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Module 6 slide show on technology in education

Module 6 slide show on technology in education

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Clvarey Module6 Clvarey Module6 Presentation Transcript

  • New Digital Media’s role in Modern Education
    • A look at how and if technology tools such as blogs, wikis, social media and web 2.0 tools can be successfully integrated into classrooms across America -- and not just those of a few innovative teachers.
  • New Digital Media’s role in Modern Education MENU
    • Article One: “Learning: Peering Backward and Looking Forward in the digital era” by Margaret Weigel, Carrie James, and Howard Gardner of Harvard University. “International Journal of Learning and Media,” MIT Press Journals, Winter 2009, Vol. 1, Pages 1-18.
    • Article Two: “Administrators, professors look to social media to communicate with students” by Evan Bush. “The Missourian,” published by the University of Missouri, Aug. 4, 2009.
    • Article Three: “Chicken or the Egg - What is your role in supporting online classrooms?” by Lorna Constantini. “Parents as Partners” blog, www.ourschool.ca , Jan. 8, 2009,
  • “ Learning: Peering Backward and Looking Forward in the Digital Era” International Journal of Learning and Media, MIT Press Journals, 2009
    • The ABCs of the article:
    • “ In this article we argue that, after millennia of considering education (learning and teaching) chiefly in one way, we may well have reached a set of tipping points: Going forward, learning may be far more individualized, far more in the hands (and the minds) of the learner, and far more interactive than ever before. This constitutes a paradox: As the digital era progresses, learning may be at once more individual (contoured to a person's own style, proclivities, and interests) yet more social (involving networking, group work, the wisdom of crowds, etc.). How these seemingly contradictory directions are addressed impacts the future complexion of learning.”
    • Harvard researchers Margaret Weigel, Carrie James and Howard Gardner make a compelling case for the future of new digital media such as blogs, social networking and other interconnected web tools in education. While offering their evidence, they also point out how little education has changed over the years and how previous technology tools have failed to truly impact the learning process.
      • * “Education—teaching and learning—changes very slowly. The texts, the teacher-dominated lectures, the stylized interaction between students and teachers, the examinations, the graduation requirements, are not that different from those that could have been observed a century ago. And given the previous changes in communication media—telegraph, telephone, radio, television, film, film strips—it is notable how little they have infiltrated into the core of the educational process. Whether the classroom and, more broadly, the learning process will prove equally unaffected by the new digital media—interactive and Internet-enabled technologies such as personal computers, mobile phones, game consoles, and the virtual spaces afforded by them—is open to question.”
      • * Beyond pointing to technologies that have failed to have a major impact on education, the writers point to the invention of the printing press as one of the last major catalysts for change.
  • “ Learning: Peering Backward and Looking Forward in the Digital Era” International Journal of Learning and Media, MIT Press Journals, 2009
    • While previous technologies have failed to have a large impact on education, the authors argue that new digital media is a “perfect storm” and could be the “tipping point” in changing the nuts and bolts of education and building a new generation of learners.
      • “ We believe that a ‘perfect storm’ of NDM affordances, sociocultural changes associated with globalization, and the growing pace and interconnectedness of human life may potentially add up to a formidable tipping point. We operate on the assumption that NDM contain affordances that, if leveraged properly, could create future learning environments and cultures in which the promises of constructivist, social, situated, and informal learning are realized.”
    • The authors also warn that without such change schools risk becoming irrelevant to the lives students lead outside the classroom and later their roles in the workforce.
      • “ In the last few decades, the phrases ‘learning communities,’ ‘lifelong learning,’ and ‘the learning society’ have virtually become clichés. Yet like many clichés in education, and elsewhere, the terms themselves are more familiar than actual instances of the phenomena they describe. In our view, no society is likely to thrive in the future unless it actually is dedicated to lifelong learning; and this, in turn, will require both a society that values learning, and communities that continue to learn. As educators, we hope that this learning will continue to take place in educational institutions. But unless the schools are equal to the task of absorbing the new digital media, and making acute use of their potentials while guarding against their abuses, schools are likely to become as anachronistic as almshouses, teachers as anachronistic as barber-surgeons. Any culture that wishes to survive will ensure that learning takes place, but the forms and formats remain wide open.”
  • “ Learning: Peering Backward and Looking Forward in the Digital Era” International Journal of Learning and Media, MIT Press Journals, 2009
    • Conclusions
    • I found it troubling to read and realize how little education has changed when viewed over the centuries. However, I took hope in knowing that I, as a future teacher, could be a witness and participant in history if New Digital Media does prove to be the “tipping point” that causes widespread change in education.
    • A-Ha Moments
    • For me, a print and digital journalist, I found the reference to the invention of printing as a major catalyst for change in education a surprising “why didn’t I realize that” moment.
    • As a journalist and teacher-in-training, I also found the reference to what constitutes the “truth” in a digital age to be particularly sobering. It seems like anymore people invent their own truths and take what they read online as gospel without considering the source. As educators we need to be careful to teach students to be truth detectives when searching for facts because a trip to the encyclopedia shelf at the library is a thing of the past.
    • I found the description of the web-based project at MIT that paired French language students with students in France who were learning to speak English to be refreshing, a sort of “this is what technology can do” moment where it was nice to see educators reaching across the pond via technology to help students go beyond the languages they were trying to learn. Viola!
  • “ Administrators, professors look to social media to communicate with students ” The Columbia Missourian newspaper, Aug. 4, 2009
    • The ABCs of the article:
    • University of Missouri writer Evan Bush offers an interesting perspective on the use of social media such as Twitter , Facebook and blogs in education. While the article offers a balanced view on the topic, with quotes from both educators and students, it is their polar views on the subject that offer a slice of life view of the situation.
      • "We’re globally connected,”  said Jason Ohler, a former professor of education technology at the University of Alaska, now a media psychology professor at Fielding Graduate University in Santa Barbara, Calif. “It only makes sense to be globally connected when we pursue education."
      • "I don't really care. It (social media) probably wouldn't help. It's social type stuff — we're trying to learn,” said Michael Phillip, a 20-year-old junior mechanical engineering major at MU.  "It wouldn't be distracting. It just wouldn't be necessary."
      • “ We really started using it because these new mediums of communication are really changing the way people are receiving news,” UM Web coordinator Michael Hill said.
      • "I get overwhelmed by how many different ways you can do that (social media)," she said. "If I have professors wanting me to follow different forms of media, I think that would get a little overwhelming, distracting," said Amanda Yoder, a 24-year-old MU law student. 
    • The article also points out how the university has worked to use Facebook , Twitter , Flickr and podcast over the past 18 months. Additionally, it says, many university departments have their own social network pages.
    • According to the writer, educators and administrators at the Columbia, Mo., campus use the social media for both social and educational purposes
      • “ Educators, however, have mixed feelings on the importance of social media in higher education and its role in the classroom. Some see it as the wave of the future, an important tool to connect with students, yet others try it begrudgingly in classes, convinced that nothing can replace or supplement face-to-face contact.”
    • The article further indicates that some school officials are not ready to embrace social media.
      • “ We’re going to explore new technology,” Christian Basi said. “But we’re not going to engage it until we know we can use it effectively.” 
    • Some instructors more familiar with the technology, however, disagree.
      • Jeff Rice, director of the MU campus writing program and author of a book on electronic media called "The Rhetoric of Cool," said social media is so pervasive that professors will have to learn to manipulate it because social media is here to stay. “The applications may come and go,” Rice said. “But you have to think about social media as a concept. The concept is going to be around for awhile.” 
    “ Administrators, professors look to social media to communicate with students ” The Columbia Missourian newspaper, Aug. 4, 2009
    • Conclusions
    • Unlike the first article, this one focused on technology at the college level. The interesting part, for me, was that the instructors seemed more open to the technology than the students. Perhaps this is because of the students’ age. It could be students currently in high school, or even younger, will be the first generation to truly embrace technology. Conversely, the instructors could be working harder to utilize the technology despite their age.
    • A-Ha Moments
    • I found it very interesting that the professor who embraced the technology and said it is “here to stay” teaches writing. As a writer myself, I see the technology as a virtually limitless tool for teaching students to write better.
    • As the daughter and daughter-in-law of chemical/mechanical engineers, I found the comments from the mechanical engineering student to be insightful -- not into the use or none use of the technology, but into the mind of an engineer. From my own personal experience, engineers are their own breed, they think differently, they interact differently. This is not a bad thing, but the demographics of the young man must be taken into account when weighing his statements against using technology for social interaction.
    • I also think the article shows that the students and some of the instructors are not “thinking outside of the box” when it comes to the ways social media can be used to foster education.
    “ Administrators, professors look to social media to communicate with students ” The Columbia Missourian newspaper, Aug. 4, 2009
  • “ Chicken or the Egg – What is your role in supporting online classrooms?” Parents are Partners blog by Lorna Constantini
    • The ABCs of the article
    • Blogger Lorna Constantini is the moderator of “Parents are Partners” and offers insight as a longtime parent advocate and former family studies teacher. She works with parents and teachers and urges them to communicate and work together to improve education.
    • In her opinion, teachers are not using web 2.0 tools enough in the classroom. She offers a variety of reasons as to why she believes this:
    • * “ Parents are afraid. They do not trust the Internet and immediately reject attempts to provide appropriate learning environments using web 2.0 tools. They may not interact with their computer or the Internet on a daily basis but they do read the paper or listen to TV and radio.”
    • * “Administrators are afraid of parent criticism and want no part of things like social networking ( Blogger , wikis, Facebook ) if they will make life difficult. I am guessing that they are thinking - there is too much already on my plate. They use the computer and the Internet as a communication tool and they read the paper or listen to TV and radio.”
    • * “Teachers are afraid of upsetting parents and administrators. They use the computer for student records, resources and communication and they read the paper or listen to TV and radio.”
  • “ Chicken or the Egg – What is your role in supporting online classrooms?” Parents are Partners blog by Lorna Constantini
    • The ABCs of the article continued …
    • For Constantini, the question is “the chicken or the egg?” Not which came first, but where do we start in order to facilitate change? She questions whether it is the parents, administrator, or teachers that need to be convinced that new digital media is a good thing for education.
    • In her opinion, it is everyone that needs convincing and it is the job of everyone who believes in the power of technology to aid education to do the convincing.
    • “ I contend it is the job of readers of blogs (like this one), the people who are already doing good things. The people who know the benefits could/should reach out to those individuals who are not online. Tell them the story. Tell them something other than what is wrong with Facebook, Myspace, blogging and YouTube.”
    • “ If the reticent folks are going to change their opinions and support the use of web 2.0 tool in the classroom, they need to read about the benefits to students in the newspaper. The conversation must go beyond the online communities and venture out to magazines and radio and TV programs. The people who need convincing are not online.”
  • “ Chicken or the Egg – What is your role in supporting online classrooms?” Parents are Partners blog by Lorna Constantini
  • My Personal Reflections
    • The ABCs of my views
    • I am in and out of classrooms around Indianapolis every day as part of my work. I see technology at work that I never dreamed possible when I was in elementary school. Interactive clickers, Smart boards, wireless notebooks, digital cameras and projectors, and so much more. It is truly just amazing.
    • However, what I’ve also noticed is that many of these tools – as good as they are – fail to connect a classroom with anything else. Most run off the teacher’s personal computer and offer no interaction with other classes, students, cultures, etc. While many classes do incorporate things such as webcasts or podcasts, most fail to go beyond the physical classroom and capture the capacity of the new digital media.
    • As a parent of three boys, I am sad to report that not one of their teachers has ever offered anything more than a phone number and email address as a means of communicating and/or learning about work done in the classroom. I would welcome a blog with descriptions of class work and homework assignments, links to helpful websites, photos of class activities, and/or suggestions/links for helping students succeed.
    • At the start of this class I would have included myself among the people who thought a blog (and other technologies) were a difficult undertaking far beyond my limited internet skills. I have since learned how wrong I was, and I’ve come to see what a powerful tool new technologies can offer teachers. Like the researchers and Harvard and the mom turned blogger, I now count myself among those who think that these tools have the power to transform the modern educational system, because as the researchers pointed out, we haven’t come as far as we’d like to think.