guidelines for users that lays out the expectations of the organization. In an article about acceptable use policies, Siau, Nah, and Teng (2002) explain that such policies should provide guidelines but should not control users. They should be comprehensive but not so restrictive that they limit productivity (p. 78). When I think of AUPs, I tend to think of these four ideas: Privacy, Productivity, Security, and Morality.

Privacy

An AUP should address the issue of privacy. Users who have access to others’ personal information for job responsibilities should take proper precautions to make sure that this information stays secure. Also, a company or educational institution may reserve the right to monitor the usage of their network resources. This should be communicated in the acceptable use policy.

Productivity

A well written AUP should include guidelines that keep resources accessible. Users should not do anything that keeps others from getting their work done. This could be something as simple as using an inappropriately large amount of bandwidth or something as serious as intentionally infected a system or the network with malicious software.

Security

An AUP should also address security issues. Precautions should be taken to keep a network clean and secure. These precautionary measures should be clearly laid out so the user knows what is expected. An example of this might be an AUP that prohibits the use of peer-to-peer file sharing software that has the potential to spread infected files.

Morality

An acceptable use policy might also include usage guidelines regarding morality. This could include restrictions against viewing sexually explicit material. It could also include the use of profane language. A final example would be an AUP that addresses copyright and infringement issues.

Examples of AUPs

http://www.swu.edu/about-swu/technology-services/computer-usage-policy/

http://www.andersonuniversity.edu/it.aspx?id=2427

http://www.presby.edu/it/wp-content/uploads/sites/28/2013/03/Acceptable-Use-Policy.pdf
http://www.liberty.edu/index.cfm?PID=20907


Reference

Siau, K., Nah, F., & Teng, L. (2002). ACCEPTABLE INTERNET USE POLICY. Communications Of The ACM, 45(1), 75-79.

541 Vision Statement

Change can be something that we “deal with” or something that we embrace. The world is changing around us, and in order to remain relevant and productive, we have to be flexible. The beauty of change can be found in the opportunity to evaluate how and why we do things a certain way. This allows us to determine if our methods are effective. With change comes new and exciting tools and resources. These manifest themselves as technologies including the internet, computers, and mobile devices. Principles and theory in education are changing just like everything else. There is an ongoing paradigm shift that moves away from instruction and moves toward facilitation and individual exploration. Technology makes this change possible by providing solutions to many of the problems faced.

In their article, Leer and Ivanov (2013) discuss a change in the way information is presented to students and how technology relates to this student-centered shift. The authors present the idea that technology makes it possible to move away from a system of standards in which students are all evaluated in the same way and forced to learn at the same pace. Leer and Ivanov (2013) state that, “While a truly customized twenty first century educational experience may be some ways off in the United States, technology is providing a path toward that vision” (p. 16). Technology allows for conveniences like self pacing and instant feedback for students. These are some of the things that help pave this path.

An and Riegeluth (2012) discuss the importance of technology in developing these learner-centered classroom environments. According to them, “The learner-centered model focuses on real-life skills such as collaboration, higher-order thinking, and problem-solving skills, and better meets the complex needs of the information age” (An & Reigeluth, 2012, p. 54). Our goal should be to prepare students for success in this information age. These students use technology in every other aspect of their lives. As educators we must show them that there is value in the same technologies for learning as well. If done correctly, this will keep them involved and engaged.

Implementing new technology will inherently present many challenges. Hew and Brush (2007) identify some of the challenges which include scarcity of resources as well as teacher attitudes and beliefs. According to the authors, we can address these issues through creative solutions including gradual implementation of resources and strong support and professional development for teachers in order to increase buy-in (Hew & Bush, 2007). The results will be worth all the effort in the end. If we are committed, we can create transformative, student-centered, learning environments that prepare students for success in the real world. We can do this with the help of technology that provides limitless possibilities of creativity and customization.

References

An, Y., & Reigeluth, C. (2012). Creating Technology-Enhanced, Learner-Centered Classrooms: K-12 Teachers' Beliefs, Perceptions, Barriers, and Support Needs. Journal Of Digital Learning In Teacher Education, 28(2), 54-62.

Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55(3), 223-252.

Leer, R., & Ivanov, S. (2013). RETHINKING THE FUTURE OF LEARNING: THE POSSIBILITIES AND LIMITATIONS OF TECHNOLOGY IN EDUCATION IN THE 21ST CENTURY. International Journal Of Organizational Innovation, 5(4), 14-20.