Rhymes of History

As communities strive to become more eco-friendly rhymes of history are bound to present themselves. This is because the need for the technology remains but how this technology utilizes power is the driving forces of change. The technology that brings this ideal to the forefront is transportation. The need for transportation remains, so the need for change is fuel driven. transportation ha.. always been a part of human life whether by foot or via some man-made vehicle. Over the centuries transportation has developed into planes, trains, and automobiles. The plane was invented by Orville and Wilbur Wright (also known as the Wright Brothers), in1903. The steam engine train was invented in first century A.D. by Heron of Alexandria, but was not utilized; this technology was ahead of its time. The automobile was invented in 1769 by Nicolas Joseph Cugnot, this invention changed how individuals traveled and how long it took them to get to distant places.

Today,commercial trains and planes continue to utilize the same fuels: coal and high octane fuel. However, mass transit systems and cars are undergoing fuel development. So, although these technologies are new they rekindle vehicle development. With the growing number of fuel types the industry is striving to find the best fuel to provide for the future: diesel fuel, electric fuel, hybrid cars, bio fuels, liquefied petroleum gas, natural gas, and hydrogen fuel cell.

Links:
The Green Car Website at http://www.thegreencarwebsite.co.uk/blog/index.php/a-guide-to-green-car-fuel-types/

Tetrad for 3D Display

McLuhan's Tetrad for 3D displays

Enhances: What does this technology do that is new?

3D technology is not new it was developed in the late 1890’s by many different individuals:  William Friese-Greene, Etienne-Jules Marey and Louis Aime’ Augustin Le Prince. This new hardware began the stereoscopic era of motion pictures. However, this form of film was not widely excepted or produced because it was expensive to create. In this new era of 3D film IMAX lead the way, using 3D films as educational tools which allowed for mathematical correctness.

Obsoletes: What does this technology replace?

3D technology has the ability to replace 2D displays for television, computers, video games, and cinemas.

 Retrieves/Rekindles: What does this technology bring to mind (or retrieve) from the past?

This technology brings to mind the stereoscopic motion pictures and the equipment needed to create them. This brings to mind that 3D films previously were highly expensive to create and with the resurgence of 3D films that the cost may have come down.

Reverses: What might replace this technology in the future, or what might it cause to occur?

This technology may be replaced by virtual display. Televisions, computers, video games, and cinema may soon have virtual displays for audience to participate in the experiences of the entertainment.

Hayes, J. (2011, January 14). "You see them WITH glasses!"...A Short History of 3D Movies. Retrieved from Widescreen Movies Magazine: http://www.widescreenmovies.org/WSM11/3D.htm

Emerging Technology

From the raising of hands to the click of a button

For centuries students and participants responded to the teacher’s or presenter’s questions by raising their hand. Teachers would quiz their students utilizing multiple methods such as quizzes, tests, tickets out the door, or by having students respond to questions at the end of sections of the text. New technology has been developed to now provide teachers and students instant feedback; these devices are called student response devices. Teachers or presenters can provide students or participants with a question; each individual can respond to the question utilizing the method the method provided likert, multiple choice, numeric, sequential order, and others.

There are many companies that provide student response devices: SMART, Promethean, Qwizdom, H-itt, eInstruction, and many more. These companies provide these devices at varying price points. Some of these companies also provide professional development to help new users effectively utilize these new educational tools.

This technology also has research and articles to support its use with participants or students such as:

Educause Learning Initiative. (2005, May). 7 things you should know about...Clickers. Retrieved from University of Wisconsin Milwaukee: http://www4.uwm.edu/Itc/srs/faculty/docs/7things.pdf

Immerwahr, J. (2012, June 12). "Clicker"--Student Response Devices. Retrieved from Teach Philosophy 101: http://www.teachphilosophy101.org/Default.aspx?tabid=155

Manzo, K. K. (2009, June 17). Student-Response Systems Provide Instant Classroom Feedback. Retrieved from Education Week Digital Directions: http://www.edweek.org/dd/articles/2009/06/17/04feedback.h02.html

Roger C. Lowery, P. (2005, March 16). Retrieved from Teaching and learning with Interactive Student Response Systems: A Comparison of Commercial Products in the Higher-Education Market: http://people.uncw.edu/lowery/swssa%20ms.pdf

William R. Penuel, V. C. (n.d.). sri.com. Retrieved from Teaching with Student Response System Technology: A Survey of K-12 Teachers: http://www.ctl.sri.com/publications/downloads/Teaching_with_Audience_Response_Systems_Brief_Report.pdf

Learning in a Digital World

Learning in a Digital World

Over the course of my life I have seen the field of education change. As a student I remember when computers became part of the curriculum with limited use, due to accessibility. I remember not using a word processor but a type writer when typing papers. I also remember school being an individual experience; collaboration and cooperative groups were not the norm. So, education today is drastically different from the education of my childhood. Today‘s educational philosophies must include students use of technology, collaboration, and take into account the global citizenship of learners. Also in developing a philosophy we must also recognize that as society, technology, and expectations change; so, should our educational philosophy.

As an educator I believe that educators should always focus on what is important for students to be successful in the academic world and in society. This encompasses all aspects of a child: social, emotional, and academic. Today the social, emotional, and academic aspects of students also include technology. So, as an educator I must prepare my students for face-to-face interactions but also for online encounters. I first had to become more aware of technology myself. By preparing myself and becoming more knowledgeable about the technologies. It allowed my understanding to be transferred to my students. Just 2 years ago I was a technology novice, but now with every day I learn more about technology; Keller explains this growth process in his ARCS (attention, relevance, confidence, and satisfaction).  I have also found that Emotional Intelligence is useful in the field of education.  All students have emotions and when using technology students’ emotions can be impacted by: (1) lack of technology experience, (2) lack of understanding how to use technology, (3) and not having access to technology outside of school (those feeling inferior).  Through this process I have had to help my students learn how to handle their emotions and understand the things they can control and the things they can’t. I have made sure that parents and students know how they can access technology before or after school. Although education has changed throughout the years there remains the same goal: to prepare our students to be successful contributors to society.

Module 5 - New Technologies

My school building is only 4 years old, and the plan was for every classroom to have a promethean board. However, due to budget cuts all classes did not receive boards. The school administration decided to randomly select who got promethean boards. The staff was curious about the Promethean Boards because they were a new technology; promoting attention or active participation according to Keller’s ARCS of Motivation. The first year I did not have a promethean board but I wanted one. I was highly disappointed to see how the boards were being used. Some teachers were just using the Promethean Board to display overhead transparencies.  Most teachers took courses via the district or Promethean Planet to learn how to use the boards effectively in their lessons.  The courses help some teachers find relevance in the use of the Boards in their lessons; whereas, others were in a place of dissonance. Even with these efforts most teachers continued not to use the boards effectively. Fortunately, I received my promethean board and have helped the teachers on my grade level utilize the technology in their classrooms more effectively. The teachers began to gain confidence and utilize the promethean boards more in all lessons. The teachers have begun to make their own flip charts. We have not made it to the level of satisfaction, however with every day, week, month, and year we are getting closer. In order to continue to make these strides my team discusses our Promethean Boards in the lessons on a weekly basis in our grade level meetings. We have begun to develop flipcharts to accommodate lesson plans when submitting for the team.  I think by planning and developing as  a group it has helped to foster attention, motivation, relevance, and confidence on my grade level with the use of the Promethean board.

Connectivism

As a learner my network is very important in my success as a student. My network provides support in all aspects of my life. I have most recently begun to develop more connections and networks in regards to school and work. I have always been a good co-worker but maintaining connections has been difficult prior to technology. Technology has provided a means to keep in touch with co-workers and former co-workers; providing the opportunity to expand my network in this area.  To maintain connections I have utilized a multitude of social networking technologies. These technologies provide myself and others the opportunity to maintain connections without having face to face interactions.

As I reflect on my learning and connectivism, I realize that most of my learning is derived via connectivism. I am a teacher because the adults in my life were teachers; I learned from them the importance of education and being an educator. Thus my connection to education has propelled my lifelong decisions. When I have questions about materials that I am not familiar I pose the question to all of my networks to find if anyone can help me with gaining a better understanding. I also utilize the computer; however, having someone that has experience with the topic of discussion is better for me.  I teach my students that “Smart people get smarter because they are not afraid to ask questions”; because that is what I believe. Building a network of people that have various backgrounds and varying experiences is helpful in the learning of everyone involved for this reason.

Collaboration

In my experience, I do believe that humans have the instinct ability to “interact and work as a group”. I believe this to be true based on examples: (1) The International Space Station: a collective effort of the Russian Federation, the United States, Japan, Italy, and the European Union; (2) The development of the Common Core Standards: 48 states have adopted and agreed upon a curriculum to be taught to students for grades K-12; Farming cooperatives: when farmers allow for supporters to pay a fee to assist with maintaining a farm and in return get product from the farm; and (3) Amway Global partnerships with other businesses. These examples come from differing fields (science, education, farming, and business), but they provide insight of the expansion of collaboration in multiple fields.

Constructivists believe that knowledge is constructed as learners attempt to make sense of their experiences; and learning includes: reasoning, critical thinking, understanding and use of knowledge, self-regulation, and mindful reflections (Driscoll, 2005). Technology lends itself to constructivist principles because it allows students to work in collaborative groups or independently to construct knowledge. Collaboration is learning via a social process that requires that the learner is an active participate of the learning process (Serce &Yildirim, 2006). For this reason, Collaboration is an example of constructivist principles. Learners can utilize applications such as wikis, blogs, social networking, and document sharing. Via these technological advancements learners have the ability to collaborate utilizing synchronous or asynchronous modes of communication.  Due to the fact that the work environment is rapidly moving toward employees thinking creatively, solving problems, and making decisions as a team (Serce &Yildirim, 2006). As educators it is in our students’ best interest that we prepare them for the work force of tomorrow by providing with lessons that utilize both collaboration and technology.

Case Study that supports collaboration as an effective tool for learning.

Serce, F. C. & Yildirim. S. (2006). A Web-Based Synchronous Collaborative Review Tool: A Case Study of an On-line Graduate Course Educational Technology & Society, 9 (2), 166-177. Retrieved from  http://www.ifets.info/journals/9_2/14.pdf

References

Amway Global (2012). Partner Stores A-Z: List of Stores. Retrieved from http://www.amway.com/Shop/Product/PartnerStore.aspx

Common Core State Standards Initiative (2012). In the States. Retrieved from http://www.corestandards.org/in-the-states

International Space Station (2012). Module List. Retrieved from http://sites.google.com/site/issinspire/home/design/modules

National Council of Farmer Cooperative (2012). National Council of Farmer Cooperatives Representing the Business Interests of Agriculture.  Retrieved from http://www.ncfc.org/

Serce, F. C. & Yildirim. S. (2006). A Web-Based Synchronous Collaborative Review Tool: A Case Study of an On-line Graduate Course Educational Technology & Society, 9 (2), 166-177. Retrieved from  http://www.ifets.info/journals/9_2/14.pdf