Module 5 Responses

I responded to Amanda and Burian.

Amanda Dickerson - http://educ7105.blogspot.com/

Burian Kitchen - http://buriankitchen.blogspot.com/

Module 5: New Technologies

Success is determined by the goals set by learners and the clear expectations and encouragement that are provided by the instructor (Driscoll, 2005). Unfortunately, most instructors do not provide the four basis conditions for motivating learners, which are attention, relevance, confidence, and satisfaction (LearningTheories Knowledgebase, 2010). I was able to follow Keller’s ARCS model as I recently trained my school faculty on how to set up and use an online gradebook. As I started the training session, I informed all teachers that this program was easy to learn and the training session would not require all of their planning time. Each teacher had to learn this software to complete report cards. Therefore, I was instantly able to gain every teacher’s attention and relevance because they all wanted to learn quickly, but efficiently.

As I reflect back on this opportunity, I quickly realized how diverse my audience was because the technology abilities of each teacher ranged from expert to novice. Some teachers were scared that they would mess up or break the computer; while others fluently moved through the program with basic systematic directions. Teaching my colleagues was just like teaching my middle school students. I knew that some teachers would require more help visually while other teachers would ask more questions. Most of my colleagues acted just like babies and wanted me to do the work for them. However, I did not do the work for them, I would repeatedly show them what to do and through practice each teacher gradually learned how to set up their own gradebook, import assignments, and grades accurately. School wide success was not gained overnight. Teachers experienced “fear of failure or fear of the unknown” because they were afraid they would not understand what to do, but through encouragement and guided instruction, all teachers have gained success (Driscoll, 2005, p. 336). Since this training, I still have teachers, who want me to watch them set up their gradebooks, or who ask basic questions to verify they are using the program correctly. This illustrates that teachers have low self-confidence when dealing with technology and need encouragement that they are mentally capable of using technology effectively. I am honored that my colleagues feel confident about coming to me with technology issues.

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

Learning Theories Knowledgebase (2010, August). ARCS Model of Motivational Design(Keller) at Learning-Theories.com. Retrieved August 8th, 2010 from http://www.learning-theories.com/kellers-arcs-model-of-motivational-design.html

Amy

Module 4 Responses

I responded to Suzanne, Kiana, and Sandy this week. The weblinks are listed below.

Suzanne - http://sgudjonis.blogspot.com/
Kiana - http://kobysmomsblog.blogspot.com/
Sandy - http://drwenzel.blogspot.com/

Amy

Module 4: Connectivism

“Learning is the process of creating networks” (Siemens, 2006, p. 29). My network consists of three main categories, which includes collaboration, research, and personal contacts. Using each category of digital tools, I am able to develop an effective flow of knowledge that enhances my abilities to teach adolescents, collaborate with teachers, and enjoy daily conversations with friends and family. According to Siemens (2004), this cycle of knowledge development allows learners to remain current in their field through the connections they have formed. The development of my learning networks has helped me become a better critical thinker, who can express validated opinions accurately. Blogs, wikis, Google Docs, facebook, and email have all aided in my ability to collaborate and communicate with others about various topics. Each type of technology has helped to broaden my knowledge because I can see, comprehend, and accept multiple viewpoints (Siemens, 2004). In my opinion, learning cannot occur without interaction with others and the use of multiple representations. Therefore, we should use universal design learning principles to strength our current learning networks. The UDL Guidelines strongly recommend providing the same information through different sensory modalities, and that digital technology makes it easier to provide this type of instruction and access for all learners (National Center for UDL, 2009).

Web 2.0 resources help to facilitate my learning the most because I am able to read the opinions of others, locate valuable research, and collaborate with others. Therefore, I get the best of both worlds, the opinions of educators and the opinions of research experts, simultaneously. Wikis and blogs also let me demonstrate my abilities as an educator, writer, and researcher in the field of educational technology and mathematics.

The type of information I need determines how I search for answers. For example, if I need information from a coworker, I use email, but if I need to research technology integration, I use Internet search engines, blogs, and research databases. If I have a technical computer question, I contact a relative, who is an expert in fixing computers. Therefore, my learning networks help me to function, learn, and explore new ideas everyday.

National Center for UDL. (2009). Guideline 1: Provide options for perception. UDL Guidelines – Version 1.0 Retrieved from http://udlguidelines.wordpress.com/principle-i-provide-multiple-means-of-representation/guideline-1-provide-options-for-perception/

Siemens, G. (2004). Connectivism: A learning theory for the digital age. Retrieved from http://elearnspace.org/Articles/connectivism.htm

Siemens, G. (2006). Knowing knowledge. Retrieved from http://www.elearnspace.org/KnowingKnowledge_LowRes.pdf

Amy

Module 3 Response

I responded to the blogs of Kiana Thompson and Duane Coleman.

Kiana Thompson http://kobysmomsblog.blogspot.com/

Duane Coleman http://jadasi.wordpress.com/

Amy

Competition or Cooperation

I do not think it is a basic instinct for people to interact and work as a group. For example, how many two year-olds are happy about sharing toys with someone else. As a baby, we are only concerned about getting what we want when we want it. This is an example of Freud’s id, which is the part of our personality that wants whatever feels good at the time, with no consideration for others or reality (Heffner Media Group, Inc, 2003). People, who develop a competitive drive to be number one do not think about others or how to behave socially. They have let their id personality rule their life. It is okay to have the desire to perform well, but it should not be at the cost of hurting others physically or emotionally. According to Buffington, “competition brings out the beast in us, while cooperation brings out the best in us”(CharlesWarner.us).
Therefore, I believe that being competitive or cooperative is a learned skill, not an instinct. Unfortunately, we live in a society where people have rewarded competitiveness instead of cooperation. How many parents have encouraged their children to win a ball game even if they have to hurt someone? We have created more hate, and jealousy toward each other by teaching our children that winning is everything. Therefore, we must teach students how to use their skills and talents to be cooperative, collaborative, and compromising. According to Buffington, working together has produced better grades, higher salaries, positive self-esteem, and a sense of pride in helping others (CharlesWarner.us). When people see that cooperation and collaboration can provide better results than competition, they will be eager to participate in a new way of behaving. The interactions and technological aspects of our world are changing; we must learn that using collective action and working with a group is the best way to create a better society (Rheingold, 2005). Nevertheless, it will take time to change the mind frame of people, who believe that being number one is the only way to survive. To improve cooperation, Howard Rheingold recommends capitalizing on the luxuries of technology because they are easy to use, enable distant connections, use open-source software, promote group forming, provide self-instructions, and offer positive self-interest (2005).

I believe we develop instincts based on what helps us to survive. In the future, which characteristic will thrive: being a ruthless, barbaric competitor or a creative, compromising debater, who analyzes both perspectives and helps others accomplish great things? In my opinion, if we continue to focus on competition, we will destroy ourselves; we must find a balance between competition and cooperation. Therefore, I believe we will see our world transform, as more and more people participate in reading and creating information on the Internet. People will appreciate the discussion of multiple viewpoints and be excited about interacting with a group instead of fighting wars.

Buffington, P. (Unknown). Competition vs. Cooperation CharlesWarner.us Retrieved from http://www.charleswarner.us/articles/competit.htm
Heffner Media Group, Inc. (1999-2003). Id, Ego, and Superego. All Psych Online: The Virtual Psychology Classroom. Retrieved from http://allpsych.com/psychology101/ego.html

Rheingold, H. (2005). Way-New Collaboration. Retrieved from http://www.ted.com/index.php/talks/howard_rheingold_on_collaboration.html

Amy

Module 2 Responses:

I responded to Brenda Rutherford's blog and Krista Crawford's blog.

Brenda's blog: http://joyce56.wordpress.com/

Krista's blog: http://kristacrawford.blogspot.com/

Amy