Educ 5103 responses


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Educ 5103 responses

  1. 1. Week 1& 2 Greetings from snowy Sydney, Nova Scotia. My name is Jade Gilmet-Gillis and I currently teach grades 7 & 8 French Language Arts (French Immersion) at Whitney Pier Memorial Junior High in the Cape Breton Victoria Regional School Board. I live with my husband (Dennis) and our cats in a small apartment in Sydney. I attended Université Sainte-Anne for my undergrad (French/English/History) and went to University of Maine at Fort Kent for my teaching degree (secondary/foreign languages). This is my third course I have taken towards my Diploma in Educational Technology and I have enjoyed what have done so far. In regards to my computer expertise I still think it funny (if not amazing) that this is the domain I decided upon for study -- 10 years ago I was unable to turn a computer on. I am now very comfortable with technology and love to use it in my teaching and classroom in general. I am by no means an expert but I have developped my own strategies in manouvering around and in technology. I suppose if I had to describe myself in a few words I would say : geek, curious and homebody. My hobbies include board games with my husband and our friends, RPGs like D&D, going to movies, and reading. In summer and fall, I love to spend time at our trailer on the Bras D’or, camp, hike and swim. My priorities are definately my family, followed by my teaching and then my personal studies ( which back up my second priority). I don’t really have anything interesting to say about myself—though I was very ill for a number of years, married 2 years ago and am now hoping to start a family since my health has improved. As for e-mail I have many but all filter into the same program so the best is probably or Review your Technology Integration Skills Already Skilled 1  Basic Computer Operation  Productivity Software  Instructional Software  Assistive Technology  Using the Internet  Virtual Communication and Collaboration  Video Technologies  Evaluating and Incorporating New High Priorities for Professional Development2 Low Priorities for Professional Development3
  2. 2. Technologies  Managing the Technology-Enhanced Classroom  Assessment  Professional Development  Social, Legal and Health Issues 1. High skill level using an important technology personally and in the classroom 2. Lower skill level using an important technology, including areas of personal skill that can be developed into classroom skills 3. Technologies currently not used in your teaching Your technology integration skills table Personal Skill Classroom Skill Importance Basic Computer Operation 4 4 4 Productivity Software 4 4 4 Instructional Software N/A 3 4 Assistive Technology N/A 4 4 Using the Internet 4 4 4 Virtual Communication and Collaboration 4 4 4 Video Technologies 4 4 4 Evaluating and Incorporating New Technologies 4 4 4 Managing the Technology-Enhanced Classroom 4 3.75 4 Assessment N/A 3.33 4 Professional Development 3.33 N/A 3.67 4 4 4 Social, Legal and Health Issues * Indicates an area of lower personal and/or classroom skill, but a high priority The medium is not the message:
  3. 3. Technology is the delivery system and not the content or lesson. 1. Media does not teach it is the design of the content that determines whether distance learning is successful. 2. The medium itself does not teach, but the organization and presentation of content, combined with high levels of interactivity on the part of the learner and feedback from an authority (instructor, tutor, or programmed response), are elements of a distance learning system. 3. Technology and media are not the goal but the means to an end, the means of dissemination of information and content to individuals in a manner that is asynchronous and available through the web so as not to be tied to one location The article “ The Medium is Not the Message “ by Donald P. Ely not only plays on the phrase coined by Marshall McLuhan, “The Medium is the Message” it opposes it. McLuhan coined this phrase in 1964 and it speaks of the almost symbiotic relationship between the medium and the message itself. McLuhan believed that the medium was possibly more important than the message itself. In an interview, which took place on 27 June 1977, where McLuhan was interviewed ABC, in Sydney, Australia in regards to “The Media is the Message”. McLuhan used the telephone as an example where the medium was more important than the message. McLuhan states, “it doesn’t matter what you say on the telephone. The telephone as a service is a huge environment, and that is the medium. The environment effects everybody. What you say on the telephone effects very few”.(McLuhan, 1977) Is this still the case? Some would argue against this, in fact, Ely’s title “The Message is Not the Message” does this emphatically. Ely emphasises that, in regards to distance education, it is not the media (or technology) that teaches , it is the “design” or the organization and presentation of content that does that. Technology is the delivery system , the means of dissemination, not the content itself. In contrast to McLuhan’s belief that the medium is more important than the message, Ely believes that the content (message) is more important the medium (technology used to disseminate information). I would agree with Ely that it is organization and presentation of content that is important. I also feel that this may be the case in many things as we have moved from the “electronic” era to our “information era”. In regards to Distance Education , technology and media are not the goal but the means to and end, the means of dissemination of information and content to individuals; individuals that are separated by space and often time. These technologies or medias are asynchronous and available through the web so as not to be tied to one location—opening learning up to people who would otherwise be unable to take part. I believe that this is the future. Reference
  4. 4. ABC Televison, Sydney Australia, June 27, 1977. Retrieved from: on January 13, 2014. 2. If I were to choose one particular learning theory that best fits direct instruction I would choose behaviourism. Behaviourists attempt to direct learners to a desired response through the use of stimuli. Direct instruction has the teacher choosing the design of the lesson and making all decisions, keeping students on-task and moving towards a desired response and using positive reinforcement, prompt feedback and multiple opportunities for practice (both guided and independent). 3. If I were to choose one particular learning theory that best fits the constructivist approach I would choose Piaget’s Development Model. Piaget believed that learners learn through interaction and collaboration, and that knowledge is constantly constructed and reconstructed by learners through schemes. Both constructivism and Piaget’s developmental theory are based on the learner’s discovery and that they should construct their own knowledge based on what is meaningful for them and their experiences. 4. In my personal teaching experiences I have found that direct instruction worked when teaching grammatical matters. I teach French as a second language to individuals with very little knowledge of the language. I often use direct instruction when teaching grammatical matters such as sentence structure and verbs. I feel that by having the students drill and practice in this area allows for a certain amount of automaticity that is needed to use the language to communicate both in writing and orally. 5. In my personal teaching experiences I have found that the constructivist style has worked in most areas of my class (other than basic language foundation). I often use project based learning in the cultural and literal elements of my class. Once students have a foundation in the language they use that in groups that allow for practice in communication, in collaborating in learning while exploring authentic tasks.