1. The primary benefit of social bookmarking for educational purposes would be the sharing of resources. Social bookmarking sites, such as delicious and diigo, allow users to share, manage, organize, and tag sites. I’ve used the “external links” feature of MyMathLab to post links to helpful math Web sites for students. In the Learning Support Services (LSS), the tutoring center I work at, we utilize Blackboard to share links to helpful Web sites. What social bookmarking offers that MyMathLab and Blackboard do not, is tagging and access to other’s bookmarks. For example, all LSS bookmarks could be posted together, but tagged with words like “training”, “tutor”, “math”, “a&p”, etc. for easy searching. In regards to access to other’s bookmarks, the LSS could save other tutoring centers or helpful users to a Network. As for using social bookmarking sites for sharing with parents, this could be a great resource on a broader scale, i.e. the high school or school district. I know that college courses can be run very differently depending on the instructor and I don’t know much about K-12, but I think individual Web sites for each class could be too much. But wait, thanks to social bookmarking, these Web sites can be tagged for parents to easily find what they are looking for!
2. A couple things stood out to me when reading Chapter 1 of Trends and Issues. First, I kind of snickered to myself when I heard the term audiovisual (AV). I immediately thought back to when I was in high school (late 1990s - early 2000s) and how there were AV carts, AV rooms, etc. that seemed obsolete. My high school had already made some technological investments and instead of overheads and slides, we were using projectors and TVs. I still consider the latter technologies to be AV, but the term itself seems outdated.
Second, I was intrigued at the thought of technology as a process. I was excited to see the emphasis on design (someone needs to create it, right?), but had not thought of it as much more than pushing “play” or using a technology as you teach. In addition to an emphasis on design, an emphasis was also place in learning rather than on instruction (p. 4). We initially designed the technology with the intent of enhancing the students’ learning, so our usage should reflect that intention.
Third, I found that the AECT definition most related to my idea of educational technology. The key phrases that resonated to me are “improving performance” and “managing…processes and resources” (p. 6). I was surprised to see “ethical” in the definition, but read on and discovered that it mean “professional conduct” and that made more sense to me. The text’s definition is too wordy for me and the older definitions are just that – older. Therefore, I find that the AECT definition encompasses my personal and professional beliefs of educational technology. While it may seem odd to many people that the definition has changed over time, it is not surprising to me because it is technology-related. With continuously changing and improving technology, we must adapt our usage, ideas, and thus definition, of educational technology accordingly.
Thursday, September 30, 2010
Wednesday, September 29, 2010
Thursday, September 23, 2010
Week 3 Reflections
I would use a wiki in my teaching as a MTH 099E site. I started one on PBworks. The first thing I would do is structure the folder into a few pages: links, general questions/comments, daily log, and help! I went ahead and made a links Wiki here, so check it out! The general questions/comments forum would be a great form of communication between the teacher and students, as well as among students! Like our similar discussion, students could post questions and the teacher or other students could post replies.
For example:
Student 1: Do we have to do our homework on lined paper?
Student 2: Yes, notebook.
Teacher: Please use perforated paper and the front side only...thank you!
As for the daily log, the teacher could post the content of the day’s class, i.e. textbook pages, concepts, in-class activities, and homework. The teacher could also post lecture notes for students to review or a question for students to answer by commenting on the Wiki before the next day’s class. I, personally, wouldn’t post notes because I teach at the college level and hold my students accountable to find out what they missed if they must miss class.
For example:
Teacher: Today we covered 4.1 - Introduction to Adding and Subtracting Variables. A few vocabulary terms to become familiar with are “like terms”, “variable”, “exponent”, and “base”. For tomorrow, please simplify the following expression: 5y + 6xy - 3x + 2xy - 4y All answers must be put in the “IN” folder by 10:00AM.
Teacher: Today we covered 4.1 - Introduction to Adding and Subtracting Variables. A few vocabulary terms to become familiar with are “like terms”, “variable”, “exponent”, and “base”. For tomorrow, please simplify the following expression: 5y + 6xy - 3x + 2xy - 4y All answers must be put in the “IN” folder by 10:00AM.
The help! section would be where students could post questions, to which other students would reply. Ideally, students would ask questions like “why do we simplify six twelfths” not “why is the answer one half and not sixth twelfths”? This area would be monitored so that answers were not being shared.
For example:
Student 1: Why don’t 5x and 4y become 9xy?
Student 2: They’re not like terms. Variable parts have to be the same. Look at pg. 103.
Student 1: Thank you.
There’s many other ways Wikis could be used, but these are the ones most beneficial to me in MTH 099E! I don't know if I'd ever actually implement the use of a Wiki in my class, but the possibility is there and now I'm more familiar with Wikis, too! :)
Tuesday, September 21, 2010
Week 2 Reflections
This is only my second experience as a “blogger”; I set up a blog while I was working in North Carolina and Rhode Island this summer for two reasons: I wanted to keep family and friends updated on my experience and I wanted to document the experience for myself. I do not read friends’ blogs, or even their numerous facebook status updates, and do not plan to continue blogging for personal reasons. I think it’s a great tool, but not for everyone!
This was my first experience with RSS feeds; I had heard of them and noticed the icons on various Web sites, but that was the extent. I feel a little overwhelmed with the numerous unread daily feeds, but think I might enjoy it once I fine-tune my subscriptions and become more familiar with customizing Google Reader to fit my needs. Generally I get frustrated when technologies try and take care of things for me (I’m used to going to each Web site I’m interested in), but I think this may be helpful!
Blogs fit into the demonstrations level of Dale’s Cone of Experience. “A demonstration is a visualized explanation of an important fact, idea, or process” and blogs are written explanations of significant stories, feelings, and memories. Like a specific, thorough demonstration, blogs contain descriptive words and informal language that communicates clearly to its readers.
RSS feeds fit into the exhibits level of Dale’s Cone of Experience. RSS feeds are compilations of articles, posts, updates, etc. that are read by “spectators” - a common feature of exhibits. When I hear the word “exhibit”, I think of a museum where people are walking around individually or in small groups and nodding, frowning, or thinking deeply to themselves as they interpret the paintings. The feeds are these paintings and we can interpret the information how we choose to. If we are not interested after reading the tag line and first sentence, we can move on. If we are interested, we can click the link to read the full story and explore the Web site more!
An imaginative educational use of blogs would be to post various math problems that students can read and reply to. I’m a firm believer that if someone can explain a math concept or process to someone else, that they themselves have a solid understanding of the concept or process. For example, when studying integers, I could ask students to first go find a Web site with integers, i.e. the Weather Channel, Google Maps, etc and propose a question. Students would be required to reply to other student’s questions and explain their thought process and answer.
An imaginative educational use of blogs would be to subscribe to various Web sites that offer numerical, or statistical, data. We focus a lot on real-world application in our math classes and utilizing everyday resources in the classroom is very effective. For example, when studying mean, median, and mode, I would ask students to follow the Micihgan State Spartans basketball RSS feed. We could look at the team statistics, the players and team as a whole, and analyze various points, i.e. free throws and three-pointers. We could find the high, low, and average of the season for the team, as well as the high-scoring players.
This was my first experience with RSS feeds; I had heard of them and noticed the icons on various Web sites, but that was the extent. I feel a little overwhelmed with the numerous unread daily feeds, but think I might enjoy it once I fine-tune my subscriptions and become more familiar with customizing Google Reader to fit my needs. Generally I get frustrated when technologies try and take care of things for me (I’m used to going to each Web site I’m interested in), but I think this may be helpful!
Blogs fit into the demonstrations level of Dale’s Cone of Experience. “A demonstration is a visualized explanation of an important fact, idea, or process” and blogs are written explanations of significant stories, feelings, and memories. Like a specific, thorough demonstration, blogs contain descriptive words and informal language that communicates clearly to its readers.
RSS feeds fit into the exhibits level of Dale’s Cone of Experience. RSS feeds are compilations of articles, posts, updates, etc. that are read by “spectators” - a common feature of exhibits. When I hear the word “exhibit”, I think of a museum where people are walking around individually or in small groups and nodding, frowning, or thinking deeply to themselves as they interpret the paintings. The feeds are these paintings and we can interpret the information how we choose to. If we are not interested after reading the tag line and first sentence, we can move on. If we are interested, we can click the link to read the full story and explore the Web site more!
An imaginative educational use of blogs would be to post various math problems that students can read and reply to. I’m a firm believer that if someone can explain a math concept or process to someone else, that they themselves have a solid understanding of the concept or process. For example, when studying integers, I could ask students to first go find a Web site with integers, i.e. the Weather Channel, Google Maps, etc and propose a question. Students would be required to reply to other student’s questions and explain their thought process and answer.
An imaginative educational use of blogs would be to subscribe to various Web sites that offer numerical, or statistical, data. We focus a lot on real-world application in our math classes and utilizing everyday resources in the classroom is very effective. For example, when studying mean, median, and mode, I would ask students to follow the Micihgan State Spartans basketball RSS feed. We could look at the team statistics, the players and team as a whole, and analyze various points, i.e. free throws and three-pointers. We could find the high, low, and average of the season for the team, as well as the high-scoring players.
Monday, September 13, 2010
Week 2 RSS Feed
My Google Reader is full of "stuff" and I'm ready to see all the Web site and blog updates in my dashboard!
Sunday, September 12, 2010
Week 1 Reflections
Two shifts from Reigeluth’s article really resonated with me. The first, “focus from presenting material to making sure that learners’ needs are met” is apparent in the developmental math students I teach and tutor at Baker College of Jackson. These developmental math (and English) courses require to achieve a specific level of mastery of the content in order to receive a passing grade. Like the suggested “hold[ing] achievement constant at a mastery level”, I feel the number of dev ed students would significantly decrease if they weren’t pushed through the K-12 system and given passing grades in math classes when they have not mastered the content. The second, “passive to active learning”, is a primary focus of dev ed instruction and tutoring. In math dev ed courses, we utilize MyMathLab. Many non-traditional students and outsiders may say that this is less personal for the students, easier on the instructors, and not as effective as old methods. What a lot of those people fail to understand is that MyMathLab and most other technologies are used as supplements to enhance the students’ learning experience. For example, MyMathLab provides instant feedback, exercise resources, and a variety of multimedia. Students are already on their computers on facebook, MySpace, or Twitter; why not a homework Web site, too? Reigeluth’s statement “society is undergoing massive changes...” says it all. 21st century students are different and educational strategies must be adapted to accommodate them.
I started reading Postman’s article with Dr. Horvitz’s forewarning of the nature of the article in mind. This is the second article of Postman’s I’ve read and I don’t think I particularly enjoy his style of writing. First, I don’t understand the reference to Luddites; his other article had a similar, odd opening that I found displeasing. Maybe I am too used to more straight-forward and technical articles. Second, his primary theme of both his Honda story and technology in schools, “what is the problem...” was a problem in itself for me. I don’t think that there needs to be a specific problem in order for an improvement or advancement to be made. For example, I re-do things at work every now and then not because there was a problem with them, but because I can make the things better. To me, the challenge and constant push to improve things is what drives me. I often lose interest and feel like my work is worthless when I get bored and quit trying to make things better. Lastly, his comment that “information has become a form of garbage” is upsetting. I immediately thought of the Bing ads (http://www.youtube.com/watch?v=yIxfk3hS0uU) and their campaign of “search overload syndrome”. I think technology does give us greater and easier access to information, but it is up to schools, parents, etc. to instruct students and children on how specifically to use the information. Some may diagnose themselves as sufferers of search overload syndrome; I look at it as a challenge, a scavenger hunt, an opportunity to learn more, and a great way to improve trouble-shooting and critical thinking skills.
I started reading Postman’s article with Dr. Horvitz’s forewarning of the nature of the article in mind. This is the second article of Postman’s I’ve read and I don’t think I particularly enjoy his style of writing. First, I don’t understand the reference to Luddites; his other article had a similar, odd opening that I found displeasing. Maybe I am too used to more straight-forward and technical articles. Second, his primary theme of both his Honda story and technology in schools, “what is the problem...” was a problem in itself for me. I don’t think that there needs to be a specific problem in order for an improvement or advancement to be made. For example, I re-do things at work every now and then not because there was a problem with them, but because I can make the things better. To me, the challenge and constant push to improve things is what drives me. I often lose interest and feel like my work is worthless when I get bored and quit trying to make things better. Lastly, his comment that “information has become a form of garbage” is upsetting. I immediately thought of the Bing ads (http://www.youtube.com/watch?v=yIxfk3hS0uU) and their campaign of “search overload syndrome”. I think technology does give us greater and easier access to information, but it is up to schools, parents, etc. to instruct students and children on how specifically to use the information. Some may diagnose themselves as sufferers of search overload syndrome; I look at it as a challenge, a scavenger hunt, an opportunity to learn more, and a great way to improve trouble-shooting and critical thinking skills.
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