Module 5 - New Technologies

Email is becoming a dinosaur of communication and texting, while blogging and Face Book are the wave of the future. The National School Boards Association (NSBA, 2007) conducted a survey of students, parents, and administrators to determine the purpose of using SNSs; therefore the researchers found that close to 60% of students who utilized SNSs did so to talk about education-related topics (e.g., college, news, jobs, politics) and 50% of students used SNSs to discuss school work they were assigned in the classroom (As cited in Morgan, 2010).

So why is there such a negative perception among parents and instructors? Or maybe a better question should be; how do we link these social networking sites to education? To develop a solution, we must first understand the problem. Most instructors are seasoned professionals who in some cases are technologically challenged. There resistance is based primarily from a lack of knowledge; therefore these instructors will be the first to push back on any nontraditional forms of learning. Another factor for both parents and instructors is the potential hazards around privacy issues and possible abuse of the sites as it relates to the content that is placed on a user’s profile.  

Using Keller’s ARCS model, the education system can focus on the attention factor. With the assistance from the education system, creators of the most popular social networking sites could develop ESN (Educational Social Networking). The idea behind ESN would be to create a secured education channel to the sites. Built in active monitoring tools for content and create new creative education logos distinguishing social based from education based. This innovation could stimulate curiosity, therefore increasing active participation among the traditional or seasoned instructors. The education system could also establish relevance by creating ESN. Sites that are total geared to education could increase parents and instructors motivation to explore new possibilities of learning using social networking.

If embraced by the education system, social networking sites could be utilized to conduct group/class discussions and posting weekly assignments on Blog sites. High school students who are looking to take professional development courses to prepare them for life after graduation could utilize Linked In for professional networking. Student collaboration could be done through Facebook and with the concept of ESN; this goal could be accomplished in a closely monitored virtual classroom environment. The best thing about the concept, it would come at no additional cost to the education system! 

References:

Morgan, J. (2010). Social Networking Web Sites Teaching Appropriate Social Competence to

Students with Emotional and Behavioral Disorders. Intervention in School and Clinic,

(45), 147 - 157.

U.S. Census Bureau - Population and change (2007). Retrieved January 16, 2010, from

http://www.census.gov/compendia/smadb/TableC-01.pdf

Module 4 Connectivism

Networks via technological advances have become the preferred method of communicating among adolescents and adults.  The use of the Internet coupled with social networking technologies is a growing trend which has spawned the birth of several user friendly applications that can be accessed not only via a PC but any cell phone with smart phone technology as well. These innovative technologies has also made it possible for society to keep the lines of communication open with family and friends virtually any time of the day.

Facebook has connected me back with friends from grade school, high school, and college. It is also a tool that my family in other states utilizes to keep up with each other via IM, Messages, and Wall Post. Facebook also allows for my friends and family to share pictures and video links to other popular social networking sites like twitter and linked in. Although I see my co-workers daily, Facebook is also a means of keeping in touch with current and past peers. The internet itself is my personal gateway to the social networking sites listed above, it is my access point to my educational goals and entertainment relief.

Society has become depended on these networks. You would think that we always had these technologies at our fingertips. When I need any kind of information, I Google it! The use of 411 and phone books are obsolete. What would we do without our cell phones? What would life be like? Using payphones, actually remembering telephone number, and looking for places or events via newspapers and phone books; our children would think we have gone mad. This is the life that that majority of society came from less than 20 years ago. Technological advances are moving fast, and through networks it will move even faster.  

Module 3: Constructivist and Collaboration

At one point, I did not believe humans have a basic instinct to work in a group.  As part of our nature we act on survival instinct, most often survival of the fittest and what’s in the best interest of the individual.  However, the anomaly of the technology age which has evolved definitely brings people and groups close together.  We now use technology to collaborate on different projects, teams, and tasks.  With the evolution of Wiki Pages and Blogs as it applies to the constructivist principles we are now open to others ideas and nurturing a collaborative learning environment.  Students are allowing and providing input based upon their own personal experiences.

Students or people working in groups allow for learning not just from the instructor but from their peers.  I believe when students participate in the learning process the entire group and/or class benefits as a whole. Another thing to consider is that the demographics of the student population have changed. Because education access has expanded to online learning, the amount of non-traditional students has increased; therefore you now have adult learners who have just as much experience as the instructor. Overall making the students input valuable to the lesion or activity being administered.  

Module 2 Cognitivism as a Learning Theory

I start off this weeks blog with a quote from Bill Kerr; It seems to me that each _ism constructivism, behaviorism, cognitivism and now a new one, Connectivism is offering something useful without any of them being complete or stand alone in their own right. Learning theories allow theorist to take sides and draw conclusions or explain what happens when learning takes place.

Behaviorism driving forces is based on stimulus response. Although this is a key aspect to learning, there are other isms that open other avenues to learning.  In favor of cognitivism and Connectivism, I disagree with Stephen Downes views that the mind is not like a computer. Much like the human memory system, computer systems are centered on processing and retrieving information, storing and accessing data. I am not alluding to the fact that the mind is exactly like a computer but the two display similar characteristics. Cognitivism theoretically bases its principals from an internal mental processing state, which in my opinion correlates with Connectivism which expands learning from a single mind to a connection of learners or networks that provide knowledge across various fields, ideas, and specialized information sources.

The notion that over years of development, one theory replaces another is incorrect. As society evolves the way we view education should evolve as well. Ideas are not simply replaced but enhances. Thus like learning theories, research on how one learns evolves with new concepts and ideas that build upon the existing theories.  

http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html

http://karlkapp.blogspot.com/2007/01/out-and-about-discussion-on-educational.html

Module 1 Learning and Instruction in a Digital World

Learning styles vary for each individual; when a learning environment can accommodate all learning styles, it is often viewed as one that will be deemed as an effective one.  I believe this is the most effective way to reach students who have varied learning needs.  Often times a student can grasp concepts best through all three learning styles, which are, visual (learn through seeing), auditory (learn through listening), and kinesthetic (hands on approach).  Educational technology is constantly evolving and aiding in the learning process.  Ongoing development of communication technologies and digitization of curricular resources creates new opportunities for learners.  Learners can now be increasingly “automated and self-directed” (Annand, 2007, p2).

Although there has been a lot of criticism surrounding the notion of a new learning theory that is centered on this technological age of connectivity, a changing environment can lead to critical changes in the way one learns and how that learning process is defined. Connectivism is scrutinized because it is often referenced to traditional theoretical perspectives, but as society advances the thought process of how we learn must be altered as well. Dewey (1907) wrote that whenever we have in mind the discussion of a new movement in education, it is especially necessary to take the broader or social view.  Therefore, the educational system in some regards should cater to the needs of society. Education should be a system that grows right along with society instead of watching a growing world pass it by.   

My personal belief is that the best model an instructor should use in a digital classroom would be that of the concierge format.  This model would allow instructors to encourage critical thinking of their students and be innovative with their teaching methods.  They would still have the ability of bringing traditional lectures to the learners if need be to reach multiple intelligences as well as allow them to have the freedom to explore theories for themselves while merely guiding them through  the education process as a concierge might do, offer guidance.  In my opinion, a metaphor that could be a combination of the concierge and curator would be ideal.  While exposing students to new concepts in the concierge model, you could expand upon those new concepts and allow the student room to explore and guide them in the exploration in the curator model.

References

Dewey, J. (1907). The school and social progress. Chicago: University of Chicago Press.

Siemens, G. (2008, January 27). Learning and knowing in networks: Changing roles for educators and designers. Paper presented to ITFORUM. Retrieved from http://it.coe.uga.edu/itforum/Paper105/Siemens.pdf