Educational Technologies - What I Learned From My Classmates

 

URL:  http://www.pinterest.com

Pinterest is a social media tool that provides a plethora of information to those who are interested, and “…allows people to visually collect, organize and display creativity” (dstgirl27, 2014)).  As a teacher, you can also find techniques for teaching English as a second language or if you are job hunting, you can find tips on how to make your resume stand out from the crowd.  If you are a college student, you can find tips for college-i.e., “27 college tips I learned my sophomore year”, and “7 free apps that make college life easer” (comfyho.me, 2014; blog.gradguard.com, 2014).  As far as how I would incorporate Pinterest into my practice, I can see creating a page for Service Advisors where relevant information can be pinned as well as access to additional resources that will help them in the day to day work they perform in the service drive.

URL:  http://www.gamesforchange.org/play/ayiti-the-cost-of-life/

Ayiti: The Cost of Life, is a game that teaches how to be successful in life (Williams, 2014).  While this game is designed for children, I do have personal experience with facilitating a simulation that teaches automotive dealers the ins and outs of running a profitable dealership.  I believe this concept can be expanded upon and successfully implemented across our curriculum platform.  For example, one of the topics we teach in one of our workshops is how to interact with others based on their behavioral style.  Why not create a virtual environment where participants can “practice” interacting with others?  At the end there could be a role play activity where participants demonstrate their expertise in human interaction.

URL:  http://quizlet.com

“Quizlet’s free study tools and apps are used by over a million students and teachers a day in every country – from grade school to grad school, language learners to vocational students, at home and in the classroom” (Quizlet, 2014).  According to Golden’s Adult Education Technology Blog, she uses Quizlet in her current practice and states “…its impact on learning is significant” (2014).  I could see using this application to develop mobile modules as a quick easy way to remind our participants of something they learned in the classroom.  This tool would make a good tool for reinforcement and sustainment of learning.

References

Dstgirl27. (2014, March 18). Social Networking Technologies that Enhance Adult Education. 

            Retrieved from: http://dstgirl27.wordpress.com/

Pinterest. (2014). Adult Education. Retrieved from:

            http://www.pinterest.com/search/pins/?q=Adult%20education

 Williams, L. (2014).  Educational Technologies Blog: Gizmos and Ayiti. Retrieved from:

            http://lindawilliams4.wordpress.com

Quizlet. (2014). Mission. Retrieved from: http://www.quizlet.com

Digital Citizenship

 

http://www.microsoft.com/security/resources/digital-citizenship.aspx

With the exponential growth of technology, Digital Citizenship is a top priority.  The visual whitepaper Fostering Digital Citizenship discusses why it is so important to foster Digital citizenship in children and what they need to know to guide their path as they grow-up online. “93% of US teens are regularly online and creating their own digital culture; 86% of US parents feel digital media is crucial to preparing their children for the 21^st century” (Microsoft, 2014).  My five year old granddaughter started using an iPAD at the age of two.  I was amazed by how fast she learned to maneuver the digital landscape.  Today, she can pick up an iPAD, turn it on, surf for and explore various educational websites, download age-appropriate apps for gaming, and she even knows how to Facetime.  Her parents continue to encourage her exploration of technology, but with strict monitoring and set guidelines, which she can understand, and I believe is a good thing. 

When it comes to Digital Citizenship, I worry most about children because they are so unknowing and completely vulnerable.  So many children today are left to surf the Internet with absolutely no guideline to follow or adult supervision.  Because some parents and adults (some, not all), are so lax about providing the proper guidance to the children they are responsible for, those left unsupervised to surf the Web are being preyed upon, bullied, or taken advantage of in other ways.  If we are going to put technology into the hands of our children, then we need to take responsibility for teaching them how to utilize technology tools in a positive way, and help develop them into digitally responsible people.  Here are some suggestions as to what parents can do to support good Digital Citizenship in their children:  1) Talk to your children about appropriate and responsible online behavior 2) Install parental controls 3) Establish guidelines to be followed a consequences for misbehavior online (Microsoft, 2014).  Educators like parents have a social responsibility to our children, so here some suggestions: 1) Teach digital citizenship to primary and secondary schools so all young people can learn how to be responsible, respectful, and informed digital citizens and 2) Provide professional development to help teachers and staff with course in digital citizenship (Microsoft, 2014). 

One way I have incorporated Digital Citizenship into my own practice as an educator is to create a web-based training on how to communicate electronically.  We also incorporate Best Practices for communicating electronically into our workshop curriculum.

References

Microsoft (2014).  What does digital citizenship mean to you?  Retrieved from: 

http://www.microsoft.com/security/resources/digital-citizenship.aspx

Microsoft (2014).  Fostering Digital Citizenship.  Retrieved from: 

http://www.microsoft.com/security/resources/digital-citizenship.aspx

 

Distance Learning

Web 2.0 coupled with various social software such as social media, blogs, wikis, podcasts, tagging and social bookmarking, multi-media sharing, as well as RSS and syndication, are all valuable resources in expounding upon distance education.  These technologies “…enable conversation, dialogue, and the building of social rapport” (Lee, M.J.W. & McCloughlin, 2010).  Prior to these technologies being available, distance learners felt isolated.  The lack of interaction with their co-learners and the lack of immediate feedback from their instructors led to learners becoming disillusioned, a lack of motivation and enthusiasm for instruction, and ultimately dropping out of their programs.  As a student participating in a distance learning program, and a facilitator of learners who are spread out across the country, I embrace the advantages of social software.  An example of how we are incorporating social networking into our curriculum is the implementation of a Facebook page.  The purpose of the page is to bring learners together from wherever they may be located, and create a sense of community.  Within this environment we post videos, job aides, and access to other online learning resources.  This Facebook page provides them an environment where they can openly share and learn from one another. 

The most important implication of social software for distance education are the new possibilities for extending and enriching the learning experience, reducing isolation, and utilizing the power and immediacy of the available tools to support the core learning process of reflection, collaboration, knowledge creation, creativity, discussion, and social networking (Lee, M.J.W. & McCloughlin, 2010).

Mobile Technology

 “One of the main barriers of learning in distance education is the absence of interaction in a learning environment” (Makoe, 2011).  Use of mobile technology connects learners with one another and the educator, builds a sense of community, and bolsters interaction between the educator and the learners, and supports learner to learners.  Educators are able to spark discussions through SMS (short messaging systems) and provide access to audio and media-rich resources, such as podcasts and You Tube videos.  Mobile technology can also be used to provide small chunks of information real-time, or whenever the learner needs it the most.  Even developing countries and more rural areas where computers may not be accessible are embracing mobile technology.  “In South Africa alone, the cell phone penetration is estimated at 98 percent. A recent survey found that 39% of urban South Africans and 27% of rural residents are now browsing the internet from their cell phones” (Rao, 2011; Makoe, 2011).  In the world of Parts and Service training, we are using mobile technology to help the service advisor educate himself, as well as his customers.  We are doing this by deploying content through our Mobile Learning and Resource Environment (MLRE) (www.hondamlre.com), which can be access via a smart phone or tablet.  We have also provided service advisors a mechanism to provide us feedback relative to the functionality of the environment and how well it is serving their needs.  In an effort to sustain training full circle, we have integrated exposure to the MLRE into our workshop curriculum as well as our web-based training.  “The use of technology is an essential component of supporting multi-way communication in the education transaction” (Garrison, 2009; Makoe, 2011).

References

 Veletsianose, G. (Ed.). (2010). Emerging Technologies in Distance Education. Edmonton, AB: AU Press,

            Athabasca University.

Makoe, M. (2012). The pedagogy of mobile learning in supporting distance learners. Retrieved from:  

                http://uir.unisa.ac.za

“Games are designed to generate a positive effect in players, and are most successful and engaging when they facilitate the flow experience” (Kiili, 2005).  In addition to the learner becoming engaged, he also becomes more motivated when he begins to experience a state of flow-nothing but what you are doing in the moment matters.  I know that to be true because I have experienced a state of flow when attempting a difficult position while practicing Hot Yoga.  All of a sudden I realize I’m in the perfect stance and I feel like I could stay there forever-no matter how difficult it becomes or how hot the room is.  When it comes to learning, I believe I have observed others experiencing a state of flow during an engaging learning experience.   Oblinger 2006 states “It is important to emphasize that games and play may be effective learning environments, not because they are “fun” but because they are immersive, require the player to make frequent, important decisions, have clear goals, adapt to each player individually, and involve a social network” (https://net.educause.edu).  While I do not have direct experience with “games” as educational tools, I do have experience with simulated learning environments,  that do require the learners to make educated decisions, which have an impact on whether or not they pass or fail.  And, I am here to you,  they take the learning environment very seriously.

http://www.simschool.org

If I were an educator of teachers, simSchool is definitely a tool I would use. 

“simSchool is a classroom simulation that supports the rapid accumulation of a teacher's experience in analyzing student differences, adapting instruction to individual learner needs, gathering data about the impacts of instruction, and seeing the results of their teaching.

simSchool is like a "flight simulator" for educators - a place where instructors can explore instructional strategies, examine classroom management techniques, and practice building relationships with students that will translate into increased learning.

Results of teachers experience are real, measureable, and include:  improvement in general teaching skill, improved confidence in using technology, increased belief that the teacher has the skills and ability to make a difference in a child's or an adult’s life, improvement in pre-service teachers' performance in teacher preparation courses and attitudes toward inclusion of special needs students, significant positive impact on the mastery of deeper learning capacities that comprise the readiness to teach, increased "staying power" on the path to the field of teaching acquired through rapid development of strong self-efficacy and resilience.  In these ways and more, simSchool enables transformational experiences for teachers to help them become more effective leaders in their classrooms and learning communities” (http://www.simschool.org/about).

 https://www.lumosity.com

I believe this game has the potential to help students improve, their speed, agility, memory, and attention span.  I played long enough to set a benchmark for my cognitive health.  Unless we constantly exercise our minds, as we age, we become less agile.  Luminosity is just one of many games one can play to exercise their brain, and there are others that are free-for example, MindDabble.com.   In reality, even young children can benefit from games that exercise their brain.  As I dabbled in the Luminosity environment, I was challenged to do things such as remember where birds were located on a page and what number was associate with the bird, or where colored squares were located in a pattern of several.  It was an interesting experience, and I will definitely investigate further for tools that can provide the same experience without cost, because, I believe that the more we exercise our brain, the smarter and more self-sufficient we become.

References

Kiili, K.  (2005). Digital game-based learning: Towards an experiential gaming model.  Internet and

Higher Education 8 (2005) 13–24.  doi:10.1016/j.iheduc.2004.12.001

Gee, James Paul. “Learning and Games." The Ecology of Games: Connecting Youth, Games, and

Learning. Edited by Katie Salen. The John D. and Catherine T. MacArthur Foundation Series on

Digital Media and Learning. Cambridge, MA: The MIT Press, 2008. 21–40. doi:              

10.1162/dmal.9780262693646.021 

Oblinger, D. (May, 2006).  Simulations, Games, and Learning.  Retrieved from:

https://net.educause.edu.