EDUC 7108 Module 2: Emerging Technologies Tetrad

MOBILE DEVICES

“A mobile device (also known as a handheld device, handheld computer or simply handheld) is a small, hand-held computing device, typically having a display screen with touch input and/or a miniature keyboard and weighing less than 2 pounds (0.91 kg)” (Mobile devices, 2012). Examples of mobile devices include PDAs (personal digital assistants), SmartPhones, and tablets because they are portable, light weight, and allow for multipurpose functionality. Furthermore, mobile devices serve the same purposes of computers [desktops and laptops].

Mobile devices are changing the way that individuals communicate and collaborate worldwide. Due to Internet access, users have instant access to information, and can easily access and share this information with others.

Note: I am including an article of how mobile devices are revolutionizing the business sector. The article can be found here: http://www.strategicgrowthconcepts.com/growth/increase-productivity--profitability.html. Additionally, I responded to Rachel (https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_967488_1%26url%3D) and Anetha (http://anethajaye7108.blogspot.com/2012/06/johnson-module-2-blog-links.html) blog posts, as these are my group members.

EDUC 7108 Module 1: Identifying an Emerged Technology

APPLE IPAD

The technology that I will focus on that has shaped learning and productivity in educational institutions (both K-12 and higher education) is the Apple iPad. To begin with a brief summary, the iPad is a tablet computer designed, developed, and marketed by Apple, Inc. It is used primarily as a platform for audio/visual media, including books, movies, music, games, videos, and Web content; used to check email, search the Web, watch videos and movies, play games, download applications, read e-books, etc. It’s size and weight falls between those of smartphones and laptop computers.

Apple improved content consumption in places where people would be consuming content anyway. Therefore, the iPad was created in an attempt to:

• Keep the company (Apple) at the forefront of the computer manufacturing industry;

• Be used in a variety of areas to offer an all-in-one package for connectivity, computing, gaming, and any other task you might think of, according to Kessler in his 2010 article entitled Apple's latest creation: It's an ipad!, and 

• Replace the laptop and netbook

Everyone of all ages are the intended target audience for the iPad, as it has the capability to offer something for everyone. For instance, consider these individuals:

·         the person who rarely uses a computer,

·         the person who is absolutely into gadgets and new technologies,

·         ebook reader owners,

·         iPhone and iPod Touch users,

·         Mac owners

There are some identified issues with the iPad; such as:

·         There not being multitasking capabilities

·         There not being Adobe Flash

·         There not being any USB ports

·         There not being a physical keyboard

Although incorporating these functions would make the iPad even better, I’m not convinced that any of these issues would be cause for a ‘deal breaker’ for those who are looking into purchasing the iPad.

Here are some of the advantages of the iPad:

·         Reading: The iPad makes an excellent ebook or any document reader. The advantages to students would be: (1) not having to carry around heavy books, (2) having all textbooks on one device, (3) being able to take and share notes, (4) automatic bookmarks when returning to the book, and (5) potential cost savings versus purchasing books.

·         Listening/Viewing: Students can download podcasts, music, and other media for instant listening and viewing through the iTunes store. They can also view YouTube and other image/video sharing services.

·         Conduct On-Demand Research: The Safari browser is quick and easy to use, allowing students to conduct quick research to answer questions, watch videos, read and save webpages, and search for resources in online library databases.

·         Communicate/Collaborate: Social apps are available through the iPad for sharing information, receiving updates, and conducting research. The email app built-in to the iPad is intuitive and handy.

·         Facilitate Note taking: Students can have all of their notes organized, along with their “textbooks” to study and review. There are also apps that allow the user to handwrite on the device, using either their finger or a specialized stylus. This would provide another way for students to write instead of having to keyboard.

·         Offer Individualized instruction: As a teacher, you know that not all students are on the same page or at the same level. By identifying students who need extra help or those who are bored and need to move forward, the iPad can provide the platform for additional curricular paths and challenges. Entire courses could become less dependent upon the teacher, with students identifying their interests, needs, and ways they can accomplish their goals.

References:

Anderson, B. (2010). 14 problems with apple's ipad leading to failure. Retrieved June 16, 2012 from http://www.infernodevelopment.com/14-problems-apples-ipad-leading-failure

Elgan, M. (2011). iPod. iPhone. iPad. Why apple is done inventing new devices. Retrieved June 16, 2012 from http://www.cultofmac.com/108753/ipod-iphone-ipad-why-apple-is-done-inventing-new-devices-2/)

Melanson, M. (2011). Apple passes HP with iPad sales to become #1 mobile PC maker. Retrieved November 17, 2011 from http://www.readwriteweb.com/archives/apple_passes_hp_with_ipad_sales_to_become_1_mobile.php#more

Schroeder, B. (2011). 7 reasons you need an iPad in your classroom and 10 ways to use them. Retrieved November 17, 2011 from http://appsineducation.blogspot.com/2011/04/7-reasons-you-need-ipad-in-your.html

Module 6: Learning in a Digital World

Learning is the ability to understand, acquire, retain, and apply information and knowledge. Today’s Information Age makes it possible for individuals to have instantaneous access to information through an array of technological devices… Basically, learners are able to have information at their fingertips. In today’s 21^st century classroom (whether face to face [F2F] or online), technology is used to facilitate, enrich, and extend learning. Furthermore, because of technology, learners are able to communicate and collaborate as they learn necessary content. This makes for more of a learner centered approach to learning, as learners take an active role in their own learning experience.

In the past several years, there has been a push to incorporate technology into every class, regardless of subject matter. As a student, the online environment has been conducive to me because it has given me the ability to learn at my own pace and in my own setting, using a variety of technology resources and tools to enhance my learning experience. I can truly say that I’ve used more technology, and had more engaging and meaningful learning experiences in my online classes than in my F2F classes.

As an educator and student, I have embraced the connectivist approach as a learning theory, as it is reflective of the role that technology plays in today’s educational institutions. This theory focuses on the forming of networks, in which learners are able to connect as they learn from one another. The forming of educational networks that allow students to work and learn together is most definitely a non-negotiable in F2F and online classrooms. Also, the use of technology in these classrooms is also a non-negotiable.

I responded to the blogs of Jill Lewis @ http://technibug.wordpress.com/2012/05/ and Melinda Schroeder @ http://schroederedtech.blogspot.com/2012_05_01_archive.html

Module 5: New Technologies

I have not had an experience in which I was met with resistance by my colleagues when trying to implement a new technology. The majority of my experiences have been assisting colleagues if they’ve had questions or concerns about using a particular technology; however, in these instances, they’d be attempting to use it and not resisting it. However, if I was ever put into the position of being met with resistance as I was attempting to persuade others to use a particular technology, I would follow the four steps identified in Keller’s ARCS model.

The easiest way to implement the model is in a training or workshop setting where you have the undivided attention of a few participants who may or may not be open to implementing the technology. As the presenter, you first want to gain the participant’s attention, as it is necessary to hook them and peak their interest in the new information being presented. The next step is to make the information relevant by showing them the importance of implementing the new concept/skill/resource. If participants do not see the importance of implementing the new, they’ll be convinced that the old still works just as well. Next, the participant’s confidence must be built. It’s not enough for them to understand the importance of implementing the new, but they need to be convinced that they can actually do it after the training is over. This is why one on one hands on training is important. It gives participants the opportunity to actually practice using whatever is to be implemented. Once participants are confident with the training provided through the workshop, this contributes to their satisfaction; and when they are satisfied, they are more willing to implement the new concept/skill/resource.  

I commented on Thomas Jacobs’s blog @ http://jacobseduc8845.wordpress.com/2012/05/11/module-5-new-technologies-and-motivation/#respond and Stephen Zollinger‘s blog @ http://srzollinger.wordpress.com/

Module 4: Connectivism Mindmap

•How has your network changed the way you learn?

The idea of connectivism has made the learning process much easier for me as a learner and as a teacher. In the video, Dr. Siemens says that “Learning is the act of connecting to other people and connecting to data and information sources” (Laureate, 2010). Having constant interaction (i.e. connection) with my peers, as well as easy access to various technological tools and resources has made the accessing and acquisition of knowledge easier than ever before. As a student, it is a relief to have information so readily available. For instance, I can’t remember the last time that I’ve visited a public library for research purposes, as instant access to the Internet is at my fingertips 24/7. As a teacher, connectivism allows me to create a student centered classroom, in which I serve more as a facilitator than a teacher. Learners do not have to depend solely on me to obtain all of their information and knowledge. They are encouraged to use the technology tools available to them, as well as learn from their peers.  

•Which digital tools best facilitate learning for you?

Currently, I use a blog in one class and a Wiki in another class. Prior to beginning this Ed.S program, I’d never created or used a blog or Wiki; now I’m wondering why I am just now being introduced to them as a learner. They communication and collaboration amongst peers easy in distance education. Additionally, the discussion board through the learning management system (LMS) of every higher education institution that I’ve ever attended is used daily, as well as the University’s online library database. Currently, I’ve started using Skype and Google Docs to communicate and collaborate with my classmates. These are more tools that I haven’t had the pleasure of experiencing prior to beginning this Walden program. Also, there are times when email and phone calls are necessary as well.

•How do you learn new knowledge when you have questions?

Google is my best friend!!! It is the first page that I see once I open Internet Explorer, as I use it daily to conduct research and look up information from reliable Web sites. Additionally, networking through communication and collaboration with my peers and instructors is very important, and the various tools listed above make networking an easy possibility. And the good thing about it is that all of these resources are free and very user friendly. As I stated, prior to this program, I’d never created or used blogs or Wikis, but it did not take me long to learn to use these tools to enhance my learning experience.

Reference:

Laureate Education, Inc., (Executive Producer). (2010). Connectivism learning theory. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6509858&Survey=1&47=9479398&ClientNodeID=984645&coursenav=1&bhcp=1

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I've responded to Thomas Jacobs' (http://jacobseduc8845.wordpress.com/) and Pamela Loder's posts (http://ploderlearningtheoryandedutech.blogspot.com/).

Module 3: Collaboration

•Do you believe that humans have a basic instinct to “interact and work as a group,” as Rheingold proposed in his discussion of the evolution of Wikipedia as a collectively developed encyclopedia?

First, I agree with Rheingold’s assessment of human interactive being competitive in nature. Secondly, I believe that any form of competition is an opportunity to interact (communicate and collaborate) with others who share the same purpose. This is done in sports, as well as in businesses and companies and politics, as Rheingold pointed out. I don’t think that competition has to be viewed as a barbaric act all the time either; as it can and often times does result in individuals actually working together to achieve a  common goal, as we can see when we consider Wikipedia’s history. Regarding Wikipedia, Sanger (2012) says “Our goal…is to create a free encyclopedia; indeed, the largest encyclopedia in history, both in terms of breadth and in terms of depth. We also want Wikipedia to be a reliable resource.” Taking the place of an encyclopedia, individuals had to come together and work collectively in order to achieve the intended goal. I’m sure that competition amongst individuals played a part in the process; but the end result came into fruition.

•How can technology facilitate collaboration among learners based on constructivist principles?  

“Technology is increasingly viewed as an “optimal medium for the application of constructivist principles to learning (Murphy 1997b)” (“How Does Technology,” n.d.). As this theory focuses on making connections and making meaning in the learning process, the various technological tools that are incorporated into instruction make it possible for learners to produce, direct, and construct their own knowledge base. Furthermore, this theory allows for a learner centered approach to providing instruction, as well as teach learners to be self directed and an active participant in his or her learning experience. Through this theory, learners are encouraged to use various technologies to communicate and collaborate with their peers in hopes that they will learn the content from one another. The author of the “How Does Technology Facilitate Constructive Learning” article supports this by saying “It facilitates a self-directed approach to learning and actively engages learners in higher-order thinking and problem solving (O’Carroll 1997).” (n.d.).

•Find a current research study that has been conducted in the last 5 years that supports collaboration as an effective tool for learning. Include the link and reference for this study in your blog.

Lomas, C., Burke, M., and Page, C. (2008). Collaboration tools. Retrieved April 5, 2012 from http://net.educause.edu/ir/library/pdf/ELI3020.pdf

References:

How does technology facilitate constructivist learning? (n.d.). Retrieved April 5, 2012 from http://www.calpro-online.org/eric/docs/brown/brown01_05.pdf

Sanger, L. (2012). Wikipedia purpose. Retrieved April 5, 2012 from http://en.wikipedia.org/wiki/Wikipedia:Purpose

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I've responded to Sherri Carey's (http://theoryandeducationaltech.blogspot.com/) and Pamela Loder's (http://ploderlearningtheoryandedutech.blogspot.com) post.

Module 2: Cognitivism as a Learning Theory, According to Kerr and Kapp

Cognitivism as a Learning Theory, According to Kerr and Kapp

I agree with Kapp that no one learning theory explains the majority of the human population. Since individuals learn differently, there are learning styles that appeal to these differences; as what may work for one individual may not for another. The same is true for all of the learning theories, or ‘isms,’ as Kerr refers to them, which have been incorporated into education to attempt to explain how individuals think and learn. Therefore, to appeal to the majority of the human population, I agree with Kapp that philosophies and concepts from each of the learning theories should be combined; thereby implementing yet another learning theory that attempts to define the majority of humans. Another strong point that Kapp made is that learning is not one set thing… Learning entails the acquisition, application, and retention of information and knowledge. It is not enough to simply acquire (gain) the information from an array of sources, but the information needs to be presented in a way that is relevant and meaningful to the learner. Additionally, the learner needs to be placed in situations where he or she can actually use (apply) the knowledge, as we tend to remember more of what we do than what we hear or see. And I think that the application stage is what assists with retention of the information.

References:

Kapp, K. (2007). Out and about: Discussion on educational schools of thought [Web log post]. Retrieved March 28, 2012 from http://www.kaplaneduneering.com/kappnotes/index.php/2007/01/out-and-about-discussion-on-educational/

Kerr, B. (2007). _Isms as filter, not blinker. Retrieved March 28, 2012 from http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html

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I responded to Sherri Carey's (http://theoryandeducationaltech.blogspot.com/) and Jason's (http://learningtheoryinedtech.blogspot.com/2012/03/learning-theory-in-ed-tech.html) post.