Final: Reflective Post

My experience in this course when learning about adaptive technologies in the classroom settings has truly taught me some of the most bizarre things I have ever learned, but at the same time I have gained a new view of how to enhance the classroom environment.  From what I have learned from the various discussion posts, are how technologies are not only improving our education standards by allowing students to use certain technologies to advance their learning at a faster rate, but the technology also has various ways of improving relationships among students and the teachers.  I learned from several group projects, like designing a wiki,  how beneficial communication on the internet can be when trying to carry out a task, because when you have people critique on your work you can understand better ways to improve your work.  In my wiki I was worried about the written content of my page the most, but someone pointed out to me that it was just fine, but I needed to enhance the page by offering more imagery to make what I am conveying more clear.  So we learn that our own opinion may just be blinding us to what truly needs improvement, and with the help of a fellow classmates who are looking over the pages we can get more than one perspective of what needs improvement.  Something else I found out through the discussions is how technology makes things easier for certain students in the classroom that may not speak the same language, or has a type of impairment that may hinder their learning rate.  I have learned that there are various adaptive technologies aimed at helping these students like with software that are either meant to help teach the child or teacher a second language; something else I found fascinating was how some websites are designed to accommodate special needs children and allow them to learn through their preferred way.
My only real concerns for the course is that I feel that while technology is beneficial to learning in various ways, I feel that there should more lessons about the vulnerabilities that apply to technology.  Granted the book did highlight several of these, but I later learned that the book only scratches the top of these vulnerabilities such as cyberbullying, as in one discussion I found that there were various ways to cyberbully that I did not consider.  If there were more lessons on this I feel that more educators are to be aware of the potential dangers that comes with learning with technology.  I know for fact that I have mastered all of the learning outcomes as I have better enhanced my communication among classmates and professor (COM).  I have no trouble applying critical thinking standards when analyzing an assignment (CT).  I have definitely learned how to use different internet to technologies to collect and manage data (TIM).  I am very aware of a lot of the diverse issues that arise from technology (GSR).  Lastly I fully understand the quantitative reasoning when it comes to applying the more scientific aspects of technology.  Overall that has been one of the most informative courses I have been in since starting college.  Here a video that I found represents some of my views of the technological classroom.

References:
Maloy, Robert, Verock-O’Loughlin,Ruth-Ellen, Edwards, Sharon A., and Woolf, Beverly Park (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education, Inc.
Nemroff Pictures. (2014, January 28). Technology in Education: A Future Classroom. Retrieved December 10, 2015, from https://youtu.be/uZ73ZsBkcus

Digital Blog Post L: Chapter 12

Here are the three most important concept I learned from this chapter:

1. Stages of Technology Integration
2. One-to-One Laptop Computing
3. Technology and the Culture of Schools

When I think back to when I was still in school teachers were barely starting to incorporate the computers into daily lessons, but I slowly noticed how it became more prominent as I went up in grade levels.  So one conclusion I can draw is that school did not just shove the technology based lessons immediately into their curriculum, but rather they chose to slowly blend it in in a more natural in subtle way.  I still remember my first reaction in seeing computers in the classroom, all I wanted to was just to start pressing all of the buttons, but we did not actually start to use the computers until about halfway into the year, and the TA for that class had to constantly supervise us while we did our work.  So when it comes to introducing new technologies to the lesson a teacher must always start off slowly to give students enough time to adjust to the agenda that has been set for them to use that technology properly.

I know a lot of school nowadays are making it mandatory for students to have some kinds of portable technology that gives them internet access, even it is only limited to the classroom.  There a middle school I had to observe several weeks ago that mandated chrome-books to each students, and most students understood the protocols for specific classrooms such immediately checking programs for assignment updates or getting started on their bell-work that is submitted electronically.  The only thing that concerns me about this is that this is not the subtle approach to introducing technology in schools, they may teach students how to use it, but some maybe overwhelmed with the responsibility of its condition.  I also know that a lot students from foreign countries may be even more alarmed by this sort of curriculum, especially if their original school still only utilized the basic curriculum, as not every country has computers.

I am sure a lot of cultures are not too enthralled of the idea of having their children exposed to a whole new type of learning introduced by technology.  The news also does not help sway peoples minds when they are always showing reports of cyberbullying and suicide as a result of the internet, but then again who could blame them?  I personally believe that schools should have separate departments for those who prefer learning with technology, but also give the option to those who prefer not to have their children exposed to it.  It may become mandatory at some point, but instead of just forcing it on the child, they should have the parents take special classes on how to use and manage technology so that they may assist and supervise their child until they are comfortable.

https://tackk.com/pgsg6t

References:
Maloy, Robert, Verock-O’Loughlin,Ruth-Ellen, Edwards, Sharon A., and Woolf, Beverly Park (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education, Inc.
 Garza, R. (November 29, 2015) Websites created with Tackk. https://tackk.com/home

Digital Blog Post K: Chapter 6

Here are the three most interesting concepts I learned from chapter 6:

1. Information Alerts, e-Newsletters, and RSS Feeds
2. Taking Virtual Field Trips
3. Interactive Videoconferencing

Information alerts are one of the most useful technological concepts, especially when it comes to school, since teachers can send emails to students.  Depending on the programs that schools are utilizing, teachers can send emails to students to alert them when an assignments due dates are approaching or if there has been any sudden changes to the curriculum.  I remember how frustrated some teachers would be when they were trying to contact students to let them know about changes made to assignment and failing to contact them in time, but thanks to email alerts I see those type of problems slowly diminishing.  Most of the online community implemented in schools require students to log-in at least once a day to check for updates, so students really can no longer use the excuse that they were not informed, because it is now part of their job to always check emails for alerts.

The concept of virtual field trips without a doubt sounds innovative and convenient as students would no longer have to go physically to their destination but just observe online, however, to me that takes out some of the fun students can have in school.  A teacher can tell you take an online field trip to the beach and to just take notes of what you see, but then again your not getting the fullest benefits from the experience as you are only utilizing one of you senses which is sight, but if you went to the actual beach you could be utilizing all of them.  The whole point of a field trip is to feel the sense of wonder and excitement that comes along with it, as you are experiencing something from the usual norm.  I can only see that an online-field trip could be beneficial if was something like observing a phenomenon in another country or observing something we cannot physically go to, but otherwise students should always be given to opportunity to experience something new.

Interactive videoconferencing is something that is also a very convenient tool for schools and families to utilize nowadays, as we can speak to people as we would do physically but without the stress of trying to make time to go and visit, or set up an appointment with someone.  Sometimes in schools teachers need to have a conference with the parent, but due to the nature of both parties sometimes having a busy schedule can always be frustrating, and it only makes matters worse when the progress of the student is in question.  Thanks to interactive conferencing teachers and parents can now have the benefits of a physical conference without having to work it in their daily schedule, and can discuss matters with each other in the relaxed comfort of their home.

Tackk: https://tackk.com/j0xf1f

References:
 Maloy, Robert, Verock-O’Loughlin,Ruth-Ellen, Edwards, Sharon A., and Woolf, Beverly Park (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education, Inc.
Garza, R. (November 15, 2015) Websites created with Tackk. https://tackk.com/home

Digital Blog Post J: Chapter 11

Here are the most essential concepts I learned from this chapter:

1. Elements of Teacher Portfolios
2. Digital Portfolios for Students
3. Reasons for Teaching with Clickers

 I am not going to lie, but at first I really hated the idea of using portfolios because I thought it was too hard to customize them, however, over time I got more used to them, so now I actually look forward to doing them.  Portfolios can either be digital or physical, but the digital concept is much more easier to put together because of the fact that we can include links in the portfolio that can lead to another website for referencing.  When I become a teacher I will probably use a digital portfolio to keep up with the progress of my students and keeping note of anything unique that happens during my time instructing them like field trips or special event days to see how they react differently from the typical classroom setting.

I would strongly recommend for any school to incorporate the use of online portfolios as part of the student curriculum, as it can allow for students to keep better track of their assignments this ways.  For students, a online portfolio can easily accessed or modified at given any time, and with online access the students can further inquire on a subject relating to their studies to be linked to their portfolio for reference.  Students can also take the time to become more conformable with software usage through the careful technique of slowly constructing an online portfolio like if it were a set of online internet instructions.  Also, if teacher were aloud to access student portfolios they would be able to see which students are applying themselves and which ones were in need of assistance.

I remember that my high school was just learning how to use clickers back when I was a still a junior taking Algebra 2.  At first they pretty confusing and annoying when were trying to use them to do bell work and we had hard time trying to synchronize ourselves with the pace with the rest of our classmates, but we eventually found out momentum.  The clickers actually helped us keep up with each other as a whole class, and thanks to the clickers no one really fell behind as we all learned how to pace ourselves.  The clickers are useful in preventing cheating among classmates as students would not be able to directly see what the rest of their classmates are imputing.
Tackk: https://tackk.com/gkzyx1

References:
Maloy, Robert, Verock-O’Loughlin,Ruth-Ellen, Edwards, Sharon A., and Woolf, Beverly Park (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education, Inc.
Garza, R. (November 8, 2015) Websites created with Tackk. https://tackk.com/home

Digital Blog Post I: Chapter 4

Here are the three most interesting concepts I learned this week:

1. Learning Assessments (Knowing What Students Have Learned)
2. Using Technology in Lesson Planning
3. Using Electronic Grading Software

One of the most helpful aspects of online teaching is that teachers have no problem keeping track of work submitted by students.  School's today can input grades from an assignment onto an online database that can keep track of how well students are doing in school, for example a teacher can look at the grades to see where the students weakest grades are, and work with them on improving them.  Online work submissions also help prevent cheating among students since a lot of these educational programs have a built sensor like Turn-it In that helps detect any similarities between submissions.  Thanks to technology students can be learning assessments at a comfortable pace with the teacher keeping track of that progress and letting the student know if they are falling too behind.

I definitely know that lesson planning has become easier for students and teachers, especially with online classes that utilize programs like Canvas, which is probably one of the most useful is lesson planning.  With Canvas students can look up assignments, while viewing their lesson plans, and keeping track of approaching due dates, its pretty much an online planner, but the schedule is already there for you.  Its probably very useful to the teachers since all teachers really have to do prepare a lesson plan and post it on Canvas for students to view at anytime, and the teacher do not have to repeatedly remind students of approaching due dates since it is always on the front page once students log-in.  Technology in lesson planning pretty much does almost everything except for the actual work that the students must do on their own.

 I bet teachers are very thankful for the electronic grading software nowadays, because things like quizzes and test are automatically graded in the computer.  I still remember that back then teachers had to use a score card to grade their student's papers while constantly looking back at the quiz, but now they have things like scan-trons where they just have to program the right answers in the machine and just put the student's quizzes inside of them.  Even things like essays are much easier if done online now since teachers can easily put in sides notes to critique a students work and point out directly where the flaws in the assignment are, instead of trying to write something in a narrow margin that looks sloppy and hard to read for the student.

Quiz Time!
https://create.kahoot.it/?_ga=1.214057111.1265567416.1446419035&deviceId=469fc90a-a08b-45f1-ad80-6f2ac78c7e37#quiz/dd96bfa1-e5a7-46cf-b49c-fe7a3977cdbb

References:
 Maloy, Robert, Verock-O’Loughlin,Ruth-Ellen, Edwards, Sharon A., and Woolf, Beverly Park (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education, Inc.

Digital Blog Post H: Chapter 9

Here are the three most inspiring concepts, in my opinion, from Chapter 9:

1. Comparing Minimal and Multimedia Classroom Technologies
2. Strategies for Using PowerPoint with Students
3. YouTube, Handcrafted Videos, and Streaming Video Resources

Technology sure has come a long way and when you compare how it was years ago to what it now is a huge difference, especially inside the classroom.  An example of this is when I was in elementary, and we still used these old light projectors where the teacher would right on plastic sheet on the overlay and then start righting stuff with a marker; a lot of the time my teachers would constantly be readjusting the light so that the student could see the notes properly.  Now in days we do not have the sort of problems anymore, we now use screen projectors that shows directly from a computer screen, and the teacher can easily adjust the setting to where it is big enough for everyone to see.  So basically multimedia technology has improved our classrooms much more ethically, but to be fair the minimal technologies still did their jobs for that time; now I cannot help but wonder what some of the next classroom technologies will revolutionize the way we learn.

PowerPoint in the classrooms is probably not my favorite tool to use, because when teachers ask us to use PowerPoint they are usually expecting a very flashy presentation, and using all those different visual aids always confused me.  Some people might say that PowerPoint is very useful when displaying information in regards to something like a science project, but I also have found that a video can be just as informative and interactive for the viewers, and you do not have to constantly be messing around the with sound display.  I do find that PowerPoint is useful for displaying notes for a lesson because when students are done with one slide the teacher can just click to the next slide of notes and information.  I guess PowerPoint might be fun and creative to some people, but to me they often uninteresting and all of the colorful animations do not make the lesson anymore interesting to me.

YouTube videos, I see more and more teachers these days using these to aid in their classrooms to make lessons seem more interesting and fun for the students, and it often has different instructional videos on how assist students from more than one perspective.  Despite my enjoyment in watching instructional YouTube videos I really do not enjoy Streaming Videos that much since they often occur in real-time, and therefore you cannot go back and view something if you missed.  When I watch an online video I prefer to take my time and watch carefully, sometimes I will even go back to hear something again if I did not understand it the first time, so streaming videos I do not really care for because the whole the sensation of watching a video is being able to go back and watch a certain part again if we need to.

Here is I a small I made:
https://create.kahoot.it/#quiz/b19ab2a6-e4c1-4ec3-9a31-93f5e70e57bc/done

References 
Maloy, Robert, Verock-O’Loughlin,Ruth-Ellen, Edwards, Sharon A., and Woolf, Beverly Park (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education, Inc.

Digital Blog Post G: Chapter 10

Here are the three distinct concepts from chapter 10 that intrigued me the most:

1. Online Language Translation Services
2. Universal Design for Learning
3. Interactive Electronic Storybooks and Storybook Apps

Probably one of the most beneficial aspects with technological advancements is using it to decipher foreign languages in and outside of a classroom.  There is no doubt in my mind that I will eventually have students who will respect an alien language I am not familiar with, but thanks to something like Google Translate, I can translate my language into the student's native tongue and vice-versa.  I already know some Spanish and German, but there may come a day where a student  speaks a dialect that I am not familiar with like Japanese Kansai, but just because I hold the position of a teacher does not mean that I am always going to be the one teaches new lessons.  One of my views of a teacher is a two way street, the teacher does most of the teaching, but at the same time they are learning about new cultures based on the diversity they work with.  It is definitely thanks to things like online translations that can make a educator motivated to learn a new language over time and make students and parents feel more welcomed to new environment.

Universal design was one of my favorite topics to discuss in school, just talking about how all of our minds process information in different ways always makes for an informative discussion.  The concepts surrounding universal design for learning is what is allowing children with disabilities to expand their learning horizon.  Before our current advancements, I am positive that many students with disabilities were given lower expectations because of their deficits, but know thanks things like assistive/adaptive technologies more of these students are offered even greater opportunities.  With the help of devices like hearing aids, students with auditory disabilities can know engage in more learning and social activities since the device enhances their hearing abilities to a greater level.  Looking for new ways to improve the ability to learn for disabled students is just another reason why the concept of universal design is something that more schools should take the time into practicing.

Here is another informative concept that I am already familiar with, interactive electronics.  Based on what I understand interactive technologies can range from apps to video games and that they intend to offer more visual learning methods to assist students.  Something like this can easily apply to the universal design topic, as interactive electronics can assist students who have learning deficits such as ADHD, and because a lot of these games can stimulate the brain's learning productivity makes me wonder why a lot of schools are not blending it into their curriculum.  I know schools just thinks video games are just cartoon silliness, but to me it is more than just null curriculum, it is a gateway to learning experience for students who have hard time concentrating as it is; I mean what is seriously more interesting: written examples on a board or colorful screens loaded with fun characters?  I know one way or another video games are definitely going to be apart of my curriculum.


References Maloy, Robert, Verock-O’Loughlin,Ruth-Ellen, Edwards, Sharon A., and Woolf, Beverly Park (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education, Inc.
Garza, R. (October 18, 2015) Websites created with ToonDoo. http://www.toondoo.com/MyToondoo.toon

Digital Blog Post F: Chapter 8

These are the three concepts from Ch. 8 that I found to be most informative:

1. Social Networking for Educators
2. Strategies for Using Email and Texting
3. Strategies for Moderating Online Discussions

I guess one way to view social networking for educators is just teachers using the internet to chat with other teachers and students.  From my perspective an online class is basically a social network for students and teacher, as they communicate together to ask questions and carry the task of completing assignments through online messaging rather than physical interaction.  Granted, the concept of using social networking during a physical class is most likely unnecessary, unless the student is instructed the teacher to do otherwise.  Social networking for some students make interaction with teachers a lot easier for them, but for me I do prefer physical conversations between teachers and students because it allow for teachers to form proper friendships with students which will provide them with longer lasting impressions.

Now I did not know that there were actual strategies for emails and text, but I guess there is good amount of reasoning behind when it comes to who you are addressing in the email or text.  If I was sending a email or text to my instructor then it would most wise to approach them with an email that shows professionalism that indicates the seriousness of the message.  I would NEVER send a message to a teacher that addresses them in the same casual manor I would do with a family member or friend, as teachers are the superiors and therefore needed to be treated with the utmost respect that they expect our their students.  When I become an educator I know would expect my students to message in the same regards if they were speaking to me in the classroom.

Lastly, there is the concept that help builds adequate relationships and learning new information in the social networking administration known as online discussions.  For me, online discussions can either be very interesting and helpful or boring and not very informative based on how in-depth the discussions are.  Another problem I have had with online discussions before is that when people apply their opinions in discussions that are only supposed to be based on scientific facts and evidence.  Overall online discussions are without a doubt very useful when proper guidelines are set in place to provide the required criteria for the discussions.

Photo credit to Jon Mott on Flickr

References 
 Maloy, Robert, Verock-O’Loughlin,Ruth-Ellen, Edwards, Sharon A., and Woolf, Beverly Park (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education, Inc.

Digital Blog Post E: Chapter 7

The are three concepts from Chapter 7 that I found to be most intriguing:

1. Evaluation Criteria
2. Building, Inventing, and Creating Software
3. Debates about Games and Gaming

Sometimes finding the best software can be a challenge and this section does offer some helpful methods to evaluating software, but I actually have some of my own, simpler methods for evaluation.  For me,what of the first things I do before looking for software is start by reading reviews on a particular product, and with the help of this I can analyze what most people will specifically say about product, usually what one of the reoccurring flaws with the product like slow downloads or a very small storage capacity.  From there I start to actually look up the product and I look at the demographics it incorporates such as the RAM, storage, and processing abilities.  Then comes the final decision as to what do I specifically need in a software, which does not always include the bells and whistles that make some appear more desirable, but anyone can have their own of evaluating software.

The concept of building software also struck my attention, as building my own software is something I did not give much thought into.  I am sure that building any kind of software is not easy, and especially challenging when trying to meet specific demands for a classroom, as there could be a need for virtual and interactive components for the curriculum.  Perhaps it could be something as simple as building a small website for students to navigate, or could be more advance than that like composing an interactive video.  Building my own software sounds both fun since I can create what I want my students to learn, but at same time I wonder if I actually have the skills to create something complex that is both educational and enjoyable for the students to utilize.

Of course one of the most interesting aspects about the concept of using video games as part of a curriculum, are the debates surrounding it.  People are always going to debate that certain games are too violent or adult oriented for their kids, but of course those games are not affiliated with educational games anyway.  When talking about video games for school uses I think more along the lines like Jump Start games I use to play in school, they taught about math, reading, and how to work together with others to reach a common goal.  I would definitely like so see more schools utilize more video games because in my opinion it makes a student think more deeply about their decisions and what is the best course of action when they hit a roadblock.
 
References:
Maloy, Robert, Verock-O’Loughlin,Ruth-Ellen, Edwards, Sharon A., and Woolf, Beverly Park (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education, Inc.

Garza, R. (October 4, 2015) Websites created with ToonDoo. http://www.toondoo.com/MyToondoo.toon

Digital Blog Post D: Chapter 5

Here are three distinct concepts from Ch. 5 that I found to be most informative:

1. Conducting Online Information Searches
2. Internet Information Challenges and Responses
3. Criteria for Evaluating Web Resources

Conducting Online Information Searches, probably one of the most underestimated internet skills, as most students will believe that they can find any source of information just by typing it in a search engine, but it is not that easy.  There is more to searching than just typing in what you are looking for in the browser and clicking the first thing that pops up, because without the use of proper engine the website could be any randomized data.  I know this experience personally based on my Comp. II class where we learned to use scholarly search engines, and how to connect from one source of information to another called inter-text.  Usually with the help of in-text a student can find more about the subject they are looking, and it is also a good method to check the authority of the website by sourcing where they got their information.

Internet Information Challenges and Responses talks about more of the technical issues that come with websites these days, how old they are and how frequently they are updated.  One thing a student does not want to make the mistake is using outdated information from a website that could be contradicted with the newer information from a more recent website.  For example a student doing a report on komodo dragons might use information from a website back in 2001 that explains komodo dragons kill with bacteria in their mouth, where in a 2009 article has clarified that komodo dragons actually use venom to kill their prey.  For me the best kind of website is one that updates within every 24 hours, so that way you know the information you are using is fresh out of the oven, and has not been sitting on the counter for years.

Finally there is the Criteria for Evaluating Web Resources, one of the most discussed topics for educational technology.  There already several existing aspects to determine if a website is good for referencing information, but there are a couple aspects that I came up with myself to further filter out websites.  Something that I do when analyzing website content is that I look how well it is laid for me to read and take notes, and how easy it is to navigate from one page to another.  I also look for references to other websites which can further establish the credibility for the content on a website.  Any good student should take their time to proper evaluate a website so they may produce the best and most accurate paper that they can produce.



References:
  Maloy, Robert, Verock-O’Loughlin,Ruth-Ellen, Edwards, Sharon A., and Woolf, Beverly Park (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education, Inc.
ToonDoo. Jambav Inc., 2012. Web. 27 Sept. 2015. 

Digital Blog Post C: Chapter 3

Here are three distinct concepts from chapter 3 that I found to be most informative:

1. Teacher-Centered and Students Centered Approaches
2. Online Problem-Solving Environments
3. Lessons from Montessori

 The first concept that I really got into was to describe how teacher and students take in and process information, and what the initial goal is for teachers teaching their students is.  For most schools the primary goal is too make sure the students meet the designated learning standards for their respective grade levels, but to me it should more than that.  I culturally believe that one of most important guidelines for any student-teacher relationship is too leave a lasting impression on them in the hopes that they will both mentally and physically prepared for real-life scenarios.  I want to be a teacher that my students will remember, rather than just their former teacher; and I want to to remember them always.

What I really enjoyed about reading during the second concept about online-problem solving is that it describes scenarios ,such as games, can only be solved through the process of critical thinking.  I can easily relate to this because of my experience of playing videos games, which I personally believe may have increased my critical thinking because of the tricky scenarios that happen within the game that make a person think outside the box, just like solving a problem in school.  Your looking at a locked door trying to figure out what to do next, your key does not fit, and then it comes to be me what if I need to find another key in order to proceed further, just like when one formula fails try another.

The final concept talks about Montessori's fundamental self correcting feedback, that is something we do not discuss much in school anymore, correcting ourselves.  Actually, a lot of my teachers who made a lasting impact on me sometimes made us review our own papers to see where we made mistakes with our own eyes.  I was often quite embarrassed at my own errors, and I would tell myself how could I have made such a mistake.  Sometimes students need to find their errors with their own eyes, and it is sometimes more obvious than it sounds, and finding these mistakes further motivates them to avoid such errors in the future.

References

Maloy, Robert, Verock-O’Loughlin,Ruth-Ellen, Edwards, Sharon A., and Woolf, Beverly Park (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education, Inc.

Digital Blog Post B: Chapter 2

Here are the three concepts from chapter 2 that really caught by undivided attention.

1.  Identifying Groups of Technology Users
2. Using Technology to Enhance Teaching
3. Digital Divides and Participation Gaps

 I did not know that there are actual, separate technological groups to identify from, I just thought technology users all fall under one distinct category.  Apparently, these different group can sometimes be identified through their preferred use of a technological device such as a smart phone or by how often they frequent the internet for something.  This sort makes me wonder about students, what technological group would they identify as, and would it be considered as one of the more healthier groups?  Granted, technology always seems to make things easier for students in terms of processing and developing new information, but that does not mean that students will only adapt to technology for that specific reason.  Based on my own observations, most of your older students use their technological devices such as their smartphones to just simply chat to someone they are sitting across from, rather than doing something that I consider to be more ethical like looking up news reports; this was one of the groups they mentioned too.  This concept really had me thinking about my future students, which exact technological group would I want them to be.

 The next concept that I read talks about one of the more commonly discussed topics about how to use technology to enhance teaching.   This section basically just talks about how teachers can incorporate technology on a daily basis for students or how to use it administratively such as for planning or organizing, but this is not the exact reason why I chose this concept. I initially chose this topic because it helped me remember a very interesting article I read earlier this week, as part of a discussion, that talks about more of the unusual ways to incorporate technology.  "Epic Fail or Win? Gamifying Learning in My Classroom" by Liz Kolb talks more about one of these uses, as she mentions using video games to help teach her students, as technology does not always have to refer to the use of the internet, it can refer to other technologies as well.  I actually would like to incorporate video games or photography into my curriculum because I know that students would become intrigued by this new learning method as it deviates from the technological usage that they are probably used to, and we all know how unfamiliar technologies can grab our attention.

The final concept I read talks more about the ethical issues going on with technology right now, its availability.  I know first hand about the expenses of technology and this means that not all schools will have the budgets to fund them.  When I see students use more uncommon technologies such as cameras or tablets in school it usually stems from a teachers own out-of-pocket expenses rather than actual funds to buy them.  When I was high school, until my last year, the school still used these really obsolete monitors that look like they date back to the year 2000, instead of the more common plasma screens, which only teachers were aloud to have.  Some of the debates over this issue can also stem from what school chooses to fund over the updated technologies, like sports teams.  Overall this concept makes me worry about the future when I become a teacher, will the school that I work for have the budgets to use up-to-date resources and if they do will they fund it? or will my students have to count on my own expenses to give them the best possible learning experience that they can benefit from.

Strip

 

References

Kolb, Liz. "Epic Fail or Win? Gamifying Learning in My Classroom." Edutopia. 20 March 2015. Web 13 September 2015.

Maloy, Robert, Verock-O’Loughlin,Ruth-Ellen, Edwards, Sharon A., and Woolf, Beverly Park (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education, Inc.

 ToonDoo. Jambav Inc., 2012. Web. 13 Sept. 2015.

Digital Blog Post A: Chapter 1

These are three concepts from Chapter 1 that I found most interest:

1. Computer Technologies
2. Technology-Based Learning Environment
3. Your Must-Have Technologies for Teaching

The first concept I chose was primarily about how people molded computers into what they are now, but it also explains the irony on how we reference them for information.  Something about this does make me a little worried when I become a teacher, because I want to here my students explanation for something, rather than just something from the internet.  The internet can definitely be a excellent source of information, but it should just for the sake of informing you, rather than just copying what somebody has already wrote down.  In my own time as a student my teachers were able to explain to me the difference between something that was composed through shear hard work and effort instead of the typical formula where students just simply reference the work instead offering their insight.  Overall, technology is without a doubt a good thing because it makes writing papers and outsourcing information easier, but it also always important to remember that the assignment must be your own work while referencing the preexisting material instead of trying to stretch out as your own.

The next concept that I found fascinating is introducing technology-based learning environments, which hopes to expand the school experience beyond its normal hours by allowing teacher and student communications.  I actually really like the idea of this concept, because this way I can offer study lessons over the internet and engage in any conversations with my students who may be in need of existence.  I know personally that this can really useful to student outside the classroom, unfortunately, only a handful of my high school teachers employed this method, so I often experienced panic attacks over an assignment I did not fully understand.  Expanding the classroom through technology is probably one of the best concepts I read so far, and the interaction and collaboration will be on a new level.

The final concept that caught my attention was asking teachers what they believe to be to most essential pieces of technology for a progressing learning environment.  This is a really debatable question, as there can be more than one answer based on several different perspectives.  One might say the computer is the most essential for a classroom because it is one of the most primal examples of technological advancement, but another could counter that a tablet could be more essential because of its mobility in and out of a classroom contrary to the computer that is only stationary which can be further countered with the existence of laptops.  In my opinion I think that notebooks would probably be one of the best pieces of technology because it can posses a higher processing power than a tablets, but can be more durable and easily as portable.

Conclusion
My final thoughts on this chapter really lets me think how much deeper the concept of educational technologies is than I initially thought.  I now know that ideas that are involved with technology improving student output are going to be explained in more ways than just one, as it is not just simply about information, as it could mean various other things such communication.  It will all depend on which aspect of the student curriculum is most improved due to the extended use of technology regardless of what it may be, it could be phones, computers, tablets, or just simply advanced calculators.  Regardless of what it may be, I have a positive feeling that technology is going to be the most influential in improved communication with peers and educators.

Photo credit to Igb06 on Flickr

References

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

H, P. (2012, November 21). Technology in Education. Retrieved September 1, 2015,from https://www.youtube.com/watch?v=aXyCECMxhOs