Chapter 5 - Digital Blog Post D

Virtual Learning

E-books and E-readers are such useful tools to use when researching information. Think back to the days when we had to go to ten different libraries before finding the exact books we needed; either we found the right book or anything that would come close. With the help of e-books, we are able to have access to the right books without having to worry about there being a lack of copies available or wondering if we have the right edition. The virtual books, compared to physical copies, allows for more convenient access without running into the problem of availability. Now even though this means the same books will be open to more people, thus creating more overlapping in projects or assignments, it also allows different approaches and views on the same topic. Both convenience and efficiency are important factors when dealing with the multitude of virtual books now available, but the diversity of views it encourages is just as important. 

I appreciate in Chapter 5 that the authors discuss how to effectively search for information on the Internet. Sometimes we think simply typing in basic keywords will give us the desired information we are looking for. However, with the Internet being such a vast ocean of information, we have to keep in mind that the more specific we are, the more likely we are to get concentrated results. If you are still having trouble finding information with just the usual search engines, the reading discusses specific ways students can find their topics. One approach for searching is to use search sites that are “designed for students [with] sources of age-appropriate curriculum resources” (Maloy, et al, 2014, p. 110). This will let students find searches specifically for their age group. The second approach teaches students how to “carefully evaluate search results rather than accepting what they find at face value” (Maloy, et al, 2014, p.110). Keep in mind that just because it’s first on the page or sounds similar to what you’re looking for, doesn’t mean it’s the right result for you. Make sure the information is right for you by reading through the material instead of picking and choosing small bits from the piece.

On the topic of searching for information online, we come across a variety of results that try to deter us from our goals. Within the reading we learn more about different challenges we face when we come across misleading or frustrating subject matter. A few problems specifically stuck out to me within this section: Misinformation, Malinformation, and Mostly useless information. I’d like to assume that everyone, at some point in time, has come across results that fit into at least one of these categories. So often we find information that is simply false or deceptive, is so graphic and raw we’re not sure it’d be safe to use it, or information that we just think is full of insignificant topics and thus not worth our time. Although the book describes multiple ways schools try to manage these results (i.e. censorship, filtering, etc.) the most long-term approach, in my opinion, is critical reading. By teaching students how to watch out for these types of sources, and how to evaluate whether or not to use them, can be practiced for years to come and follow them as they move on in life in and out of the classroom. Where certain software systems and regulations cannot follow, the strategies students learn can remain with them long after they’ve left the classroom.

If you'd like to take the time, you can take a quick survey about search engine challenges.

In conclusion, the World Wide Web can either be a powerful tool or a crimpling instrument. However, when we learn how to use the Internet to our advantage and how to avoid the information that would deter us, we can smoothly navigate in whichever way we need to. We need to always keep in mind that the information we find out on the web is not our own (unless you actually published it). Just as we have to site our sources for physical texts to give credit to authors, we also need to always cite our sources for our online findings so that we don’t steal information.

Works Cited

Goshay, N (2015, September 27). Search Engine Challenges. Created with Kahoot! https://play.kahoot.it/#/k/c6c768b8-ca53-473b-8e92-6347631ce693

Maloy, R., O'Loughlin, R., Edwards, S., & Woolf, B. (2014). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education Inc.

MediaShift (2012, December 17). E-Books or Print Books? Retrieved September 27, 2015, from https://www.youtube.com/watch?v=KSUcncNFK74

Chapter 3 - Digital Blog Post C

Another topic concerning teaching approaches that I found interesting within the reading was teacher-centered and student-centered methods. Although some may look at each teaching method and choose the one they like the most, I think it is important to realize that the book mentions both methods, likely, in order to reveal the importance of using both methods. Student-centered learning uses active participation and life lessons to teach students. Teacher-centered learning focuses on the facts and sticks to information that is “fixed” and “commonly understood” (Maloy, et, al, 2014, p. 51). Both methods seem to be on opposite sides of the spectrum; one is opinion and personal-based, and the other is matter-of-fact and factually based. I would like to harness both sides to learning so that a classroom is not filled too much opinion that cannot be factually supported, and to also avoid a classroom that is dull and boring due to being filled with way too many facts with no personal link to allow students to relate and retain the information better.

A section in the chapter that I was happy to see was the topic of Expressing Creativity. Before reading this portion, I felt the Internet and other forms of technology, robbed people of their creativity and the ability to think outside the box for themselves. However, upon further reading, I was able to remember the specific forms of technology that exist to help bring out the creative side in students and allow them to think for themselves while coming up with different ways to approach a situation. Some forms of creative technology include Prezi, Google Maps, and Economic-Games. Instead of a regular Power Point, Prezi is an expressive and fun way to present an idea with various ways to integrate information and ideas. In order to get a better understanding of geographical areas, using Google Maps’ earth and map options to explore streets or mountainous regions. Lastly, for an economics class, Economic-Games would allow students to get a better idea about the world of economics through interactive games.

In conclusion, this chapter was a good eye-opener to understanding students’ needs in learning approaches, the importance of a balance between opinions and facts, and the realization that technology can truly be used as a creative tool to further students’ expressiveness and reasoning skills. Even though there are times I feel reluctant to incorporate technology because of my traditional way of thinking, I’m starting to see how technology can truly be a vital and exceptional tool to be grateful for in the classroom. I was really surprised that there were so many options to be used creatively through technology, when all I am used to hearing is how useful Google and other search engines are when someone is in need of a creative thought.

Works Cited

Chaela1509 (2013, March 27). From the Teacher-Directed to the Student-Centered classroom. Retrieved September 19^, 2015, from https://www.youtube.com/watch?v=P09PvuX6xQo

Goshay, N (2015, September 19). Transforming Education. Created with PowToon https://www.powtoon.com/show/cW0YqyuMxM3/transforming-learning/#/

Maloy, R., O'Loughlin, R., Edwards, S., & Woolf, B. (2014). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education Inc. 

Chapter 2 - Digital Blog Post B

Barriers to Technology - Concepts to Consider:

There are those who believe once a teacher, always a teacher. However, a better way of looking at this is realizing that a teacher will forever be a learner as a means to teach at the highest level they possibly can. The chapter opens up discussing the importance of teaching, as it touches the lives of “students, families, employers, and society as a whole” (Maloy, et al, 2014, p. 23). The reading describes how teachers are expected to cover a variety of responsibilities as well as challenges. When dealing with the introduction, manipulation, and benefits of technology, teachers are required to learn creative and innovative ways to teach. Since technology in the classroom has only begun to flourish, teachers are not only learning how to use the technology itself, but how to effectively incorporate it into the classroom. 

Even though using technology is a creative new way to teach, there are many critics who feel that technology used within the classroom is “oversold and underused” (Maloy, et al, 2014, p. 34). There are even those who feel that certain technologies have a negative impact on student development. The argument for these critics is that students are becoming less creative and less likely to be critical thinkers. This is a serious issue where many educators are missing the mark. Rather than allowing the technology to be an aid, they are mistakenly letting the technology be the thinker and brain.

This illustration depicts a student recognizing that he doesn’t have to work as hard because technology is so accessible; he doesn’t realize he is limiting his own cognitive development.

Within the reading, Tech Tool 2.1 describes the use of functional apps that can be used for both teaching and earning. It seems as though many students find math challenging regardless of the grade level. Mathway is a genius application that can be a valuable tool to better understand math on all levels. This technological tool allows students to input an equation and receive the answer, however for a monthly fee, students are able to see the work needed in order to arrive at the correct answer. Although this is an efficient and helpful tool, it is also one that can easily be abused when used for the wrong reasons, i.e. test-taking. It would be best if this application were to be used solely within the classroom as a means to better understand mathematical problems and learn how to do the step-by-step work.

In conclusion, the classroom has, and will continue to be a place of learning for everyone who enters. Each generation faces its own challenges, and it appears that our challenge today is the integration and functionality of a technological classroom. In regards to some of the issues teachers and students face, I appreciated the small section involving student-centered learning. This portion explained the importance of a balanced student-teacher relationship that produced creative cognitive skills. We must remember that technology is at our disposal, and not the other way around. It can be a magnificent tool, when used wisely.

Resources

BCArmenia (2012, September 28). Learning Technologies for the Classroom Online Teacher Training Course. Retrieved on September 13, 2015 from https:www.youtube.com/watch?v=eZXejwYUi0w

Goshay, N (2015, September 13). Barriers to Technology in Ed. Created with Bitstrips http://ww.bitstrips.com/r/LCQ83

Maloy, R., O'Loughlin, R., Edwards, S., & Woolf, B. (2014). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education Inc.

Chapter 1 - Digital Badge A

My Three Concepts to Reflect Upon for Chapter 1:

First, the reading explains the importance of keeping up with the times. In order to maintain a teaching-learning relationship in this day, educators are required to express 21^st century skills and approaches to students while they learn. This concept goes along with my own experiences because I felt unprepared for college when I first started. Even though I attended school during a time when technology was booming, I feel that I was lacking the ability to think critically and artistically, which showed in my work. Even though I knew the material it was hard to explain it and give additional details about it. I feel though the technologies were available, they were not used to their potential. Many students are able to learn thoroughly with a chalkboard and lecture, but there are still a large number of students who require a different approach to education. This creates an opening for teachers to harness the technology that is thriving in our 21^st century and attempt to reach more students.

Second, I wasn’t surprised to read about the disparity in the availability of technology in low-income households. As mentioned in the iGeneration section of the reading, the fact that low-income students will have less access to technology at home creates “a participation gap because students do not get exposure to the best that technology can provide for learning” (Maloy, et al, 2013, p. 5). As an educator I would ensure to incorporate different technologies in the classroom and allow the homework to consist of more easily accessible materials.  Within the classroom, students would have easy access to the technology and material needed to complete class work, but for take home assignments students would only be required to complete more hands on work i.e. Creative projects, worksheets, etc. As I am interested in mathematics, I look forward to incorporating mathematical technologies into the classroom like Mr. Pai:

Third, as Michael Flynn touched on within the reading, each educator has his/her own list of technological must-haves for the classroom. Although each individual is different, there are certain technologies that would be beneficial to a classroom depending on the grade of the class and the subject being taught. Because of my interest in math, I would definitely want an interactive smart board, multiple desktop computers, interactive programs for the computers, and clickers for student interaction. Although this may be my list for now, and is targeted for a specific age group, the technology needed within the classroom can easily change as time goes on and as students adapt.  

In conclusion, although some educators prefer the whiteboard-lecture approach while others are more on board with the new technological approach, I feel both sides are important. It seems many classrooms are still lagging behind with no intention of incorporating technology into education. However, there are now a multitude of classrooms that have opened their doors to the new technological advances that can greatly benefit both students and teachers. My main point with everything that has been said is that a balance needs to be found that can accommodate a variety of learners. Many call this balance between the two approaches Blended Learning.

 Resources

Eduevolution (2013, July 24). Blended Learning- An Introduction to Blended Learning. Retrieved September 3, 2015, from https://www.youtube.com/watch?v=L75oPzauAlw

Maloy, R., O'Loughlin, R., Edwards, S., & Woolf, B. (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education Inc.   

OLTV19 (2010, June 11). Exciting new approach to classroom learning. Retrieved September 3, 2015, from https://www.youtube.com/watch?v=OSJ5LwAXxLk