Learning Principles and Experimenting with Simulations

In education, Gee identified ten principles that are essential for learning (Jonassen, 2008, p. 54), but I would like to emphasize on three of them.  The Committed Learning Principle lets students engage in learning through commitment they feel confident with as it relates real-world to virtual identities.  A student may not be interested in learning if he or she does not experience a real-world situation, and to do that they ought to be at a comfort level to achieve their goal.  The Practice Principle may sound as if it were another boring repetitive task, but if it is done through a game, practice may actually be a challenging and fun activity.  For some subjects like math, practice is essential.  For other subjects, visualization may be the best option.  The Multimodal Principal can facilitate subjects such as history, art, and foreign languages to be learned meaningfully.  Through images, symbols, interactions, and sounds, students’ knowledge and comprehension is built up. 

If I were to create a simulation for my Spanish class, for example, I would support the Urban simulation.  In this activity, students would pick and create the country and city where they would make a trip and spend a week there.  The variables that students would be able to manipulate would be the buildings they visit, they people they talk to, and the dialogue they use to communicate.  Students can practice asking for and following directions, make decisions on the type of transportation they will use, and learning about the culture of the town.  Further, students will learn about the behavior of the system they are using to enhance their learning skills and it will prepare them for a later real-life situation.  Simulations best benefits students in subjects such as science and science labs, architecture, and engineering.  Also, some of these simulations require higher computer skills which may only be appropriate for those in secondary education and/or special training organizations.  Nevertheless, the use of these will engross students in learning any new concept.  

The key for making learning principles and simulation activities successful is motivation.  Motivation is a state within individuals that arouses and maintains behavior (Woolfolk, 2010, p. 376).  The activities educators may choose to incorporate a new concept may be achieved if students are motivated.  Because learning principles are goal driven, the attitude students have toward learning will determine the outcome, and both students and teachers will be feel great about their achievement.  Learning should be fun, so games have to be implemented in education.     

References

Jonassen, D., Howard, J., Marra, R., Crismond, D. (2008). Meaningful learning with technology (pp. 54). Upper Saddle, New Jersey: Pearson.

Woolfolk, A.(2010). Educational psychology (pp.376).  Upper Saddle, New Jersey: Pearson.

Rubrics, Clickers, and Inspiration Software

To assess students’ learning performance, teachers may require methods of evaluation such as technology based rubrics (Jonassen, 2008, p. 226).  Certainly, rubrics allow teachers to be more organized and focused when grading as they entail specific concepts on the assignment that is being evaluated.  Since rubrics are available online, they can be altered to meet the special criteria of the subject or topic being evaluated, for example, writing, speech, history, etc.  Such tools are also important for students because they, to a certain level, signal students on what to prepare for.  Available online websites like Rubrican.com provide tools for educators to access, build, and share rubrics.  Technology-based rubric tools also save teachers time.  The use of rubrics is something I will definitely find beneficial when I incorporate it into my Spanish teaching career for presentations, projects, and homework assignments.

Although clicker assessment tools are not completely integrated in all public classrooms, it is a powerful technology-based tool that most students will welcome into their in-classroom learning activities.  Further, it serves as a motivator and challenger for students of all ages.  Results of a study where students used clickers showed that they were more involved during lecture and had a higher participation percentage (Berry, 2009).  It is hard to say that all teachers would use this tool in their classrooms due to limited availability through the school districts, but it will be perfect for teaching a language other than English.  I would use it for my Spanish class as students many times are afraid or shy to speak up; this would allow them to still think about their answer and get a response right back without even having to speak.

The Inspiration software is an essential online tool for certain subjects.  This tool particularly benefits those digital learners who are interested or need extra help with language arts.  Although I find this tool innovative, its goal could also be reached if students used a paper notebook when they brainstorm.  One good characteristic is that the webbing is formatted to an outline just with a click.  I find this more useful for students when they practice or study during their spare time.  Of course, this may be a wonderful tool for visual learners because of the various drawings and pictures available for students and/or teachers.  

References

Berry, J. (2009). Technology support in nursing education: clickers in the classroom. Nursing Education Research, 30(5), Retrieved from http://proxy.tamu-commerce.edu:8436/ehost/pdfviewer/pdfviewer?vid=2&hid=8&sid=78bdb97e-0139-46ea-ac68-6e8f1fd9bd6a%40sessionmgr12

 Jonassen, D. ., Howard, J., Marra, R., Crismond, D.  (2008). Meaningful learning with technology (pp. 226). Upper Saddle, New Jersey: Pearson.

Visualizing With Technologies

 

Once again we start planning for the holidays…or is it shopping? With very little time and so many things to do, most of us opt to shop online, and it is based on the pictures we view that we make the decision to buy something or not. Seldom we think of the effect one particular picture has and rarely we reflect on the importance visualization through technology has in education. Visualization tools enhance students’ learning ability in certain subjects .

Technological tools aid students and any type of learner to visualize concepts by interpreting them more easily (Jonassen, 2008, p. 192).  According to Kate Kemker, digital stroytelling is a tool that allows students to be creative by making a storyboard on paper and shooting a video that can be edited on a computer.  The students engage in research and writing as they perform the preproduction.  Storytelling would be useful in subjects for languages other than English.  For example, this would be a great activity when I teach Spanish because their skills will be mastered after performing digital storytelling.  One of the most complex subjects for students is math, and special software programs have been developed to assist in visualizing complex process. A math class requires the use of graphing calculators and MathLab sites.  Jonassen explains that students who use a graphing calculator are more engaged at problem solving.  More and more schools in the United States encourage the use of such tools in order to achieve the learning goals. However, it is not the case in other countries as research has discovered that technology remains marginal in math subjects (Goos & Bennison, 2008).

As for foreign languages, the use of  a TV is also great for learning.  There are a few local Spanish channels that people can watch if they are interested in learning the language.  Although there are no instructions to learning the language in the Spanish channels, it could work for listening comprehension and pronunciation.  I particularly find storytelling and TV great tools as I intend to teach Spanish. Not only visualizing tools help students achieve their learning goals but also help any viewer engage in a higher learning experience. Math and science are better comprehended when visualizing tools are involved which could motivate students to learn.  

References

Goos, M., & Bennison, A. (2008). Surveying the technology landscape: teachers' use of technology in secondary mathematics classroom. Mathematics Education Research Journal, 20(3), Retrieved from http://www.eric.ed.gov/PDFS/EJ836455.pdf

Jonassen, D. (2008). Meaningful learning with technology (pp. 192). Upper Saddle, New Jersey: Pearson.

Communication with Technology

Podcasting is an absolutely great tool for everyone.  It is the most interesting Web 2.0 application I have learned about so far.  It allows people to become independent producers and distributors of any audio or video content (Jonassen, 2008, pp. 160).  Many people may find this beneficial for work, education, or entertaining.  Because podcasting is available through Internet by a subscription for language and podcast or vodcast feeds Web sites as Jonassen explains, it allows people to view or listen to it at their convenience.  Podcasting may be utilized in a classroom specially if there are students who are struggling with writing skills because it gives them the opportunity to use their other skills, such as public speaking and leadership.  Podcasting also works for group projects at the end of the school year. 

Apart from being an additional technology tool for communication, podcasting is different as it interests people the most for personal entertainment.  It is of great advantage to be able to watch your favorite shows when time allows.  It gives anyone the availability to prioritize for important tasks and view or listen to the less important ones later.  While blogging may offer a link to a personal podcasting, blogging remains a place where thoughts are to be expressed and strengthen.  Also, podcasting can be a group project assignment in which students may be engrossed just by the activity itself.  As far as social bookmarking and Voice Thread, podcasting is definitely more interactive because it implies the users to not only be listeners and viewers or participants but also become producers and this requires time, critical thinking, management and sometimes money.  

Although I was very excited when I first bought my iPod, I used it to listen to my favorite songs for one year only.  I never thought I could use it to listen to a professor’s lecture which I find to be useful as well.    Because there is very little time and too much information to learn, I would suggest to my Spanish students to use it to review for word spelling specially if there is a long spelling quiz.  Of course online communication tools are great for work, business, education, or socialization; it brings disadvantages as it may disconnect people from reality.  Depending on technology may be an addiction as it is not about the time users spend but how they spend the time (Rosen, 2010).  Students, parents, educators, or anyone with access to technology may be unconscious of how they are withdrawing from family, friends, or work which could add stress and disappointment.

References

Jonassen, D. (2008). Meaningful learning with technology (pp. 160). Upper Saddle, New Jersey: Pearson.

Rosen, L. (2010). Taking a (virtual) break:can you survive without your technology? i doubt it!. Psychology Today, Retrieved from http://www.psychologytoday.com/blog/rewired-the-psychology-technology/201010/taking-virtual-break-can-you-survive-without-your-tech

Learning Communities

The use of wikis and blogs will be helpful tools for my students in my teaching career. Although blogs have evolved, it remains as a more personal tool for diaries or journals as it allows individuals to post their thoughts and ideas (Jonassen, 2010, p. 112). I could use blogs for my E. S. L. students to enhance their writing skills. Usually, students are not as enthusiastic about writing, specially, if they have to write on a paper journal. Blogs, however, offer students the opportunity to write in a more interactive and entertaining way. This would be a perfect weekly assignment for them to write about their favorite TV show or any extracurricular activities with the opportunity to post a response to a classmate’s blog once a month. I will potentially use wikis for a group project in my Spanish class. The assignment may be to explore a specific country in Latin America and inform the rest of class about their costumes, social problems, or touristic places. This could be perfect for an end of semester due project because it will allow them to prepare, process, share, and edit the information.

Social bookmarking seems to be a very reliable tool for anyone, particularly teachers. Because teachers have unique methods for tutorials or extra help, social bookmarking is beneficial to be an expert teacher. Students expect teachers to answer every question they have and they expect a quick answer; thus, having quick and organized access to these links will help students clear any doubts they may have. It also provides an opportunity to share with peers the websites you are currently using allowing them to also access the information available in those sites. Voice thread will be very useful for Spanish students because it will not only give them the opportunity to practice their pronunciation but also listen to themselves and other peers to get the specific feedback they want. This feedback will be almost instantly after they record their voices using a different learning material versus reading a paragraph out loud in the classroom.

 While I have had not heard of Tapped In, Jonassen provides a good explanation: a community of professional educators for an online workplace.  The calendar and the virtual offices provided are excellent tools for us teachers.  I have very little experience with learning communities online, and I do not want to be part of the isolated community due to lack of access to tools such as wikis, blogs, and voice thread. I believe that all educators should be part of these communities because it will serve as a way to learn from a peer’s point of view. By respecting the diversity among participating groups, it enhances the capacity of the learning community (Kilpatrick, Barrett, & Jones, 2003). This is important as it breaks the pattern of isolated communities and allows even for greater learning lessons among peers in education. Further, learning communities give everyone the adaptation to change, and this change means equate learning, Jonassen says.  Just like students engage in learning through learning communities, teachers, too, should be engaging in learning opportunities like this. 

References

Jonassen, D. (2008). Meaningful learning with technology (pp. 112, 129). Upper Saddle, New Jersey: Pearson.

Kilpatrick, S., Barrett, M., & Jones, T. (2003). Defining learning communities. Manuscript submitted for publication, Faculty of Education, University of Tasmania, Tasmania, Australia. Retrieved from http://www.crlra.utas.edu.au/files/discussion/2003/D1-2003.pdf

Assessment with Technology

For most of us, school was boring, and we typically looked forward to the next holiday or summer, not to the next lesson our teacher had prepared for us or the final exam week. This is why it is important to have assessment activities; it lets us know not only how much one has learned but also how meaningful learning was. An assessment goes beyond grades or scores because it generates feedback to the students so that they can improve performance by assessing the product of the same learning activity that the students engage in (Jonassen, 2008, p. 218). For quick access to assessment results, more and more educators are using technology which is great because it will help the student improve their skills sooner.

David Jonassen (2008, p. 220) explains e-portfolios are used to put together a set of documents, pictures, video clips, art, or a collection of data that presents the accomplishments of someone.  Further, it demonstrates the abilities or talents of a person and what he or she is capable of doing. I would describe a portfolio whether it is electronic or not a personal assessment of someone’s own work. The fact that the individual has to put it together, serves as a way to help praise and sometimes reward him or herself for doing such great work. While computer-based tests aid in the grading process for educators, it further allows the ability to track certain answers for future complex levels. Computer-based tests are not as accurate in measuring if the individual’s learning because it is a gathering data system, but it helps educators note the areas in which students need improvement.

If you try to remember your years in school, would your memories be of feelings, friendships, and fear or of academic knowledge (Woolfolk, 2010, p. 65)? Hence, an e-portfolio would definitely show your learning experiences as it is self-image of someone’s own work; it reflects the individual’s skills, strengths, or approaches to our society. Indeed, these characteristics are a result of the efforts teachers and students worked for.

References

Jonassen, D. (2008). Meaningful learning with technology (pp. 218, 220). Upper Saddle, NJ: Pearson.

Woolfolk, A. (2010). Educational psychology (pp. 65). Upper Saddle River, NJ: Pearson.

Copyrights in Education

Copyright is defined by the word itself; it is the right to a copy.  Benito Juarez, Mexican politician in the 1800’s, believed that the result of respecting someone else’s properties was peace.   It is of imperative respect that we, students and educators, and the rest of the world respect the copy rights and fair use rules simply because it is of ethical and moral character. Although fair use is allowed for educational use, it is hard to follow with its limitations.  In any case, an educator is not exempt from compliance as ignoring the laws on such restrictions is unjustifiable (Newsome, 1997).  It is straight forward; if we do not comply, it would be like stealing.  And the consequences are dreadful as high fines would be involved.   As an educator, I would teach this principle with my own example. 

When students spend a lot of time doing social networking, it is important for them not to reveal   their identity.  Cyber safety is important to avoid harm to anyone; this is done by creating a cyber name while online.  No other information such as home address, school location, or telephone numbers should be disclosed.  This may potentially protect everyone at risk from predators that attack online.  Cyberbullying is usually done on via facebook, cell phones, or blogs by allowing access to friends or peers who may post embarrassing pictures or quotes.  The best way to avoid cyberbullying is by always logging off any website and by not allowing personal access to user names or passwords.    

Learning about copyright was absolutely great! It is a topic I always knew it deserved respect, but I never thought it would be involved in my professional life as an educator.  It is of great advantage to know about the copyright and fair use rules and that there are guides for teachers to be well prepared.  Teaching is such a satisfying career, however it involves great responsibility that goes beyond a classroom lesson as students and colleagues expect your trust and honesty in every move you make, every word you say, and in every example you use you teach!

References

Newsome, C. (1997). A teacher's right to fair use and copyright. Manuscript submitted for publication, Educational Technology Leadership Program, The George Washington University, Washington, DC. Retrieved from http://home.earthlink.net/~cnew/research.htm#Teachers and Fair Use