How Is Technology Changing Learning?
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How Is Technology Changing Learning?

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I asked the question, "How is technology changing learning?" using Twitter, Flickr, Facebook, my blog (http://esltech.wordpress.com), email, and a digital audio recorder. Each channel of......

I asked the question, "How is technology changing learning?" using Twitter, Flickr, Facebook, my blog (http://esltech.wordpress.com), email, and a digital audio recorder. Each channel of communication yielded different results and gave insight into how these technologies can be used together.

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  • 6 CHANNELS - Asked the question “How is technology changing learning?” and saying that responses would be used in this research project.
  • Asking the question “How is technology changing learning?” and saying that responses would be used in this research project.
  • Asking the question “How is technology changing learning?” and saying that responses would be used in this research project.
  • Asking the question “How is technology changing learning?” and saying that responses would be used in this research project.
  • Asking the question “How is technology changing learning?” and saying that responses would be used in this research project.
  • Asking the question “How is technology changing learning?” and saying that responses would be used in this research project.
  • Asking the question “How is technology changing learning?” and saying that responses would be used in this research project.
  • Pos :Neg 7:2
  • Tempered
  • Each channel has different community; therefore different strength bonds; from friends – audio to nobody of Flickr.
  • All channels were largely positive. Twitter & blog were 100%, no responses for Flickr.
  • 6/6 coworkerswho are interested in technology
  • 6/6 coworkerswho are interested in technology
  • 6/6 coworkerswho are interested in technology
  • 11/21 colleagues and friends who are tech savvy
  • 11/21 colleagues and friends who are tech savvy
  • 11/21 colleagues and friends who are tech savvy
  • 14 / 180+ friends, most of whom are students.
  • 14 / 180+ friends, most of whom are students.
  • 14 / 180+ friends, most of whom are students. Each circle represents 14 messages.
  • Set up Flickr account a few years ago, but it gets little use. I have no way of knowing how many people viewed the pictures I posted there (maybe 20, maybe 0) but 0 responded.
  • Set up Flickr account a few years ago, but it gets little use. I have no way of knowing how many people viewed the pictures I posted there (maybe 20, maybe 0) but 0 responded.
  • Set up Flickr account a few years ago, but it gets little use. I have no way of knowing how many people viewed the pictures I posted there (maybe 20, maybe 0) but 0 responded.
  • Set up Flickr account a few years ago, but it gets little use. I have no way of knowing how many people viewed the pictures I posted there (maybe 20, maybe 0) but 0 responded.
  • Set up Flickr account a few years ago, but it gets little use. I have no way of knowing how many people viewed the pictures I posted there (maybe 20, maybe 0) but 0 respondSet up Flickr account a few years ago, but it gets little use. I have no way of knowing how many people viewed the pictures I posted there (maybe 20, maybe 0) but 0 responded.ed.
  • Set up Flickr account a few years ago, but it gets little use. I have no way of knowing how many people viewed the pictures I posted there (maybe 20, maybe 0) but 0 responded.
  • Set up Flickr account a few years ago, but it gets little use. I have no way of knowing how many people viewed the pictures I posted there (maybe 20, maybe 0) but 0 responded.
  • Set up Flickr account a few years ago, but it gets little use. I have no way of knowing how many people viewed the pictures I posted there (maybe 20, maybe 0) but 0 responded.
  • Set up Flickr account a few years ago, but it gets little use. I have no way of knowing how many people viewed the pictures I posted there (maybe 20, maybe 0) but 0 responded.
  • Set up Flickr account a few years ago, but it gets little use. I have no way of knowing how many people viewed the pictures I posted there (maybe 20, maybe 0) but 0 responded.
  • Set up Flickr account a few years ago, but it gets little use. I have no way of knowing how many people viewed the pictures I posted there (maybe 20, maybe 0) but 0 responded.
  • At the time, I had about 90 followers, 3 of whom responded
  • At the time, I had about 90 followers, 3 of whom responded
  • At the time, I had about 90 followers, 3 of whom responded
  • Week before, during, after = 300 page views; not unique visitors. Estimate 50. 2/50 responded. Mostly targeted to ESL teachers interested in technology.
  • Week before, during, after = 300 page views; not unique visitors. Estimate 50. 2/50 responded. Mostly targeted to ESL teachers interested in technology.
  • Week before, during, after = 300 page views; not unique visitors. Estimate 50. 2/50 responded. Mostly targeted to ESL teachers interested in technology.
  • 6/6 coworkerswho are interested in technology
  • 11/21 colleagues and friends who are tech savvy
  • Week before, during, after = 300 page views; not unique visitors. Estimate 50. 2/50 responded. Mostly targeted to ESL teachers interested in technology.
  • 14 / 180+ friends, most of whom are students.
  • Set up Flickr account a few years ago, but it gets little use. I have no way of knowing how many people viewed the pictures I posted there (maybe 20, maybe 0) but 0 responded.
  • At the time, I had about 90 followers, 3 of whom responded
  • In many cases, I selected tech-savy people.Each component of the network was separated. -> Interesting distinctions, but an impediment?For example…
  • In many cases, I selected tech-savy people.Each component of the network was separated. -> Interesting distinctions, but an impediment?For example…
  • In many cases, I selected tech-savy people.Each component of the network was separated. -> Interesting distinctions, but an impediment?For example…
  • In many cases, I selected tech-savy people.Each component of the network was separated. -> Interesting distinctions, but an impediment?For example…
  • In many cases, I selected tech-savy people.Each component of the network was separated. -> Interesting distinctions, but an impediment?For example…
  • In many cases, I selected tech-savy people.Each component of the network was separated. -> Interesting distinctions, but an impediment?For example…
  • In many cases, I selected tech-savy people.Each component of the network was separated. -> Interesting distinctions, but an impediment?For example…
  • To really exploit the power of this technology, I should have encouraged channel hopping.
  • Mention blog in email
  • AndFlickr
  • And audio – email it to me!
  • Could have done the same onFacebookw/ Flickr
  • Audio…
  • And even Twitter. I could have had my FB status update Twitter
  • Which, as I mentioned, my blog already does. And speaking of my blog…
  • I could have blogged about interesting responses I received via email…
  • Interesting audio I had recorded…
  • And interesting photos posted to Flickr
  • This, in turn, could have generated more comments to my blog with more responses.
  • The strength of the connections
  • Asking the question “How is technology changing learning?” and saying that responses would be used in this research project.
  • Asking the question “How is technology changing learning?” and saying that responses would be used in this research project.
  • Asking the question “How is technology changing learning?” and saying that responses would be used in this research project.
  • Asking the question “How is technology changing learning?” and saying that responses would be used in this research project.
  • Asking the question “How is technology changing learning?” and saying that responses would be used in this research project.
  • Become powerful

Transcript

  • 1. Chris Hill The Ohio State University hill.880@osu.edu EdP&L 823
  • 2. Method
  • 3. Method
  • 4. Method
  • 5. Method
  • 6. Method
  • 7. Method
  • 8. Method
  • 9. Pros vs. Cons Positive (175) Negative (53)
  • 10. Pros vs. Cons It allows for information to spread easily and to many people. Positive (175) Negative (53)
  • 11. Pros vs. Cons It allows for information to spread easily and to many people. Learning is now anytime anywhere. Positive (175) Negative (53)
  • 12. Pros vs. Cons It allows for information to spread Bleh. Don't believe it. easily and to many Learning always takes people. work, which means many people will engage in as Learning is now little as possible. anytime anywhere. Positive (175) Negative (53)
  • 13. Examples Social Networks Blogs CMSs PowerPoint Internet IMs Software Podcasting Twitter Wikipedia Email Hardware Google Skype Web 2.0 YouTube Other
  • 14. Examples Social Networks Blogs CMSs [Students’] ability to PowerPoint Internet communicate with each other as well as with me IMs any time of the day really Software Podcasting makes a difference. Twitter Wikipedia Email Hardware Google Skype Web 2.0 YouTube Other
  • 15. Examples Social Networks Blogs Using ppt is easier to see CMSs and understand and I PowerPoint Internet don't need to waste time to take all the notes. IMs Software Podcasting Twitter Wikipedia Email Hardware Google Skype Web 2.0 YouTube Other
  • 16. Examples Social Networks Blogs CMSs PowerPoint Internet IMs Software Podcasting Twitter Students readily accept web- Wikipedia based information as fact. Email Hardware Google Skype Web 2.0 YouTube Other
  • 17. Themes More Choices Critical Rephrasing Thinking Distracting Visual Social Wisdom Networks Age Creativity Teaching Easier / Faster Autonomy Fun Standards Access Other
  • 18. Themes More Choices Critical Rephrasing Thinking Increasing need for Distracting being able to evaluate Visual and understand Social online resources Wisdom Networks Age Creativity Teaching Easier / Faster Autonomy Fun Standards Access Other
  • 19. Themes More Choices Critical Rephrasing Thinking A better question Distracting would be: how are we using technology to Visual change learning? Social Wisdom Networks Age Creativity Teaching Easier / Faster Autonomy Fun Standards Access Other
  • 20. Themes More Choices Critical Rephrasing Thinking Distracting I feel less compelled to Visual actually commit stuff to Social Wisdom memory. The web Networks Age remembers for me. Creativity Teaching Easier / Faster Autonomy Fun Standards Access Other
  • 21. Themes More Choices Critical Rephrasing Thinking Distracting Visual Social I don’t use technology as much Wisdom Networks as some people do because I Age didn’t grow up with it. Creativity Teaching Easier / Faster Autonomy Fun Standards Access Other
  • 22. Themes More Choices Critical Rephrasing Thinking Distracting Visual Social Wisdom Networks Age Creativity Changing teacher roles to add Teaching more facilitating and coaching Autonomy Easier / Faster Fun Standards Access Other
  • 23. The 6 Channels Audio Email Blog Facebook Flickr Twitter
  • 24. The 6 Channels Audio Email Blog Facebook Flickr Twitter
  • 25. Audio – 100%
  • 26. Audio – 100% 1 2 3 4 5 6
  • 27. Audio – 100% 1 2 3 4 5 6
  • 28. Email – 52.4%
  • 29. Email – 52.4% 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21
  • 30. Email – 52.4% 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21
  • 31. Facebook – 7.6%
  • 32. Facebook – 7.6% 14 28 42 56 70 84 98 112 126 140 154 168 182
  • 33. Facebook – 7.6% 14 28 42 56 70 84 98 112 126 140 154 168 182
  • 34. Flickr – 0%
  • 35. Flickr – 0% 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
  • 36. Flickr – 0% 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
  • 37. Flickr – 0% 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
  • 38. Flickr – 0% 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
  • 39. Flickr – 0% 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
  • 40. Flickr – 0% 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
  • 41. Flickr – 0% 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
  • 42. Flickr – 0% 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
  • 43. Chris Hill The Ohio State University hill.880@osu.edu EdP&L 823
  • 44. Chris Hill The Ohio State University hill.880@osu.edu EdP&L 823
  • 45. Twitter – 3.3%
  • 46. Twitter – 3.3% 3 6 9 12 15 18 21 24 27 30 33 36 39 42 45 48 51 54 57 60 63 66 69 72 75 78 81 84 87 90
  • 47. Twitter – 3.3% 3 6 9 12 15 18 21 24 27 30 33 36 39 42 45 48 51 54 57 60 63 66 69 72 75 78 81 84 87 90
  • 48. Blog – 4%
  • 49. Blog – 4% 2 4 6 8 10 12 14 16 18 20 22 24 26 28 30 32 34 36 38 40 42 44 46 48 50
  • 50. Blog – 4% 2 4 6 8 10 12 14 16 18 20 22 24 26 28 30 32 34 36 38 40 42 44 46 48 50
  • 51. Response Rates Audio Email Blog Facebook Flickr Twitter 0 50 100 150 200
  • 52. Response Rates Audio Email Blog Facebook Flickr Twitter 0 50 100 150 200
  • 53. Response Rates Audio Email Blog Facebook Flickr Twitter 0 50 100 150 200
  • 54. Response Rates Audio Email Blog Facebook Flickr Twitter 0 50 100 150 200
  • 55. Response Rates Audio Email Blog Facebook Flickr Twitter 0 50 100 150 200
  • 56. Response Rates Audio Email Blog Facebook Flickr Twitter 0 50 100 150 200
  • 57. Response Rates Audio Email Blog Facebook Flickr Twitter 0 50 100 150 200
  • 58. Limitations Audio Email 100% 52.4% Blog 4% Facebook 7.6% Flickr Twitter 0% 3.3%
  • 59. Limitations Audio Email 100% 52.4% Blog 4% Facebook 7.6% Flickr Twitter 0% 3.3%
  • 60. Limitations Audio Email 100% 52.4% Blog 4% Facebook 7.6% Flickr Twitter 0% 3.3%
  • 61. Limitations Audio Email 100% 52.4% Blog 4% Facebook 7.6% Flickr Twitter 0% 3.3%
  • 62. Limitations Audio Email 100% 52.4% Blog 4% Facebook 7.6% Flickr Twitter 0% 3.3%
  • 63. Limitations Audio Email 100% 52.4% Blog 4% Facebook 7.6% Flickr Twitter 0% 3.3%
  • 64. Limitations Audio Email 100% 52.4% Blog 4% Facebook 7.6% Flickr Twitter 0% 3.3%
  • 65. Limitations Audio Email 100% 52.4% Blog 4% Facebook 7.6% Flickr Twitter 0% 3.3%
  • 66. Limitations Audio Email 100% 52.4% Blog 4% Facebook 7.6% Flickr Twitter 0% 3.3%
  • 67. Limitations Audio Email 100% 52.4% Blog 4% Facebook 7.6% Flickr Twitter 0% 3.3%
  • 68. Limitations Audio Email 100% 52.4% Blog 4% Facebook 7.6% Flickr Twitter 0% 3.3%
  • 69. Limitations Audio Email 100% 52.4% Blog 4% Facebook 7.6% Flickr Twitter 0% 3.3%
  • 70. Limitations Audio Email 100% 52.4% Blog 4% Facebook 7.6% Flickr Twitter 0% 3.3%
  • 71. Limitations Audio Email 100% 52.4% Blog 4% Facebook 7.6% Flickr Twitter 0% 3.3%
  • 72. Limitations Audio Email 100% 52.4% Blog 4% Facebook 7.6% Flickr Twitter 0% 3.3%
  • 73. Limitations Audio Email 100% 52.4% Blog 4% Facebook 7.6% Flickr Twitter 0% 3.3%
  • 74. Limitations Audio Email 100% 52.4% Blog 4% Facebook 7.6% Flickr Twitter 0% 3.3%
  • 75. Limitations Audio Email 100% 52.4% Blog 4% Facebook 7.6% Flickr Twitter 0% 3.3%
  • 76. Limitations Audio Email 100% 52.4% Blog 4% Facebook 7.6% Flickr Twitter 0% 3.3%
  • 77. Chris Hill The Ohio State University hill.880@osu.edu EdP&L 823
  • 78. Limitations Audio Email 100% 52.4% Blog 4% Facebook 7.6% Flickr Twitter 0% 3.3%
  • 79. The Answer?
  • 80. The Answer?
  • 81. The Answer?
  • 82. The Answer?
  • 83. The Answer?
  • 84. Limitations Audio Email 100% 52.4% Blog 4% Facebook 7.6% Flickr Twitter 0% 3.3%
  • 85. Chris Hill The Ohio State University hill.880@osu.edu EdP&L 823