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  One thing a student does not want to make the mistake is using outdated information from a website that could be contradicted with the newer information from a more recent website.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