EDTECH: 504 Reflective Journal

504: Theoretical Foundations of Educational Technology

In my efforts to develop a definition for the term educational technology I decided to consider several sources and break the concept down to really understand its meaning.  First I considered the textbook definition for the word ‘educational.’  The definition I found was: “Education in its general sense is a form of learning in which knowledge, skills, and habits of a group of people are transferred from one generation to the next through teaching, training, research, or simply through autodidacticism. Generally, it occurs through any experience that has a formative effect on the way one thinks, feels, or acts.” Bednar, M. R., & Sweeder, J. J. (2005)

While the definition for education is rather clear cut, I decided that like Luppicini pointed out, the concept and use of the term technology needed further consideration.  According to the social science scholars’ use of the term, ‘technology’ refers to the “organization of knowledge for the achievement of practical purposes as well as any tool or technique of doing or making, by which capability is extended.” Luppicini, R. (2005)

Like most people today I generally use the term technology to describe electronic devices and software that I use to complete daily tasks more efficiently.   I think the use of any tools to efficiency facilitate meaningful learning is the most complete definition for educational technology. Looking back at the history of educational technology it is evident that as time and technology continue to change, so does the definition.  The tools teachers use in their classrooms has and will continue to evolve as new ideas are shared and more technology becomes available in our schools.

Luppicini, R. (2005). A Systems Definition of Educational Technology in Society. Educational Technology & Society, 8 (3), 103-109. 

Bednar, M. R., & Sweeder, J. J. (2005). Defining and applying idea technologies: A systematic, conceptual framework for teachers. Computers in the Schools, 22(3/4).

 

 

Module 1 Reflection

Considering the definition I have developed for Educational Technology, I must now take the time to consider how do I fit into the mix with my own teaching practices. Within my school district, I do feel fortunate to have access to the a good number of technology resources.  In my classroom I have a Smartboard, digital camera, FM Hearing Assistive Technology for Students, desktop workstation, teacher iPad, document camera, and high speed internet connection.  Within my school I have access to class computer labs, printers, copiers, district print shop, and mobile computer labs with laptops and iPads. Our school has one full time technology facilitator who is responsible for everything from acquiring new technology for our school to networking and all updating.  Within our district, grants are available for teachers to acquire new technology for their classroom use. 

If I were to rate myself on how well I integrate technology into my teaching and professional practices I would say I am about a 7 out of 10.  I am more proficient and comfortable with using technology than most teachers, however I am not an expert (yet), and I have a list of things that I know I want to improve and more fully utilize.  I feel comfortable using all the technology available to me to supplement my instruction in any way, however I can’t help but feel like I could be doing more.  

I have had very little practical or conventional training in working with technology. My training is pretty much all self-taught or only was for very basic level of usage.  My school district offers professional development courses occasionally for iPads or interactive white boars which I have attended before.  I think that the problem with them is that they provided basic and remedial information, which I already knew.  I would prefer if they offered an advanced version of the classes so most teachers who already understand basic functions could learn tools and tricks to really take the integration in the classroom to the next  level.

With this being the 4^th class I have taken as part of my EdTECH MET program, I can’t say I feel I have learned anything substantial for working with or improving my technology skills.  I definitely know how to blog now since I have had to create several for my EdTECH course work, I am also working to develop a classroom blog for my students and parents to access.  I think that in 502 I had the most applicable training on how to understand source code and create web pages.  Through my coursework I have been introduced a multitude of available resources like programs, applications, and websites.  I am becoming an expert at writing about integrating technology, and its importance, and history, but I am still hoping to learn more about how I can become better at using it.  

I am always looking for new ideas and I think that any time teachers can come together and share their experiences, we have an opportunity to grow.

 

Module 2 Reflection

In your Module 2 Reflect, you should begin creating linkages between your own epistemological beliefs and your classroom instruction. Do you see inconsistencies in what you do and what you believe? See if you can extend your thinking to include ways in which you incorporate technology into your curriculum. For example, drill and practice software used for test preparation and/or remediation fit most behaviorist learning theories which fall under objectivist epistemologies. Would this necessarily fit withr own beliefs about the nature of learning?

After creating my paper on learning theories, I have confirmed that my epistemological beliefs align with the concepts of the Constructivism learning theory. Like Piaget, I believe children use a unique cognitive process to construct understanding through their experiences. In my classroom it is evident that hands on learning allows for the most authentic learning opportunities.  In my experiences as both a teacher and a learner I have found that ‘doing’ is the best way to learn and practice skills to become proficient.

Through art, my students are able to experiment with various mediums and explore key concepts through hands-on learning. Through each assignment, previously taught skills are reviewed and built upon to allow students opportunity for practice towards mastery.  As an art teacher, my job is primarily focused on guiding my students as they work through the creative process and make their own discoveries rather than simply supplying them with facts and answers.  I teach my students how to utilize the tools and materials in a way which facilitates  their desired outcomes. Much like instructional software, art allows students the flexibility to explore and make mistakes which encourages students to push their normal limits.

I have created a mantra for how I view the concept of learning in  my classroom, in elementary art it is often times the process over the product.  This idea de- emphasizes the importance of the final outcome as a measure of what was learned and focuses on  the importance of the process which the learning occurred.  Unlike a test, my  grades are not based on a percentage of how many right answers students had, but instead, there are many solutions which the learner could develop.  

While my teaching philosophy aligns all of the main constructivist principles, I found there are other learning theories which I incorporate into my classroom.  When it comes to classroom management, the Behaviorist learning theory employs many concepts which help to define classroom procedures and reinforce student behavior.  Creating a system of positive and negative consequences can help define expectations and provide motivation for students. 

 

Module 3 Reflection

In your Module 3 Reflection extend your linkages between theories of learning, theories of educational technology and your own classroom instruction or professional practice.

 

This week through my review of the chapter: Activity Theory in the Learning Technologies I took a look at how objects and community effect the learning outcomes.  Based in the ideology of Vygotsky a framework was created as a tool to understand how learning, actions, and objects transform to fit the needs of a learner.

This Cultural Historical Activity Theory, or CHAT framework has evolved to  examine the ways that personal relationships, objects and knowledge are shaped and changed by cultural interactions.
As a constructivist I understand that learning is social and occurs when the child constructs new understanding by integrating their prior experiences into what they already know.  Adding to that, the CHAT framework is a natural extension that cultural contexts such as language and objects affect how learning occurs with each child.

 When a child has an object or tool that he uses when applying new  knowledge to the internalized thinking processes.  they are    Cultural norms and expectations help define what a child already knows while mediating how they interact with the environment around them and form relationships.

One of the key ideas of Vygotsky was the ZPD or Zone of Proximal development.  This is a process of basing academic performance objectives at a level, which is just above what the learner can do on their own in order to propel cognitive growth.  The role of the teacher here is to mediate the child’s cognitive development utilizing resources to aid and measure the student’s progress.  As my students’ abilities grow they become more independent as learners and expand the field of what they are capable of. 

Module 4 Reflection

For Module 4 Reflection, you need to critically analyze the connections among emerging technologies, learning theories, and theories of educational technology. Use what you have learned to extend these linkages to your own classroom instruction.

The primary connection among emerging technologies, learning theories, and theories of educational technology is the element of change and progression. The word technology is defined as information on anything that man makes for his benefit out of resources available, in order to make tasks simpler to perform. (stone tools, fire, wheel etc).  Technology refers to the ever evolving tools or processes we use to improve how we perform tasks, including learning and teaching.

Education is a system which is constantly changing and evolving to meet the needs of the learner and satisfy the objectives for learning relevant skills to succeed in the world.  Learning theories and emerging theories both aim to create a framework to understand and systematically approaching how people learn and pedagogy for teaching.  The history of learning theories has evolved as people attempt to understand how one thinks about things in order to construct knowledge, as well as applie new learning. 

As technology becomes more deeply rooted in the education system, new theories emerge to explain the relationship for how information is presented and shared in the learning setting.  No longer is the teacher seen as the sole expert for information and guidance in the classroom, but rather the guide to understanding key resources and developing concepts by the individual. The very setting for which education takes place has been transformed by technology from a traditional school house to a virtual online network of people and resources from anywhere in the world.

Technology is constantly changing and teachers, including myself, must strive to stay up-to-date in order to provide students with the networks and support needed to become self-directed learners.  By integrating technology into my content I am providing my students with opportunities to become proficient at utilizing technology as an educational means.  Students must become comfortable in their own ability to seeking information and online content.  Creating class wikis and blogs where students can share and interact with peers lays a foundation for creating an online network for exchanging information. Educational technology integration allows students to practice skills sets for managing resources and the wealth of information available to them through online content.

Module 5: Reflective Journal –Learning Log

For this reflective Journal-learning log, you will write a one-page reflection paper about your experiences in this course.

 

To sum up my experience in the course 504: Theories of Educational Technology I would consider the most important thing I learned to be a more thorough understanding of learning theories and how they apply to teaching.  I really focused my studies on the history of learning theories and how they have lead up to today’s emerging theories  such as Connectivism. Educational technology has radically changed the education system which creates a need for new concepts of how learning happens in the 21^st century.

Prior to this class I had not considered how greatly educational technology has impacted the way people learn, it has created a new environment of networking and provided access to infinite resources for any content. This course made me think about educational technology as a far more in-depth concept than simply a method for teaching or a tool we use to integrate content . Educational technology has transformed how people access information by connecting people to anyone, any information, and anywhere they want to be in the world at all times. 

The primary application for what I have learned in this course would be the concept of networking and Constructivist Learning Theory.  I am very interested in creating a network for my students to access online where they can interact with me, one another, and access content. I am continuing to find ways to integrate Construcivist teaching practices which encourage students to make their own connections and meaning from my content.

My three favorite projects from this course were the Learning Theories Paper, the Annotated Bibliography, and my Final Synthesis Paper on Connectivism.  These assignments demonstrated my mastery of the AECT standards by having me consider instructional strategies as well as learner characteristics through learning theories. I had to develop knowledge of available resources and how these could be utilized within the classroom. I gained and understanding of learning theories and how to skillfully implement teaching practices that support students and allowing them to make meaningful connections to material.

 

EDTECH 502

Here is the link to the webpages I created as part of my course work in EDTECH 502 – Internet for Educators

EDTECH 502: The Internet for Educators

 

Assessment of Learning Outcomes

 

Click here to read as a Google Doc

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Learning Task Analysis

Description of ID project: Learners- 5^th Grade art students. As a result of this unit, the students will be able to safely handle and operate basic features using an iPad within the art classroom.  Students will explore the tools and features of the application “Brushes.” The students will create a digital painting using the iPad application “Brushes”.  The students will gain an understanding of the application’s features and uses in creating a unique design which demonstrates knowledge in art principles.

Learning goal: After four 40 minute classes, the student will create a digital painting which demonstrates knowledge in the Brushes application features, and the elements of art and design.

Type of learning: This lesson falls under the domain of ‘intellectual skill.’ Students will need to learn the classroom procedures for proper use and handling of the iPads and then progress onto problem solving by applying knowledge of application features to create a digital painting

Information-Processing Analysis for Safe Handling of iPad in Art Classroom:

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Prerequisite Analysis:

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Learning Objectives – As a result of this lesson, the students will be able to:

1. Safely handle the iPad according to art classroom procedures

2. Turn on and locate iPad applications

3. Open the Brushes application

4. Create a new painting

• A: Locate color pallet, select color
• B: Locate brushes options, select a brush style
• C: Use slide bar to change brush pixel size
• D: Make a vertical mark from top to bottom of page
• E: Locate eraser tool, erase the middle of the line

5. Repeat steps A – E on your own 6 times for 6 different lines

6. Title artwork with first name and class number

7. Exit the application, power iPad off

8. Return iPad to charging lab.

References:
Smith, P. L., & Ragan, T. J. (2004). Instructional design (3rd ed.). Wiley.

 

School Evaluation Summary

For this project I had to survey and evaluate my schools technology environment. In a modern world we can utilize technology in education to provide our students with unique and substantial learning opportunities.  I used a Technology Maturity Benchmark Survey to establishing ranking of the school on 4 elements of Administrative, Curricular, Support, Connectivity, and Innovation. Using these elements as well as demographic information, I was able to to evaluate the schools technology environment.  I used the technology maturity benchmark model to summarize each category and subcategory according to a ranking of emergent, island, integrated, or intelligent.  Through this process I was able to develop a in depth school evaluation summary for the school technology environment

In doing this project, I have learned that there are several components that have to come together in order to create a school with an intelligent technology environment.  As a teacher, I had not really considered all the ways which our district and school had created policy, formal and informal operations, and innovations that established how technology fits into our day to day functions in the classroom.  I was able to take a look into the complexity that each element contributed to the big picture and evaluate our schools status.  Throughout this process I was able to identify areas in which the school was excelling in, as well as areas that need improvements.  I looked at individual components and realized how each element is dependent on other elements in order to be successful. Overall I have decided that I am fortunate to work in a district which supports technology education and believe our school is headed in the right direction. I am eager to continue to improve the ways we implement technology into curriculum and look forward to see where technology will take us in the years to come.

This is the Maturity Benchmark Survey for Campbell Elementary

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This is my School Evaluation Summary

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Technology Use Planning

The term ‘technology use planning’ describes a process of developing a plan by a school or district which outlines how technology can be integrated into the curriculum.  In order to maximize the benefits of technology within the educational setting we must develop a plan or shared vision that utilizes modern technology to support meaningful and engaged learning.  A technology use plan should outline the uses for technology to generate lessons and teaching methods as well and define how the program will be financed.

In a world driven by technology, we would be doing our students a huge disservice by not adequately preparing them for learning and utilizing technology in modern society.  “Technology is transforming society, and schools do not have a choice as to whether they will incorporate technology but rather how well they use it to enhance learning” (North Central Regional Educational Laboratory & Illinois State Board of Education, 1995). One of the primary goals of a technology plan aims to improve student learning, to help students perform authentic tasks, and to help students learn skills that will prepare them for future careers.

Developing an effective technology use plan is an extensive process which requires the efforts of a team of individuals who specialize in all areas of the community and education setting.  It involves research and evaluation of the needs of a district, identifying  goals, and developing a single vision for how to reach these goals, along with proper teacher training for integration and technology uses.  The process is never complete, because as technology continues to evolve the plan should too. Yearly evaluation and revisions are necessary to keep up to date relevant goals and usage.

In 2010, the U.S. Department of Education created a National Education Technology Plan which defined two clear goals. First, we will raise the proportion of college graduates from where it now stands (around 41 percent) so that 60 percent of our population holds a two-year or four-year degree by 2020. We will also close the achievement gap so that all students graduate from high school ready to succeed in college and careers. The NETP also presents a model of learning powered by technology with goals and recommendations in five essential areas: learning, assessment, teaching, infrastructure, and productivity.  This plan is base on the belief that education is the key to America’s economic growth and prosperity and to our ability to compete in the global economy.

In my research I was not able to find a district technology use plan; however, I did find a document for the Technology Vision by the State of Wyoming Education Department.  Several of the goals aligned with the national plan and included research as well as a steps to achieve technology goals.

The primary purpose for technology use planning in education is to support the use of technology to enrich the learning for all students, professional development for teachers, and providing students with the skills needed for success in a modern society.

 

 References

Executive Summary | U.S. Department of Education. (n.d.). Retrieved July 18, 2012, from http://www.ed.gov/technology/netp-2010/executive-summary

Jones, B.F., Valdez, G., Nowakowski, J., & Rasmussen, C. (1995). Plugging in: Choosing and using educational technology. Washington, DC: Council for Educational Development and Research, and North Central Regional Educational Laboratory.

North Central Regional Educational Laboratory & Illinois State Board of Education. (1995). Learning through technology: A planning and implementation guide

Zaritsky, R., & Zeisler, A. (1997). Building the 21st century school

 

Digital Inequality

Technology has a strong and ever increasing presence in our world and schools today. Many things have transitioned to a paperless and digital format such as books, media, library resources, and everything from store coupons to company work schedules.  People need to have the computer skills and access to the internet in order to attain the increasing amount of information that is online. Digital inequality is a term that describes the unequal access to and differentiated use of the internet by all people.

As someone who is dependent on technology in order to run my day to day life, it is difficult to imagine how a person can survive in the world today without having an email account or even a computer.  This substantial difference in skills and access to the internet is known as the ‘Digital Divide.’  The lack of digital resources can have a far reaching impact on an individual’s amount of social participation as well and limiting opportunities for economic mobility.

The issue of Digital Inequality is very relevant in our society because knowledge and access to computer technology has been shown to substantially impact how successful a person will be in a technology driven world. Studies by the National Center for Educational Statistics have shown that the lack of access to technology creates ‘opportunity gaps’ which indicates students have a lower rate of academic achievement.  The digital divide in education creates these ‘opportunity gaps’ which limit access to information and impact the students’ likely hood of continued and higher education.  The limited access impacts career opportunities as well social participation among community members.

In order to bridge this gap, there are several private and public initiatives to increase funding and provide better internet access in underserved communities.  Here are some of the options to consider:

1. Install computers in all public libraries in the state and expand the hours when the computers are available.
2. Expand staffing and other resources so that public schools can be open to the public after normal school hours, on weekends, and during the summer months.
3. Provide individuals in disadvantaged communities with computers.
4. Provide high-speed Internet and mobile access for all state residents.
5. Subsidize Internet Service Providers to provide low-cost Internet to all state residents.
6. Provide information literacy courses to enhance computer skills and enable knowledgeable use of digital technologies.
7. Develop free online educational content, giving first priority to content most relevant to lower socio-economic groups before content that is relevant to the rest of the public.

Each of these options will help to make technology available to all people; however, I feel  that there are a couple of options which should take the forefront.

The strongest option is 1 & 2: Expand staffing and other resources so that public schools can be open to the public after normal school hours, on weekends, and during the summer months.  Option 2 is again focused on enabling people to learn and access information on their own.  Starting with our students and their families, the school is often the center of the community and a place where people can come together and learn. A community centered school would create extended learning opportunities beyond the class time within a safe environment.  Option #1 would tie directly in with #2 in creating a location for free and public access to information and technology.

I believe that the next strongest option for providing people with access to the internet is educating them in how to use it. Simply put, if people don’t have the skills for how to use a computer and locate information online, they will not use it. For this reason, option 6 should be the first choice for increasing access.  I believe there is a large portion of the population who have the hardware available yet choose not to access the internet for things because they lack the skills.  Many people have missed out on the opportunity for training or lack prior computer use and feel discouraged or intimidated by technology.  Because knowledge is power, with option 6 we will provide information and courses designed to help people become familiar with programs and therefore enable them to connect to the digital world.

I believe that the next step and making technology accessible to all people would be a combination of option #4 and #5.  We must make sure all people have internet access at an affordable and appropriate cost. The internet is no longer a luxury for the few, but a necessity for success and we must work to make it available for all people.

I would vote against option #3 and #7 because I feel that providing personal computers and specific content is not a conducive step in our plan for digital accessibility.  With the first options we use people will have public access to these things and they can be shared among the community rather than by and individual.

References

Christman, E. (2010). DIGITAL DIVIDE. Billboard, 122(20), 9.

Hsieh, J. J. P.-A., Rai, A., & Keil, M. (March 01, 2008). Understanding digital inequality: Comparing continued use behavioral models of the socio-economically advantaged and disadvantaged. Mis Quarterly: Management Information Systems, 32, 1, 97-126.

AECT Standards

Standards 1.2 and 1.3: At the beginning of the week, my group members and I discussed the the presentation’s design and the assigned the steps need to complete the project.

Standards 2.2, 2.3, and 2.4: An audio program was used to narrate the PowerPoint presentation and then the presentation was uploaded to authorSTREAM.

Standards 3.1,3.2, and 3.4: We demonstrated our technology skills and resources to create a presentation on how to integrate more technology in the state of Ohio.  with a $50 million budget.

Standards 4.1, 4.2, 4.3, and 4.4: We demonstrated skills by organizing and coordinating instructional technology to design and develop a project through storing and transfer systems.

Standards 5.1 and 5.4: Problem analysis and long-range planning were used to evaluate and choose the best digital inequality solutions and offer alternatives.

 

Horizon Report Tech Trends

Digital art is a term for the latest movement in art.  It includes an exciting range of artistic works which are generated through the uses of multimedia and digital technology.  Its use in our world is seen everyday in advertizements, television, movies, music, and by contemporary artists.

But is it really art if it is generated by a computer? Digital art is becoming a widely accepted art form as it requires creativity and knowledge of art and design principles.

Just as art has evolved throughout history in accordance with the technology available, so has the role of the artist.  In an era prior to the invention of the camera it was and artist’s job to portray the world in a realist and accurate way which would capture the time and mood of a moment.  An artist would choose an appropriate medium to work with such as oil, pastels, or tempera.  With the invention of the camera, that role changed and artists were beginning to express their imagination in different ways, this radical new concept became known as abstract art.  Next, photography was developed into it’s own unique medium in which the artist would use a camera and film developing techniques as a way to express and capture life.  As digital photography emerged, editing and effects software become another tool which an artist could master to manipulate their photo and create a new result.  In the age of a computer driven world technology is again changing the role and medium of the artist.

I have created this lesson plan to introduce 6th grade art students to the possibilities and applications of digital art.  Students will combine their knowledge of the artistic process with the tools and features of a digital painting application called Brushes.  Using this application on an iPad, the students will  to create a self-portrait which demonstrates proper drawing, painting, and color application technique.

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This image is just one of the the infinite examples of the work done using the Brushes application as displayed on the online gallery. (Are you as excited about this as I am?!)

Teaching my students how to use new technology and utilize applications to create digital art is an essential piece to a complete art education.  It is important to help my students understand the roll of technology, not only as it applies to our current era, but also how it has impacted artistic movements throughout history.  My goal is to help my students make connections between how creative expression and art have real world applications and career potential.

It is important when working with a digital art medium in the classroom setting for student to have an opportunity to display their work.  Creating an online gallery and uploading images to a school digital art gallery are a great way to do this.  Creating a digital gallery would allow students to publish their work while establishing a online learning community which could potentially extend far beyond the reaches of your district. The possibilities are practically endless!

References:
Johnson, L., Adams, S., and Cummins, M. (2012). The NMC Horizon Report: 2012 Higher Education Edition. Austin, Texas: The New Media Consortium.

 

RSS for Education

Click here to see the link for my “Teaching Resources” RSS feed bundle.

Before today I was not familiar with what an RSS feed was or ever used one, so here’s what I have learned so far.  RSS, which stands for Really Simple Syndication, is one place where you can go for all the latest news and updates of your favorite news sites or blogs.  In order to access your RSS you will first need a feed Reader program like Google Reader, which enables you to subscribe and organize your RSS feed.   content.  When you find a site or blog which you are intested in keeping caught up on you can subscribe to it with you Reader program.  Once you are subscribed you will receive the latest news and updates everytime that site publishes something new.

I think that if used correctly RSS could be an excellent resource for students and teachers alike.  There are several elementary art teacher blogs that I am always checking in on and trying to bookmark things from.  Now that I have designed my RSS feed all of the updates come to me and I can organize them how I like.  I think that an RSS feed would be a great tool for students who are doing any kind of online research created with safe and appropriate links selected by the teacher.

There are so many educational resources out there and an RSS feed is one way to categorize and bring them all together. Having access to all of the best online resources in one place is much more convenient.  I am still doing some work playing around with my teacher resource bundle, but look forward to making sense of this online tool.

 

Introduction Video