Research

The use of technology is becoming more predominant in our society’s daily lives. Furthermore, virtual learning opportunities are becoming an almost necessary staple in our school’s curriculum. “Learners of the 21^st century should have an opportunity to experience virtual collaboration and teamwork, as they must be prepared to communicate across cultural and organizational boundaries using technology. To address this need, instructors increasingly incorporate virtual learning environments in traditional classroom. Learning while working together is becoming mandatory to meet workplace performance requirements, and it is important for students to have authentic experiences while earning a degree,” (Karpova, E., Correia, A., Baran, E., 2009, p. 45). Students and teachers are given a new perspective of education when incorporating technology into the classroom. “It requires the students to be self-directed in their learning, to be able to work in groups, and to apply content knowledge and skills in solving real-world problems,” (Lou, Y., 2004, p. 51). Ultimately, I believe that the Internet and virtual applications are continuously offering new, improved, and beneficial opportunities for growth and development.

            Certainly, it is important when integrating Internet into the classroom to remember the desired goals, or outcomes. For example, in Yiping Lou’s research, she claimed many online courses focus on tradition models of learning, rather than on engaging students in how to cope with real-life problems. “Unlike the problems found in textbooks that are well-structured and have only one correct answer, problems in the real world are often ill-structured, and finding their solutions depends on a large number of ever-changing and interrelated variables such as goals, contexts, contents, obstacles, and unknowns,” (Lou, Y., 2004, p. 50). Therefore, in order to successfully solve ill-structured, real-world problems, students must be taught active procedural knowledge, as well as the conventional declarative knowledge. This procedural knowledge demands context-specific problem-solving practices, like technology-mediated scaffolding tactics or resources that will direct learners through the problem solving process, (Lou, Y., 2004). One example of how this type of teaching can be achieved is the use of small group project-based learning (PBL). “PBL is a constructivist-based approach that engages students in solving real world problems. In PBL, students often work in a three- to five-member team to select a project topic, define project focus and hypothesis, design procedures to test hypotheses, implement the procedures, and evaluate the results. PBL is student centered,” (Lou, Y., 2004, p. 51). However, researchers have noted that while some small group PBL teams work efficiently, others do not. Therefore, accommodations, like between-group collaboration, may be beneficial to include as a requirement in certain circumstances. “To help project groups learn form each other, each group was required to evaluate a partner group’s design product and provide constructive peer feedback in online discussion forums. Students perceived the experience of both receiving and providing feedback as beneficial to their learning because it helped them see the strengths and limitations of other projects as well as their own,” (Lou, Y., 2004, p. 52).

            Another interesting opportunity the Internet is able to provide is international, online collaboration. For example, “The Bouncing Story is a simple collaboration between university students studying radio production in two different countries. The activity provides students with opportunities to practice creative script-writing skills, radio production skills, critical listening and feedback skills, teamwork, and to gain some insight into dramatic form for the aural medium,” (Beckstead, L., 2006, p. 143). In this specific activity, students and professors from Australia and Canada introduced themselves online using a shared blog. Next, small groups from both universities took turns writing and producing episodes of a radio drama or comedy, made available as a podcast. The different university students took turns adding more segments to the series, resulting in a dramatic/comedic series unfolding in weekly episodes throughout the semester. This activity emphasizes cooperation and collaboration amongst the students, supports active learning, encourages time on task and prompt feedback, and respects diverse talents and ways of learning. “Certainly the activity gives students ample opportunities to practice those skills, but it also affords additional learning opportunities in areas such as critical thinking, teamwork skills, motivation and engagement, and more,” (Beckstead, L., 2006, p. 144). I believe that working with students from different countries is a unique and wonderful experience that will foster an inter-cultural experience for students, as well as encourage their friendliness and respect towards different cultures. In addition, the students responded with positive feedback upon completion of this activity, claiming they were engaged and motivated, while also learning valuable skills in their academic domain, as well as in contemporary skills.

            In conclusion, I believe it is important to engage both students and instructors in the experience of technology as a learning opportunity. As students develop and mature, it is crucial they are prepared with the characteristics of collaboration, communication, motivation, and engagement in an active learning environment. In order for students to grow as individual, working members of our society, they must be able to master real-world, complex problems, and interconnect with civilians around the world effectively.

Theory

In an attempt to answer the debatable topic of what “intelligence” really is, and how to measure it, psychologists have devised an assessment to conclude the overall intelligence of an individual. Currently, the most commonly used measures are IQ (intelligence quotient) tests. “Although the test – and the many others that would be developed over the years – was designed to yield a measure of ‘intelligence,’ it was devised with a very specific type of intelligence in mind: the type it takes to succeed in formal education. Even the best IQ tests used today measure only a very specific type of intelligence,” (Steinberg, L., 2010, p. 74). The test is devised around a score of 100, with IQ scores below 100 indicating a below average student, and a score above 100 indicating a better performance than the “average student,” or comparison group. Although these intelligence tests are the most popular evaluation of “school smarts,” theorists have contemplated the exclusiveness of the test; the results are solely based on abilities related to success academically, therefore producing a one-sided illustration of what it means to be intelligent. “Howard Gardner’s theory of multiple intelligences also stresses that there is more to being smart than being ‘book smart.’ Gardner proposed that there are seven types of intelligence: verbal, mathematical, spatial, kinesthetic (having to do with movement), self-reflective, interpersonal, and musical,” (Steinberg, L., 2010, p. 75).

The idea of teachers using intelligence tests to assess students’ strengths and weaknesses has been an ongoing debate within the education system for years. Personally, I think the emphasis on intelligence and standardized testing has blown out of proportion. Just as Gardner theorized, there are multiple types of intelligence, and “school smart” should not be the only measure of students’ abilities. I think that teachers spend too much time focusing on preparing their students for these types of tests, consistently repeating basic facts until the information is instilled in students’ memories. Rather, the school curriculum should integrate various components into the school day, like creativity, technology, and the traditional mathematics, social studies, etc. There are three principles supporting Gardner’s work. They explain that “individuals should be encouraged to use their preferred intelligences in learning, instructional activities should appeal to different forms of intelligence, and the assessment of learning should measure multiple forms of intelligence,” (www.instructionaldesign.org). I do think that it is important that teachers use some sort of measurement to track their students capabilities and improvements. But, would a “do it yourself” project of what you learned throughout the course of a social studies class be an adequate substitute to a multiple-choice unit test about the social studies content?

Teachers could develop different techniques integrating several domains of education into one. For example, students could use computer-generate programs, like Blogger, to collaborate, communicate, and share ideas amongst each other. They can use the Internet to research concepts and theories about mathematics, social studies, or science. They can use virtual applications to grasp concrete facts about geography, our ecosystem, music, and art. Given our rapid developing society, the possibilities and opportunities are ample for children to receive a highly diverse education. Rather than a one-size-fits-all solution to the educational system, the technology is providing teachers with unique, beneficial ways to educate our children. Ultimately, these options for teaching will embrace students that specialize in different types of intelligence.

Social Media

 Personal learning environments (PLEs) are defined as systems that enable self-directed and group based learning. With the advantage of having great flexibility and customization, PLEs are designed around individual's skills and goals, in order to enhance learning to it's fullest potential. "It involves sociological and philosophical considerations and cannot be packaged, passed out, and handed around as a cell phone or tablet computer could. Widespread adoption of PLEs, once the tools and approaches are clearer, will almost certainly also require a shift in attitudes toward technology, teaching, and learning," (Johnson, L., Adams, S., and Haywood, K., 2011, p. 30). In a sense, PLEs are giving students control over their education. Rather than a traditional, passive education in which the teacher is the center of the classroom, personal learning environments encourage students to actively learn by developing their learning plans and tools, with the teacher as a mentor. "In concept, personal learning environments would encourage students to approach learning in ways best suited to their individual needs. Visual learners, for example, might be able to obtain material from a different source than auditory learners. Students using PLEs may further benefit from the practice of keeping track of, and curating, their own resource collections. Personal learning environments are seen as a way to shift the control over learning - particularly it's pace, style, and direction - to the learner," (Johnson, L., Adams, S., and Haywood, K., 2011, p. 31). Some authors have contemplated whether social networking tools should be included in a PLE. Research has shown promising results, such as a high school in Georgia using a tool to create customized dashboards that resemble the curriculum in appealing ways toward each student. The use of this media, such as tagging, blogging, iTunes, wikis, etc. can be used by teachers in all domains, including math, science, and English. 

Personal learning environments are of advantage to both the teachers and students. Technology is helping teachers create online spaces for their classes that include solely the resources and materials they want their students to have access too. In addition, students are able to create and collaborate through these online classrooms, personalizing the spaces towards their individual interests and studies. However, as the Internet becomes more prominent in the classroom, schools are beginning to face a dilemma with access and filtering policies. The Internet contains a vast variety of information and websites, some in which students should not come into contact with. Therefore it is crucial that teachers tame and organize the web used in schools.

I joined several groups on Diigo, all having the underlying theme of education. Web Tools for Educators, for example, contains multiple links posted by other members with useful tools for teaching. One of the most recent posts included resources on Black History Month; another offered a link to create quick online quizzes, for free! I think Diigo is a great way to network with people in similar fields as me.  

Gaming

Game-based learning does have various benefits when used in an educational setting. There are several types of games, ranging from traditional pen and paper word searches to virtual multiplayer games on the computer. Educational games can be categorized into three groups: digital games, non-digital games, and collaborative digital games. "Open-ended, challenge-based, truly collaborative games have tremendous potential to transform higher education. Games like these, which occur in both massively multiplayer online (MMO) and non-digital forms, can draw on skills for research, writing, collaboration, problem-solving, public speaking, leadership, digital literacy, and media-making. When embedded in the curriculum, they offer a path into the material that allows the student to learn how to learn along with mastering, and truly owning, the subject matter. These games lend themselves to curricular content, requiring students to discover and construct knowledge in order to solve problems. They are challenging to design well, but the results can be transformative," (Johnson, L., Smith, R., Willis, H., Levine A., and Haywood, K., 2011, p. 22). In other words, research has shown that game-based learning is integrating curriculum content in a fun, new way that challenges students to use a more complex and creative thinking process. 

The first website I visited was PBS. Their games were intended for the preschool age, and included various different links for fun games to improve memory retention and fine motor skills. For example, one of the games was "Paint by Letters." The student was expected to use a virtual paintbrush to paint different portions of the picture with the paint corresponding to a specific letter. The second website I visited was UpToTen Games Galore! This website offered age appropriate games for children ranging from the toddler years to ten years old. The games require students to use various skills in order to master levels. Examples are puzzles, coordination games, puzzles, coloring/painting and racing. There was even special features that took virtual tours "around the world." The last website I visited was Cool Math, which included free, online math lessons and games. Pre-calculus, calculus, algebra, and geometry were all featured on the site. Personally, I though this website was very cool, and a great way to creatively stimulate students' minds. "Early studies of consumer games helped to identify the aspects of games that make them especially engaging and appealing to players of various ages and of both genders: the feeling of working toward a goal; the possibility of attaining spectacular successes; the ability to problem-solve, collaborate with others, and socialize; an interesting story line; and other characteristics," (Johnson, L., Smith, R., Willis, H., Levine A., and Haywood, K., 2011, p. 20). I feel that all three websites I visited did a good job of integrating these different aspects of gaming into their sites.  

Open Content & Ethics

“The movement toward open content reflects a growing shift in the way academics in many parts of the world are conceptualizing education to a view that is more about the process of learning than the information conveyed in their courses,” (Johnson, L., Adams, S., & Haywood, K., 2011, p. 22). Open content is a new measure of education, in which textbook companies and various institutions are making content available online, for free. When comparing traditional educational resources to open content, it is no surprise the latter is more pleasing. Conventional textbooks are beginning to appear outdated, and schools are beginning to face an increasing struggle to renew their educational resources in a cost-effective and timely manner. Many of the establishments releasing content online operate as a normal publishing company does. Flat World Knowledge, for example, writes and edits their books in a traditional fashion, but releases copies of the text for free online, making students pay for a hard copy only if desired. Teachers can benefit from the availability of online content as well, finding useful resources and shareable material that can contribute to their curricula. This way, teachers are able to easily devise new lessons with creative material, which will hopefully keep their students engaged and interested. “As customizable educational content – and insights about how to teach and learn with it – is increasingly made available for free over the Internet, students are learning not only the material, but also skills related to finding, evaluating, interpreting, and repurposing the resources they are studying in partnership with their teachers,” (Johnson, L., Adams, S., & Haywood, K., 2011, p. 22).

As discussed in previously posts, technology is spreading at a fast rate to schools, and educational tactics are beginning to revolve around what technology makes possible. “Currently, most electronic books and journals are essentially copies of printed versions that can be read on a computer or mobile device. Exciting new examples hint at the possibilities offered by more advanced forms of electronic books – self-directed, interactive experiences; easy exploration; collaborative work; multi-modal, immersive activities; and other deeply engaging approaches to learning,” (Johnson, L., Smith, R., Willis, H., Levine, A., & Haywood, K., 2011, p. 9). The advancements of technology have resulted in electronic readings to include graphs, videos, illustrations, and helpful tools, such as bookmarking, dictionary look up, and annotations. Because schools are investing in electronic equipment, such as iPads, laptops, and even Kindles, open content is becoming easier to attain and take advantage of. Although the prices of the latest technology is rather costly, the advantages tend to outweigh the costs, giving students and teachers endless educational opportunities to integrate into the curriculum. Looking only a couple years into the horizon, I feel it is safe to assume all students, both at the high school and college level, will have as much, if not more, of their content evolving from the Internet or other virtual databases.

One drawback to the movement of open content is authors’ copyright protection. Foundations, such as Creative Commons, offer licenses to secure authors’ rights to their work, if they may choose to do so. “CC0 enables scientists, educators, artists and other creators and owners of copyright- or database-protected content to waive those interests in their works and thereby place them as completely as possible in the public domain, so that others may freely build upon, enhance and reuse the works for any purposes without restriction under copyright or database law,”  (Creative Commons). Copyright holders are also given the choice under CC0 to decide against copyright protection altogether, sort of like a “no rights reserved” policy. If the authors do decide to opt out of their safeguard, is it okay for readers to copy their work? After all, because they have “no rights reserved,” using their work would not really be considered plagiarism, right? I am curious to learn more about this issue, and see how this could play in to students who may be writing papers, etc. If this philosophy is accurate, I feel that teachers need to be particular when explaining the concept of plagiarism to students, and depict a fine line between what is right, and what is wrong.

Johnson, L., Adams, S., and Haywood, K., (2011). The NMC Horizon REport: 2011 K-12 Edition. Austin, Texas: The New Media Consortium.

Johnson, L., Smith, R., Willis, H., Levine, A., and Haywood, K, (2011). The 2011 Horizon Report. Austin, Texas: The New Media Consortium. 

www.creativecommons.org

In The Clouds

The first cloud computing website I found is called "Sense-Language." The website offers free tutorials and games to help students practice and develop their typing skills. This virtual class allows participants to track their typing-skills progress, and even offers a certification upon completion of a test. With the various techniques the computer, as well as other technology, is serving in our schools, I believe typing is quickly becoming a necessary subject for students to master.

www.sense-lang.org

The second website I discovered is called "Mindflash." This website is a sort of study aide, allowing students to create web-based training courses. You simply upload existing videos, power points, or notes, and the website instantly creates an online studying tutorial. This is very beneficial for students when preparing for tests and exams, or even to simply engage in further learning experiences.

http://www.mindflash.com

The last website I came across is called "NoRedInk!" Students are able to master grammar and writing skills through a web-based learning platform. NoRedInk! offers exercises, quizzes, and final assessments, making the learning very adaptive to all different types of students. Teachers can use the tools offered in their Language Arts classrooms as well.

www.noredink.com

I decided to follow a group called "Sites for Education" on Diigo. This group offers an ample amount of resources for teachers. There are tons of links suggesting unique ways to incorporate math, religion, social studies, etc. into the curriculum. Many of the members in the group are teachers themselves, which allows me to gain other educator's points of view on various subjects.

Overall the information provided about tags, cloud computing, and bookmarking has been very eye opening for me. As I continue my path to becoming a future educator, I feel it is very beneficial to being regularly informed on the constant growing tools that can be used for education. "The reason cloud computing is so relevant in the near-term horizon is that it has opened doors for more flexibility, more space, more collaboration, and ultimately, more creative uses of internet resources for educators to incorporate in their classrooms," (The NMC Horizon Report, 2011, p. 12). I hope to be able to integrate technology and other methods of teaching into my classroom curriculum, with the hope to instill a broad range of standards amongst my students. In addition, I think collaboration is a huge value in the school environment. Folksonomys, cloud computing, and tags are perfect examples of this concept. "For content to be searchable, it should be categorized and grouped. While this was believed to require commonly agreed on sets of content describing tags (much like keywords of a journal article), recent research has found that, in large folksonomies, common structures also emerge on the level of categorizations," (Wikipedia). These low cost, newly emerging resources are helping to filter specific, necessary information into a more basic, simple format for students to comprehend. In addition, these tools are beneficial in the creation of a one-to-one learning environment, both at home and in the classroom. I am interested to see the advancements both technology and the Internet will make in the next couple of years, and how this will further affect the classroom and basis of learning.

Blogging & Twittering

Throughout my lifetime, I have witnessed the uprising popularity of social media. Not only has it become a leisurely pastime of entertainment, but networks such as Twitter, FaceBook, and Blogger have evolved into forms of effective communication. "Such tools make it easy for students to move past the classroom walls and connect with their peers around the world as well as giving them access to experts in fields they are studying. Online communication tools may be synchronous or asynchronous; based in text, audio or video; and enable one-to-one, one-to-many, or many-to-many communications," (2009 Horizon Report). For example, blogs are a strong educational tool, encouraging students to learn in a different context than the standard pen and paper, and forcing them to relay what they are learning in a creative manner. In addition, students with blogs are able to follow and view their classmates work, thus allowing them to compare, edit, and analyze each other's ideas. As technology becomes more prominent and available, teachers are given an easy pass to incorporating social media into the school curriculum. 

Twitter, another form of social media, is conveniently devised to expand awareness and intelligence about real world topics. I choose to follow the Department of Education, which offers valuable information about the educational world. Teachers can encourage students to follow thousands of different accounts, each offering useful tips, tools, and ideas on various issues. With a Twitter account, students are able to view similar ideas to theirs through "hashtags." "For example, if you try clicking a particular hashtag in a message, you will see the list of posts using the same hashtag. Hashtags allow an audience to interact live during events, such as conferences, TV shows, political events, etc.," (Hashtags.org). I think social media will only continue to expand in positive ways for the field of education.