Responded to Yolanda Lyons at http://ylyonstechnology.blogspot.com
and Tiffany http://tiffanyharrell.blogspot.com/ for Module 6 regarding the integration of technology in teaching and learning.

Module 6

Learning in the Digital World

What impact do you believe technology has on the way you learn? In what ways do you learn differently in an online environment from the way you learned in a face-to-face learning environment? What do you believe is critical and non-negotiable in teaching and learning?

Technology has greatly influenced the way I learn today. The internet and technology devices gives me an abundance of information and ideas to use. It is sometimes too much to absorb but I have been able to navigate and decipher the information needed to gain knowledge. The technology tools available to me have allowed me the comfort and ease of obtaining information wherever, whenever I need it. Today’s technology made the process more efficient. It offers students today opportunities for social engagement with other students and promotes active learning. The online setting of learning is interacting where the teacher is the facilitator of learning. In the face to face setting the teacher seems to dominate the lesson and students are the listeners, taking in information. Driscoll (2005) believes constructivist learning is active learning, learners are engaged in learning by means of problem solving and critical-thinking skills. It also lets learners the opportunity to relate their learning to real life experiences.

It has become imperative and non-negotiable for learning and teaching to be the development of critical thinking and interaction. Technology development of the 21st century has created an atmosphere that learners understanding of how to apply technology used to real world experiences. Learners have an abundance of knowledge gained from understanding and interpretation of what they have learned. The teacher has become the facilitator that guides and allows for learner engagement and construction of their own interpretation and understanding.

Reference: Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston, MA: Pearson Education, Inc.

Responses to Module 5

I have responded to Valenta Wade at http://raivynsmom.wordpress.com/ and Jennifer Joseph at http://jenanp.blogspot.com

Module 5 - New Technology

This past fall, I attended a conference where an educator who was an author of innovative educational technology presented. I went back to school and presented to my grade level some of the innovative technology such as Edmodo Animmoto, Voki, YouTube, and Blogger. Most of the teachers were thrilled with the digital tools they can use in the classroom with their students. There were a few negative comments regarding access to YouTube and labs also, learning this technology along with the core curriculum. A few teachers was thrilled and immediately asked me to help create a blog, and lessons that would engage their students. Other teachers expressed an appreciation but said they did not feel capable technologically of maintain a blog for the classroom. I offered to any interested in using any of this technology training, which I did. There were few that followed through in using, after learning how to make their own blog and YouTube video whether for the classroom or for personal use. Keller’s ARCS model could be used to change the motivation of these people, or learners, to encourage success. Keller’s model includes four strategies of gaining and sustaining attention, enhancing relevance, building confidence, and generating satisfactions. It also includes a design process which includes analysis of the audience, defining motivational objectives, and strategies, and trying out and revising as needed. First, I would hold discussions with my colleagues and perhaps survey them to both inform then and to learn about their comfort level, interest in, and technological skills. Then how it could benefit teachers, students, and school thus providing the relevance. This would give me a baseline of information on individual confidence levels also. I may also follow up this initial presentation with an all faculty time in the computer lab where individuals can experiment on viewing other blogs with small groups. I believe working or collaborating with a small group, it is hoped that those with less skill may learn from another person as well as build their own confidence. Lab time may also serve to generate satisfaction because skills could be applied right away. I would also allow for an open question and answer session to provide even more relevance for the faculty as I simultaneously demonstrate how the use of blogs can answer some questions.

Response

I have responded to Leslie Lee, Tracy Snow and Heather Rogers

Module 4 - Mindmap - Connectivism

 Reflection of Mindmap

http://www.scribd.com/doc/91692581/Mindmap-Module-4#page=1

When I created the mind map to outline the various connections there were significant areas used that has influence my thinking. I identified a few patterns in the tools I rely on and the level of "connectedness" across different facets of my life. I was a not surprised that the connections in my personal life were so cohesive.  My immediate family uses various types of social networks such as Facebook, email and texting. Then in my professional and academic connectedness I use somewhat similar networks or maybe a little more.  In these areas, I spend time connecting with other individuals, creating knowledge, and sharing information by using such technology as LotusNotes, Pintrest, Mimios, and various internet sites. Sad to think and say most of my personal connections are in my professional and academic areas.

I have discovered Pintrest this year which has created a new way for me to acquire information on a personal and professional level. Through Pintrest I have been able to connect with people I would otherwise never have an opportunity to network and gather inspiring information. The network provided me with not only information, but resources. This is the same with blogs and podcast that I learned to use in graduate school and personally. All of these technological tools have been a great access in gathering information anytime and anywhere.

I have used multiple search engines and key words that provide me quickly a series of references.  I read those references and use their bibliographies to develop further references. Siemens (2006) states that the acquirement realms of learning is fact-finding and inquiry-based which the learner obtains the needed knowledge and actively enter the process in order to assuage personal motivations and interest.  As a student I accumulate a collage of information; I cull it to reduce the information to the most important points.

Reference:

Siemens, G (2006) Knowing Knowledge. Copyright 2006 by George Siemens.

Module 3 - Responses

I have responded to Ashley O., Michelle Martens Dragalin, and Rashida B. question to me.