The End- A Final Thought!

A technological age is upon us; students are much more technologically advanced than past generations (Donlevey, 2005). The net generation, are quickly becoming innovators, shaping new communities and as a result are shaking up the traditional classroom, as we know it (Hendricks, 2004). As educators we must rise to the occasion keeping abreast of creative, innovative, authentic methods of delivering information to our 'tech savy' audiences. Multimedia is certainly one way to achieve that.

Thank you Diane for another wonderful learning experience. The readings, discussion and practical applications gained over the last few months are something that I will take with me, build upon and share in the months and years to come.

Cyndie

Donlevy, J. (2005). Envisioning the Future: The U.S. Department of Education’s National Technology Plan. International Journal of Instructional Media,32 (2), 107-109.

Hendricks, J. (2004). The Net generation: The Internet as classroom and community Current Issues in Education, [online], 7(1).

Designing our Multimedia website

The Multimedia Process:

The creation of our multimedia website ‘Chemistry Rules!’ was a very rewarding process. Once we decided on a topic and engaged in several brainstorming sessions we decided an interactive website would be our course of action. Both Tish and myself are science teachers so the necessary background information was easy to gather and we all did our background reading to determine exactly what needed to be included in a multimedia site.

When designing our Multimedia project, our group chose to have students participate, view and practice the concepts of Chemical reactions online. We were cognizant however, to provide an opportunity (a lab) for the teacher to work with students in a real live science lab so the students would be able to experience hands on and authentically the world of chemical reactions. As a result, our design was conscious of the constructivist theory ensuring that students were offered opportunities to engage in authentic learning activities where they were able to work alone, with partners and participate in a blog. Thus, tying all the pieces of learning together.

Activities within the site were carefully chosen to include open ended and structured activities to ensure we accommodated for individual leaning styles as some students prefer concrete rather than abstract approaches to learning. Our teacher page was designed to include several extension activities and extensive background information especially in the area of lab safety.

Overall, I feel that our group produced a valuable tool and effective learning opportunity for both teachers and students who are interested in incorporating multimedia while learning more about Chemical Reactions.

Useful sites for using multimedia and designing multimedia projects.

http://www.creativeclassroom.org/creative/classroom/online-museums.html

http://www.cjlt.ca/index.php/cjlt/article/view/164/154 (535)

The reality is......

E-learning and lack of technology and skills!

Traditional chalk and talk teaching is becoming passé and we are on the cusp of more student centered approaches in the classroom. E-learning allows students to construct their own knowledge using technological advances to participate in more authentic learning situations. Opening doors for those limited by physically or by distance to embark on learning experiences which can enhance their lives and learning processes. My biggest concern with e- learning is the lack of up to date technology available in many schools and the resistance of educators to incorporate novel learning strategies in their classrooms. Lonergan (2001) concluded from a National Center for Education Statistics Report, that almost two-thirds of all teachers reported feeling not at all prepared or only somewhat prepared to use technology in their teaching. “Technology is changing so rapidly, professional development should focus on those skills which would allow teachers to effectively evaluate, select and integrate emerging technologies into classroom practice” (Beaudin & Grigg, 2001). School district, boards and administrators must realize that technological advances go hand in hand with updated technology and teacher professional development.

Beaudin L., Grigg L. (2001). Integration of Computer Technology in the Social Studies Classroom: An Argument for a Focus on Teaching Methods. Canada’s National Social Studies Journal, 35 (2). Retrieved September, 16 2008, from http://www.quasar.ualberta.ca/css/Css_35_2/integration_computer_ssclassroom.htm

Lonergan, J. (2001). Preparing Urban Teachers To Use Technology for Instruction. (ERIC Clearinghouse on Urban Education New York, NY). Retrieved September
16, 2008 from http://www.ericdigests.org/2002-3/urban.htm

Unit 4 online discussion: MY WISH LIST!!!!!!!

What kind of support would you need as an educator who may chose to want to incorporate multimedia into your classroom ?

(THIS IS CERTAINLY MY WISH LIST)

I need the technology!!!!
I need a computer lab where all computers are upgraded with the latest versions of the software I wish to use.
I need all students to have access to the network. All students must have signed acceptable use policies and be assigned passwords they can remember !
I need a full time tech support person working in the school who is accessible to help with technological issues as they arise.
I need the smart board that my school has had since September installed and sufficient professional development to be able to effectively use it in my classes.

What kinds of changes might be needed?

Administration must recognize the need for up to date technology in their schools and the frustrations that teachers are feeling with the inadequacy of the technology and the lack of support that we have to work with.
School board officials must recognize the need for ongoing professional development and not one shot in-services where teachers are overloaded with information and never given any time to practice and collaborate with colleagues to gain further insight into technology use.
Teachers need a voice, to articulate their concern, frustrations and accomplishments when it comes to technology and technology use.

What has already begun to change since you joined the profession?

There certainly has been advances in technology integration, and technology has been responsible for a shift from a teacher lead to a student lead constructivist classroom

How can you be a change agent?

Right now, I am advocating that technology be incorporated into our schools development model, new computers have been ordered, and we will be in-serviced on our smart board in early December

Cyndie

So it is now the 21st Century! Do you think that these points remain valid? Are they still requirements for the school of today?

So it is now the 21st Century! Do you think that these points remain valid? Are they still requirements for the school of today?

I would like to address a few of these.

A change in the role of teachers from "sages on the stage" to mentors, researchers, publishers, technology users, knowledge producers, risk takers and lifelong learners.

In a move toward constructivist learning and technology, our roles as educators are certainly evolving. But before technology we were still mentors, researchers, publishers, knowledge producers, risk takers and lifelong learners. The biggest challenge is becoming comfortable enough with technology to become effective, competent technology users. Cuban (2001, as cited in Park & Ertmer, 2007-2008) studied 78 K-12 teachers and their use of technology. He found that 80% used computers primarily for email, 65% had never used computers for the enrichment of advanced students, and 95% had never used computers to encourage student-to-student interaction. Such a study indicates the immediacy of schools and school board officials to implement necessary training for those less comfortable with technology integration.

Park,S., Ertmer P., (2007-2008). Impact of Problem-Based Learning (PBL) on
Teachers’ Beliefs Regarding Technology Use, Journal of Research on Technology in
Education, 40 (2), 247-267.


Parents should play a major role in the education of their children and actively work with teachers to connect formal and informal education. Parents need to be actively involved making a conscious effort to stay abreast of their childs’ education. Technology advancements such as the internet, school WebPages and individual teacher WebPages are making this easier than in the past. All of these allow parents (who want to be) to become active participants in their childs’ learning, placing much needed accountability back on the parents. Programs such as K12 Planet allow parents to regularly view their child progress and school attendance.

Partnering of local businesses and other community organizations so they become actively involved in the schools.

Without partnerships, many schools would not be able to afford many of the technologies present in their schools. Organizations such as computers for schools and fund raising activities enable schools to be well equipped with needed computers and technology equipment.

Technology across the curriculium (Ellsworth article) The need for effective professional development

Technology can have a definite impact on student learning but this is only possible when and if teachers are comfortable with the technology they are embarking upon. Simply putting students in front of a computer screen is not effective, rather the learning must be authentic and relevant to the curriculum at hand.

For teachers with little computer knowledge, or who have no idea how to incorporate technology into instruction, the transition to a student-centered model that is technology-driven can be very challenging. It is imperative that teachers be well versed in techniques to identify and integrate technologies that will enhance the learning, which takes place in the classroom. In many cases this can be achieved through effective professional development.

The primary focus of professional development should be on providing time for teachers to collaborate with colleagues within the school environment rather than on one-shot in-services. Teachers who are not afforded the time will likely become frustrated and therefore be unsuccessful in integrating technology in the classroom.

When given ample opportunity for professional collaboration with their colleagues, teachers gain much insight from each other. Giving teachers the opportunity to learn how to integrate technology into their professional skill set should be a priority for provincial and district officials, and for school administrators.

To achieve optimal results provincial and districts officials, school administrators and teachers must first see professional development as an integral part of a schools development and technology plan.

The focus should be on learning ‘to’ not ‘how’. Working collaboratively with colleagues, educators will gain much insight form each other. Wheelock (2004) surmises that when teachers learn collaboratively in their schools the result is increased student improvement. If school districts and administrators want to build a technology culture within their schools, professional development is essential.

Wheelock, A. (2000). Conversations Turning Points Transforming Middle Schools
Center for collaborative Learning Vol1 (1). Retrieved November 8,2008 from
http://www.turningpts.org/pdf/Conversationsfall00.pdf

Reflection: Web Design for instruction

After reviewing the article: Web Design for instruction There are many similarities in traditional lesson plans and lesson plans designed incorporating multimedia. In reality when planning a lesson using web design and multimedia we use the same process as we would planning a constructivist based classroom lesson. Multimedia allows us to enhance lessons with the technology we have at our fingertips. No longer do we need to rely on posters,overheads, props or class demonstrations.


I remember my second year of teaching (13 years ago) spending countless hours typing, cutting, pasting and laminating a Learning Resource Based Unit for an Adolescence Sexuality course I was teaching. The overall effectiveness was there but the amount of work was incredible.

This is not to say that designing a similar lesson using web design and multimedia would not be time consuming. The advantage of the web design is that once the guts of the information is there it is easy to change, add, delete and update the information and activities to suit the needs of your learners.

Web design has elevated the painstaking cutting etc. allowing teachers to modify and change things at the drop of a hat, making tweaking and revising much easier, as well as being able to sharing ideas with colleagues. Students are now directed via a homepage and obtain the information in that manner.

I see many advantages; students now can work at their own pace, or in a group where learning abilities have been scaffolded. Teachers can enrich activities for those who are
more academically inclined and offer additional guidance to those who need it.

Multimedia: A thought

As educators embarking upon technology; we must keep the following in the back of our minds. Technology should not be seen as a means of replacing humans but rather a medium to enhance teaching and learning (Zang & Nunamaker, 2003).

Zhang, D., Nunamaker, J. (2003). Powering E-Learning In the New Millennium: An Overview of E-Learning and Enabling Technology. Information Systems Frontiers, 5(2), 207-218.

Considering the use of multimedia in the classroom

You Tube and its ability to enhance learning.

You Tube, the newest contributor to enhancing teaching and learning can fulfill both the educational and motivational components of the learning process (Duffy, 2008), replacing “passive learning with active participation” (Educause, 2006). You Tube, ‘the tool of the future’ (Bonk, 2008) has the potential to take what once went on behind classroom doors and turn it into a public art forum (Young, 2008). The video clips provide both verbal and visual channels ( Bonk,2008) and as one student reports “watching the video clips reinforces the material into my memory” (Cardine,2008, par 1).

For example, the grade 9 science curriculum requires students to understand chemical reactions; I use a behaviorist approach to teach the concepts, reinforce it in a constructivist nature via lab activities and wow them by showing them You Tube videos such as http://www.youtube.com/watch?v=nVScZntPksw

The availability of and access to educational videos can enhance traditional learning (Bonk,2008), tailoring traditional education to a more modern age (Cardine,2008). Due to the lack of authority imposed on You Tube sites, users, especially educators must act as their own gatekeepers ensuring the validity of its content (Lees & Smithhouser, n.d).

References:

Bonk,C. J.(2008). You Tube Anchors and Enders: The Use of Shared Online Video
Content as a Macrocontext for Learning. Retrieved October9,2008 from http://74.125.95.104/search?q=cache:znYbopJNIZgJ:www.publicationshare.com/SFX7EED.pdf+Youtube+Anchors+and+Enders:+The+Use+of+Shared+Online+Video&hl=en&ct=clnk&cd=1&gl=ca&client=firefox-a

Cardine, S. (2008). Education ready for You Tube? Converge online. Retrieved October
11, 2008 from http://www.convergemag.com/story.php?catid=231&storyid=107591


Duffy, P.(n.d.). Engaging the YouTube Google-Eyed Generation: Strategies for using
Web 2.0 in Teaching and Learning. The Electronic Journal of e-Learning 6(2), 119-130. Retrieved October 10,2008 from www.ejel.org

Educause Learning Initiative. (2006) & things you should know about YouTube, Retrieved October 12,2008 from
http://net.educause.edu/ir/library/pdf/ELI7018.pdf

Lees,J. Smithouser,B.(n.d). Is You Tube User friendly? Retrieves October 9,2008 from http://www.focusonthefamily.com/parenting/protecting_your_family/is_youtube_userfriendly.aspx
Young, J. (2008) The Education Digest, you tube professors, scholar as online video
stars. 73(9,) 14-16.

Smartboards

Interactive Multimedia software
Smartboards have great potential, offering much in the way of enriching the learning experiences of our students. Perhaps the most exciting is the potential to reach learners that we might not be able to reach using a chalk and talk methods. "The board can accommodate different learning styles. Tactile learners can benefit from touching and marking at the board, audio learners can have the class discussion, visual learners can see what is taking place as it develops at the board"(Bell, M. n.d.). Interactive technology will certainly change the face of the classroom while motivating and engaging all types of learners.

HERE ARE SOME HELPFUL SITES:

This site concentrates on physical science
http://www.woodlands-junior.kent.sch.uk/revision/Science/physical.htm

This site contains virtual field trips and lifecycles
http://www.waukesha.k12.wi.us/WIT/SmartBoard/specificapps.htm

Using smart board to incorporate Multiple Intelligences
http://www.sblceastconn.org/smartboard.htmB

Reference:
Bell, M. (n.d.). Retrieved on Oct 11,2008, from http://teachers.net/gazette/JAN02/mabell.html

Concept maps and Cognitive Theory

My understanding of theCognitive Flexibility Theory is that it attempts to make a connection between standards and the constructivist learning theory. Much discussion has arose around this topic throughout my graduate studies and I still struggle with the two. As educators we are dictated by outcomes, learning objectives and often times criteria referencing testing. As a result, we have to teach by more traditional methods, unable to differentiate learning.

Frustration with Technology!

In my attempts to incorporate different forms of technology in my classroom,I booked out one of my schools two new LCD projectors, only to be meet with total frustration.

I have used LCD projectors at other venues several times for presentation purposes. As a result, I thought nothing of setting up the projector a few minutes before my grade 8 science class. First, I went to book out the projector to be greeted by a piece of paper which was scribbled up with dates and times of when teachers wanted to book out this device and other audio visual material. I went to the office(where the projector was stored) only to find that the person who had it before me had not returned it on time. From there I embarked upon a search!!! After locating the machine, I proceeded to my classroom to discover the monitor cord was too short!! Upon trying to move things around I knocked out the internet connection, meaning I had to reload the computer before I could begin. Meanwhile 15 minutes of instructional time has passed.

At this point I was very tempted to scrap the idea of using technology to review a lesson on Global warming. None the less, I prevailed, got the kids settled in but the momentum was gone.

My point?
If schools expect teachers to incorporate technology in their classrooms then the equipment should be user friendly and easily accessible. For me at least I knew what to do,but what about those who hadn't had any prior experience?

Schmidit, as noted by Gurreco (2004) noted that while teachers were open to the use of technology, it was found that they felt they lacked both experience with and the understanding of technology as an instructional tool.

My frustration continues to mount with the fact that my school had a smartboard delivered on Aug 31,2008 which is still sitting in a box with no signs of it being hooked up in the near future.

I will keep you posted on any developments!!!

Guerrero, S., Walker, N., Dugdale, S. (2004). Technology in Support of Middle Grade Mathematics: What Have We Learned? Journal of Computers in Mathematics and Science Teaching, 23(1), 5-20.

Nearing the end of module one

There certainly has been a lot of discussion on the three learning theories throughout this module. It certainly prompted much thought as to my approach in the classroom. I have concluded that successful teaching and in turn learning must incorporate all three theories. Learning is a process that needs a solid foundation and the rest will follow. After all, one cannot build a house from the roof down.

Behaviorism: Sites of interest:

Behaviorism: Sites of interest

http://www.math.umt.edu/TMME/vol1no2/TMMEv1n2brev2.pdf

https://www.msu.Edit Postsedu/~purcelll/behaviorism%20theory.htm

Personal Reflection : Learning theory approaches and teaching methods & Appendix 1: Some Learning Theory Background

Learning theory approaches and teaching methods by HashemFardanesh

The article outlines researchers, Shuell, Rumelhart & Normaand, Farnham-Diggorys descriptors of meaningful learning, each very similar in theory. The common theme is that learning must be meaningful; learning does not naturally occur overnight and meaningful learning makes connections from knowledge already acquired. My son is in Grade 1 and just embarking upon the world of reading. I cannot expect him to pick up a book and begin to read if he has not yet established a solid base in phonics. Once that is in place then I can expect to see him make connections and begin to start reading on his own. I have always had an issue with students getting placed in the next grade if they have not fulfilled the requirements for the previous grade. How can we expect a child to function in a math class where the lesson focuses on division if they cannot add or multiply? Learning is progressive process, and successful learning incorporates a skillful combination of learning theories, which in turn leads to effective learning.

Students must have a solid base of knowledge before they can move into cognitive and constructivist learning, if not learning will be meaningless.

Appendix 1: Some Learning Theory Background

Upon reflecting on the types of learning as outlined according to Kearsley, it is evident that effective teaching incorporates a combination of all of these in one form or another. As teachers we have all experienced the moment of realization that our approach to a topic just isn’t doing it and we are left to reevaluate our approach next time around. There is also that moment when you see a flicker of light come on for students while you are engaged in the teaching process. I’m sure many of you will agree that we do not reach all students using the same methods, therefore we must design lessons using a variety of techniques and strategies.

Objectivism and Subjectivism

Objectivism and Subjectivism

Reading: Pratt, D.D. (1997). Indicators of Commitment (pp. 22-25). Malabar, Florida: Krieger Publishing.

Questions for reflection:

1. What are the defining characteristics of the two epistemological traditions?

2. What do you think some of the implications of each tradition would be for the design of instruction?

1. Objectivism

Objectivism presents the facts in a literal manner , sees knowledge existing independently of their knowing and theory exists separately from experience. Teachers are experts in their fields and must present information in a very objective manner free from their own experiences, beliefs and opinions.

Subjectivism

Subjectivism the opposite of objectivism sees knowledge as being based on what an individual already knows or has experienced. Knowledge is seen as dependent on the ones perceptions and understanding of the world and impose meaning to fit their existing knowledge and expeiences.

2. Personal Reflection: Effective teaching involves a combination of approaches; as educators outcomes, course objectives, CRT Exams and common exams dictate us. As a result, there is a vast amount of information that must be covered in a very limited amount to time. In certain situations my approach has to be objective in nature, however I do try to find creative ways to subjectively approach certain topics. In my science class for example I just finished teaching about fresh water vs. salt water. I had to give the notes using an objective method however when I take them to the lab to participate in a salinity lab the learning becomes subjective. Students then are given the opportunity to discover and interpret information for themselves.

Educational Technology: Archetypes, Paradigms, and Models

Archetypes, Paradigms, and Models

My introduction to CBU 535 begins by reading Davies 1978 article entitled Educational Technology: Archetypes, Paradigms, and Models. My discussion will revolve around the questions provided for discussion.

1. What is the difference between an archetype, a paradigm, and a model?

An archetype is a perspective given by one when engaged in inquiry. A paradigm provides the framework for concrete conceptualisation of theory, is measurable by a qualitative means, and provides definitions, statements, and interrelationships between the statements. A model is measurable through quantitative means; provides specific, detailed representation of reality.

2. What are the key characteristics of Davies’ three educational technologies: One, Two, and Three?

Technology One is described as a ‘hardware’ approach; uses available technology mechanisms to deliver information, thus increasing the size of a population (audience) that can receive information at a given time. On a personal note, just because an institution possesses the latest technology, does not mean the quality of learning will be enhanced. I am a firm believer that technology should not be used for technology sake but must be used to enhance the learning, taking place.

Technology Two is described as a ‘software approach’ stressing how additional learning aids can benefit learning. Technology is seen as a method to present the information and the software is instrumental in assisting teachers to enhance their presentations that will in turn enhance learning.

Technology Three combines the ‘hardware’ and ‘software’ approaches of Technology One and Two. Technology Three, the most practical in my opinion, applies system analysis concepts to education. The hardware and the software are used in conjunction with each other to foster new learning experiences.

3. What are the key characteristics of the audio-visual, the engineering and the problem-solving archetypes of educational technology?

The Audio-visual archetype was developed in the 1930’s. Audio-visual ‘hardware’ adds extra appeal to classroom presentations by providing audio and visual value to a given lesson. Audiovisual equipment has certainly evolved in the past number of years; LCD projectors replace the overhead projectors and Smart Boards are beginning to replace the chalkboards and even in some cases the computer labs.

The Engineering archetype influenced by B.F. Skinners work on operant conditioning of the 60’s. Behaviourist technology is applied to both teaching and learning. The Engineering archetype looks at the underlying assumptions of how technology fits the paradigm and what constitutes the most effective teaching and learning.

The Problem-Solving archetype adopted around 1973-74 is seen as an alternative way of seeing. It incorporates a variety of skills and leaves learning to discovery and problem solving while the learner applies skills already acquired to find answers.

4. What archetype, paradigm and model of educational technology do you think most of your teaching would fall into?

Definitely audio-visual, today’s classrooms are filled with diverse learners, each possessing various strengths and weaknesses. Being able to provide a variety of audio-visual stimulation, I am better able to meet many of the learning styles in my classroom. Of course the type of information I am presenting influences my approach. Often I will teach a concept using straight lecture and notes to realise that my teaching would be more effective if I provided additional audio or visual stimulation. If I feel I am not reaching my audience, I will re-evaluate my approach and look to another more effective method of delivery often involving audio and visual stimuli.

5. Davies wrote his article in 1978, over 20 years ago. Is it still relevant to the thinking of using technology in teaching and learning today? Why or why not?

Davies article is certainly relevant to today’s views of using technology in teaching and learning today. Since 1978 technology growth has shown continuos growth however learning theory has been slower to evolve and find its way in to our more traditional classrooms. There has certainly been a shift from teacher centered classrooms to more student centered approaches to learning

Learning Theories

All is well in theory, but we must be cautious not to assume that we can run a classroom solely with a constructivist theme. The ideal classroom would have every student thinking for him or herself and considering ideas from their individual unique perspectives. Unfortunately this is not the case, but in our striving to do so we can apply the learning theories to our individual situations. In some instances, students come to the classroom with all the background knowledge to build on the lesson of the day, whereas others come with very little knowledge and we must start from the ground and attempt to work our way up. The average classroom comes well equipped with various abilities and learning styles all requiring special accommodations to ensure learner success. Mergel (1998) suggests the use of a realistic model, which combines both objective and constructive theories.

Mergel, B. (1998). Instructional Design & Learning Theory. Retrieved. Sept 10,2008 from (http://www.usask.ca/education/coursework/802papers/mergel/brenda.htm

Welcome to my Blog

Hello and Welcome
This blog will be used as a forum to express my thoughts, feelings, queries and discoveries for the duration of CBU course 535; Application of Learning Theory in Education Multimedia Design, with instructor Diane Janes.