Chapter 9 - Digital Blog Post H

Multimedia Mania:

We have come a long way from transparencies, overhead projectors, and slide projectors.  Thanks to Microsoft’s PowerPoint (PP or PPT), information can be translated in an engaging and fun way. Teachers can produce slides for visual information displays featuring colorful graphics, pop-up or slide-in windows, and other attention-grabbing techniques (Maloy, et al, 2014, p. 220).  PowerPoint has been a staple in the realm of presentations since the 90s where the software became more popular; I remember teachers suddenly incorporating PowerPoint into their teaching methods as well as class projects. I feel PowerPoint has been able to maintain its standing in the technological running because it remains relevant and diverse in its creativity: Text, audio, pictures, video, transitions, numerous slides, and themes/backgrounds.

Videos are another fun way and interactive way to learn. Whether it’s a video found online, a video the teacher created, or a video a student made, the class will be able to react and connect more easily. The great thing about videos in the classroom is that it combines motion pictures with sound. Instead of a simple slideshow that may present audio (or no audio) with images, videos allow the students to follow along without having to slow down or pause their thought process. Chapter 9 provides a very popular and multi-range video site: YouTube. Here, videos can both be found and uploaded/made. Another great feature about this site is that videos can be divided into categories. This way, a video can be found for educational purposes or whichever topic can relate to the class material.

Although the reading did not go into detail on this matter, I feel that surround sound in a classroom can be very beneficial when incorporating a multitude of teaching methods. Surround sound has its perks both in the small or average-sized classroom, and in the big lecture halls found on many college campuses. The advantages of having sound surrounding the area of a room is that students can hear the teacher without straining or missing information, can hear all the little details within an audio clip that may be vital for later reflection, and can even bring a more creative element to storytelling i.e. whispers, loud noises/booms, emphasis on paused speech, and more.

In conclusion, there are so many options to choose from when dealing with creativity and multimedia technologies. The possibilities are not limited to what we read in our books, but can seem almost limitless to what we can find through other applications. Multimedia technologies can come in many forms and pairings, but how we create and put our stamp on that media is what makes it unique. 

Resources

Goshay, N. (2015, October 25). Multimedia Mania. Created with Bitstrips http://www.bitstrips.com/r/HK92K

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

YouTube Help (2014, September 4). Sign in & navigate YouTube. Retrieved October 25, 2015, from https://www.youtube.com/watch?v=bP7vggHJLVM

Chapter 10 - Digital Blog Post G

You can Succeed:

Diversity can Help!

Remember: There are many examples for differentiated instruction!

Resources

Antonio, B. (2013, December 27). UDL: Reducing Barriers. Retrieved October 18, 2015, from

Goshay, N. (2015, October 18). You can Succeed! Diversity can Help! Created with Prezi http://prezi.com/buchf4-_ar2z/?utm_campaign=share&utm_medium=copy

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

Chapter 8 - Digital Blog Post F

Let’s Talk Media:

A section of the reading briefly discussed the usefulness of emailing. It was explained how emailing allows reports to be saved, keeps track of timing, and gives teachers the ability to efficiently respond to a situation with the proper amount of time and content. I appreciate that emailing has built in spell check and you are able to customize the email to be formal or informal depending on the intended party. Emails are unlimited and can be created at will and are readily available when needed. Another feature of emailing that I believe is important in today’s technologically diverse world is its ability to communicate with multiple platforms. Emails are not limited to sending information to one email source (an email provider i.e. Gmail, Yahoo, AOL) or device, but are able to send and receive messages with phones, computers, laptops, tablets, and other devices. In addition, the content of these messages can contain texts, videos, pictures, web links, cinema graphs, and even attached files. The flexibility of emails makes them ideal for educational, personal, and business related use.

We always discuss communication in the form of teaching or learning; rarely do we discuss communication in the form of student success. Chapter 8 reveals that by bringing outer awareness to a student’s work through whatever communication method is being used, we can both encourage that student to continue participation and bring about a stronger passion to do better. I feel that the key in this situation is to encourage students beforehand and let them do their best on their own. Only after the work is completed might we ask to publish their works or use them as future examples. I mention this only because if a student is confronted with the idea of publication or wide publicity before an assignment, the stress of having to perform for a larger group could have a negative effect, thus crippling their work. However, this does not apply to every student, as there are those who thrive with the prospect of multiple viewers and work well under larger pressure.

Normally, a solid number of students seem to dread writing assignments when they are assigned. These students don’t look forward to the grading process, the critique, the pressure of proper grammar, and the concern with the length of the paper or word count. However, when it comes to social media, we see students writing masses of messages in their personal time, yet they don’t consider these messages “real writing” (Maloy, et al, 2014, p. 192). By using technologies such as blogs, wikis, or online discussion boards, students may feel less pressure in the writing process. These writing options provide various utensils for spelling and sentence organization, choices that may alleviate student concerns, and instead rejuvenate their desire to write by switching up the presentation of the assignment.

In conclusion, there is definitely room for social networking and social media in the classroom. The various tools and platforms available make the participation process more fun and enjoyable for everyone involved. In this case, even though balance is always necessary, I feel that choosing the appropriate social media that complements subject material and needs of the classroom should stand out the most.

Resources

Goshay, Nick (2015, October 11). Communication: Emails and Devices. Created with Picktochart https://magic.piktochart.com/editor/piktochart/8452668

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

RockhurstHawk (2014, January 10). Festival of Student Achievement. Retrieved October 11, 2015, from https://www.youtube.com/watch?v=ufsbs2HEVWQ

Chapter 7 - Digital Blog Post E

To Game or not to Game:

Chapter 7 explores a variety of problem-solving technologies. One particular section even touched on the possibility of digital games for the learning process. One option for digital gaming was simulation while the other was a virtual world. Simulation games seemed more geared towards a desktop program while virtual world gaming was for an online audience. Even though both options have their benefits, I have to say that I feel like a virtual world experience may not be best for the classroom. Although we want to think positive about technological influences on students, we also have to be weary and use student-friendly approaches. With online gaming, there is no solid guarantee that students will not run into some sort of improper exposure with another online gamer i.e. inappropriate language, conduct, or exposure of personal information. On the flip side, simulation games that stimulate the mind and integrate stealth learning are welcomed technologies with a smaller chance of negative outcomes.

Using real-world circumstances to get students involved in class is both a genius and useful way to get students to learn. Instead of using fabled scenarios that would likely never happen in life to teach students, students are more likely to link in-class learning with life lessons when these approaches are integrated. The reading states, “Jonassen urges teachers to create activities around real-life problems that interest and motivate students” (Maloy, et al, 2014, p. 159). By using a variety of learning activities, in this case games, students have a better chance of widening their problem solving horizons. A site known as te@chthought provides of list of over fifty games that can be used as learning tools. The games provided were chosen due to their playability (quality), cognitive load (tactical demands), and innovation (interaction and originality). While helpful sites like this exist to aid in student development, it is always important for teachers to look into each game before allowing students to play.

It was nice to see the reading explaining the importance of switching it up when dealing with games and their reward systems, as well as their gaming strategies. When dealing with the human mind it’s important to keep us thinking instead of getting stuck in a repetitious method that doesn’t allow for true understanding of a concept. Also, an important point was the psychological impact some games and their approach can have on students. Some students may or may not be dealing with stressful real-life scenarios that are magnified by a game’s point system– meaning a game that strives for excellence through a high status can cause psychological harm to a student. Even though games exist that are filled with violence, aggression, or high competition, I still feel that schools and educators can create a safe and fun learning environment through the use of gaming. Even taking a break from problem solving for the simplest of games – that have right and wrong answers – can be seen as an interesting past time for a student. What matters is effort and interaction, especially when teachers get involved!

In conclusion, gaming can be a helpful tool to harness within the classroom, but it does come with its concerns. The strong qualities of gaming like problem solving, interaction, stealth learning, and creativity are all positive aspects of this technological method. However, every method has its negative aspects if used unwisely. It is vital that teachers explore games before allowing students to use them just like it is important to weigh the pros and cons of certain gaming experiences i.e. virtual worlds. Even though technology has come a long way, many of its features are still in the trial and error phase.

Resources

Extra Credits (2015, August 22). Extra Credits - Games in Education - How Games Can Improve Our Schools. Retrieved October 2, 2015, from https://www.youtube.com/watch?v=1HTS2nxpRqM

Goshay, N (2015, October 2). Digital Games for Learning. Created with bubbl.us https://bubbl.us/?h=2d76fc/5b43e2/297ZAaEUVqRW.&r=306411874

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

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.