Instructional Video For EDUC 630

Instructional video for hand washing lesson.
EDUC 630

TECHNOLOGY PROFICIENCY ASSIGNMENT

You Tube URL – https://youtu.be/IWcFENfmNwk

TECHNOLOGY PROFICIENCY ASSIGNMENT

BrainPOP – http:// www.brainpopesl.com

            There exists a plethora of technology based educational tools and resources for educators today.  This includes instructional software which provide functions such as: drill and practice, tutorial, simulation, game or gamification, problem-solving, and personalized learning (Roblyer & Hughes, 2019).  Some software apps serve more than one or even multiple functions.  One popular function that research has established its benefits remains drill and practice which can be accomplished by numerous methods (Roblyer & Hughes, 2019).  Additionally, drill and practice allow for effective rehearsal of new knowledge into long-term memory.  Software drill and practice has the benefit of immediate feedback, increased motivation, and saves teacher time over traditional paper exercises (Roblyer & Hughes, 2019).  Drill and practice can present challenges as in instructional overuse or misuse, criticism by constructionists, and inequality in use (Roblyer & Hughes, 2019).  Despite these challenges drill and practice software remains useful in classrooms.  This fact necessitates that educators must analyze software to ensure it serves the appropriate purpose and supports teaching and learning needs of the student (Roblyer & Hughes, 2019).

BrainPOP (2019) is a resource for educators with drill and practice applications in addition to other features such as: ELL-specific graphic organizers, action images, learning strategies, lesson plans, vocabulary activities, and more.  Utilizing software like BrainPOP allows for “automaticity, or automatic recall of lower order prerequisite skills” (Roblyer & Hughes, 2019, p. 161).  Lessons include movies, quizzes, activities, and games (BrainPOP, 2019).  These types of lessons that utilize technology allow for prompt feedback of correctness (Roblyer & Hughes, 2019).  BrainPOP is not just for students.  Both educators and students can create individualized accounts that can be tracked and assessed by the teacher (BrainPOP, 2019).  Educators can access engaging professional development delivered through a blended approach and a wide variety of workshops.  This includes tech integration, differentiation, assessment, and STEM (BrainPOP, 2019).  BrainPOP is an excellent method for educators to introduce technology into the classroom or as a supplement at home.  It can be integrated into the educators existing lesson plan or one of BrainPOP’s lesson plans can be utilized.  An added benefit is that this type of technology assists students with special needs.  BrainPOP should be one of the resources in an educator’s toolbox.

References

BrainPOP. (2019). TODAY'S FEATURE. Retrieved from https://ell.brainpop.com/.

Roblyer, M. D., & Hughes, J. E. (2019). Integrating educational technology into teaching: Transforming learning across disciplines. New York: Pearson Education, Inc.

https://www.powtoon.com/c/fqxPufo0mHT/1/m

Blog 3: Article reflection: "How We Use and Are Used by Social Media in Education"

Article reflection: "How We Use and Are Used by Social Media in Education"

            The use of social media in our lives has exploded since its inception.  This article and the topic of social media in education is truly fascinating.  We are living in an incredible time where information is at our fingertips 24/7 and anywhere.  This access can be met with peril as technology remains a double edge sword.  In other words, there remains good and bad to the advent of social media.  This concept is what Burbules (2016) explores in his article.  First let us explore the good.

            Social media like Facebook and Twitter has brought the world together in a unique collaborative manner that could not have been imagined just a few short decades ago.  “People create, share, vet, organize, are entertained” (Burbules, 2016, p. 554).  Its possible implications are boundless.  Todays youth are consumed by social media, so educators are attempting to find ways to harness this enthrallment of social media for academic pursuits (Burbules, 2016).  As educators grapple to find interesting ways to incorporate social media into their classroom, manufacturers are creating apps to facilitate learning and physical activity.  Pokémon Go is one such popular app that increases physical activity of the user for achievement (Roblyer & Hughes, 2019).  Parents and educators also utilize social media to “check-in” for safety and monitoring educational activities (Roblyer & Hughes, 2019).  Social media can provide a direct teaching resource and “content is user‐generated or reposted from elsewhere; it is shared with others within a peer‐to‐peer community; and there is typically a crowdsourced process of curation, evaluation, and commentary” (Burbules, 2016, p. 554).  Clearly, social media could be utilized for posting of assignments; although, its collaborative affect in real time makes it beneficial for stimulating creativity among peers.  This is could replace traditional face to face time in the classroom when necessary.  Similar to forum or message boards.  Burbules (2016) explained that social media does more than supplement academic activity it can “build community, improve engagement, open up discussions, share resources, encourage student–student interaction, and project a certain online presence themselves” (p. 562).

            As a digital immigrant, most of my social media experiences have been through my personal educational journey.  Now, I attempt to incorporate the positive elements of technology and social media into my classroom.  Most of my colleagues tend to utilize social media to collaborate with other educators; however, some are entertaining the thought of incorporating it into the classroom.  To this point it is mostly for communication with families through a newsletter and the posting of assignments or upcoming events.

            With the good typically comes the bad and social media in education is no exception.  A negative aspect which most would realize is the privacy issue.  Educators must provide percussions for their students that utilize social media within the classroom.  This would include protections against bullying or other forms of harassment.  Some postings are sarcastic, hyperjudgmental, or just plain rude (Burbules, 2016).  Another point to remember regarding the use of social media for educational purposes is that it could contain bias (Roblyer & Hughes, 2019).  One should be aware of and on the lookout for bias.  Burbules (2016) is no fan of Twitter.  Explaining that it is full of bias with dismissive and rude comments.  Twitter allows for so few written characters that context and nuance can be missed or worse misconstrued.  On the other hand, some educators prefer Twitter as Roblyer and Hughes (2019) stated regarding its use in professional development for social studies teachers to “communicate with colleagues and community members, to be active in social issues or social justice, and to facilitate in-and out-of-class learning activities with students” (p. 444).  It is all just a matter of opinion and how one utilizes the tools and resources.  The importance is knowing the good and bad of social media to be able to more effectively utilize it in education.

References

Burbules, N. C. (2016). How we use and are used by social media in education. Educational Theory, 66(4), 551-565. doi:10.1111/edth.12188

Roblyer, M. D., & Hughes, J. E. (2019). Integrating educational technology into teaching: Transforming learning across disciplines. New York: Pearson Education, Inc.

Blog 2: Review of Two Presentation Tools

Review of Two Presentation Tools

Presentation Tool One:

Identify the App/Tool by Name, And Include The URL:

Knovio – https://knovio.com/

Provide an Overview of Tool.

The maker of this tool states that one can create presentations fast and easy.  Claiming that this platform can organize, share, and track knowledge for training and communication.  Presentations can be internal or external and shared via email or social media.  This tool is web based and does not require the user to download software.

What Did You Find Useful for Your Own Use?

This tool allows for the use of personal slides or pictures.  The personal images can then be processed through this tool to create high quality video and audio presentations.  The best benefit was that the basic version is free to the user.  To get more features, there are pricing plans for educators and students starting at five dollars a month.

Describe A Possible Assignment for Your Students/Adult Learners Using This Tool:

For students or adults that are not familiar with this tool, I would start with an easier assignment to get them use to the tool’s features.  Additionally, I would encourage utilizing the basic free version.  The assignment would include using existing photos and taking some new photos to create an introduction slideshow about the student.  The student would be given the option of what to include; however, current biography about the student would be required.  This assignment should be fun while encouraging a sense of community.  This assignment could be upload to a forum or social media site.  Another goal of the assignment would be to familiarize the student with a presentation tool.

Presentation Tool Two:

Identify the App/Tool by Name, And Include The URL

            Prezi – https://prezi.com/

Provide an Overview of Each Tool.

            This presentation tool can be utilized to enhance single images or multiple images to create a unique presentation.  The maker claims that this tool is quick to start and customize.  This tool can take existing PowerPoints and convert them to the Prezi format so one does not have to start from scratch.  The tools site provides opportunities for collaboration and analytic tools.

What Did You Find Useful for Your Own Use?

            As a student, I have utilized this tool for customizing personal images for another course in the past.  The quality of this tool has greatly increased since the last time I utilized it.  It now makes quality presentations and has enhanced customization features.  I find it useful that the tool can convert existing PowerPoints so one can enhance and customize a previously created PowerPoint presentation.  This way one can edit and bring new life to an old presentation with modern technology.  It still has a free basic version and now there is a free trail to try additional features.  With proof of student or educator status, this tool starts at seven dollars a month.

Describe A Possible Assignment for Your Students/Adult Learners Using This Tool.

            This assignment would be to learn how to utilize the PowerPoint converter.  Students would be asked to utilize any existing PowerPoint (preferably their own creation).  If it is not a PowerPoint they created, the student must cite its origin.  Use the Prezi PowerPoint converter to enhance and customize the presentation.  Submit both presentations explaining the differences and how the change was accomplished through the Prezi presentation tool.

Blog 1: Accessibility Tools for Special Needs in The Classroom

Accessibility Tools for Special Needs in The Classroom

            Are accessibility tools needed in the classroom?  And do these tools give some students advantages over other students?  Many teachers have varying opinion regarding the use of accessibility tools in the classroom.  In the past, learning gaps were recognize between students with disabilities and other students.  To shrink this gap the use of accessibility tools became vital components to achievement for students with special needs and are required by law, IDEA.  An assistive technology device can be any item, piece of equipment, or product that increases, maintains, or improves the capability of achievement for students with special needs (Roblyer & Hughes, 2019).  These tools do not provide an unfair advantage; rather, they level the playing field so all can learn.  Roblyer and Hughes (2019) discussed that a foundation of Universal Design for Instruction allows for multiple representations and expressions of mastery of content and “research has shown that students with learning disabilities benefit from these instructional strategies because they accommodate varied ways of making meaning and providing explicitness around difficult scientific concepts and processes” (p. 306). 

Mixed opinions regarding accessibility technology remains among teachers.  Teachers should familiarize themselves with current research on the benefits and use of technology.  One such research article revealed that teacher attitudes toward technology should be positive for improved student performance (Kao, C., & Tsai, C., 2009).  This article also stated that teachers need to advance their knowledge and professional development through technology and the internet.  Teachers attitudes towards technology usage is affected by their own self-efficacy regarding technology and teaching how to utilize technology (Kao, C., & Tsai, C., 2009).

As an educator, there have been times that my enrollment included a child with special needs.  Before the child entered my classroom, I looked up research articles and resources to provide an environment which facilitated success for that child.  My colleagues at that time were not supportive of inclusion so I was on my own.  Since there were no monetary resources for assistive technology, I utilize low or no tech to create a positive learning environment which was successful.  Years later at another school I observed a child with motor disabilities utilize a tablet.  The tablet was programmed by the child’s case worker and utilized by the child to do activities and communicate more effectively with the teacher.  Assistive technology narrowed the learning gap for these children that I encountered.  Below the references I have included additional article about educators’ perspectives and attitudes regarding technology use in the classroom.

References

Kao, C., & Tsai, C. (2009). Teachers’ attitudes toward web-based professional development, with relation to internet self-efficacy and beliefs about web-based learning. Computers & Education, 53(1), 66-73. doi:10.1016/j.compedu.2008.12.019

Roblyer, M. D., & Hughes, J. E. (2019). Integrating educational technology into teaching: Transforming learning across disciplines. New York: Pearson Education, Inc.

Articles for Blog 1:

Teachers’ attitudes toward web-based professional development, with relation to Internet self-efficacy and beliefs about web-based learning

by Kao, Chia-Pin; Tsai, Chin-Chung

           

Preservice teachers' perceptions about using mobile phones and laptops in education as mobile learning tools

by Şad, Süleyman Nihat; Göktaş, Özlem

           

Staff experience and attitudes towards Technology Enhanced Learning initiatives in one Faculty of Health & Life Sciences

by Reed, Peter

Jordanian Social Studies Teachers’ Perceptions of Competency Needed for Implementing Technology in the Classroom

by Mohammad Al Bataineh; Sharon Anderson

Access, use and perceptions of teachers and students towards mobile phones as a tool for teaching and learning in Tanzania

by Kafyulilo, Ayoub

Attitudes towards the use of information and communication technology in management education

by Wu, Yen-Chun Jim; Wu, Yen-Chun Jim; Pan, Chia-I; More...

Gender Differences in Attitudes towards Information Technology among Malaysian Student Teachers: A Case Study at Universiti Putra Malaysia

by Su Luan Wong; Atan Hanafi

A Mixed Method Study of Teachers’ Attitudes towards Computer Pronunciation Software in Teaching English Pronunciation

by Gilakjani, Abbas Pourhosein; Sheikhy, Reihaneh; Montashery, Iraj; More...

New Profile Pic to be upload once edited

EDUC 633 Big Take Away - Best Practices

Final forum video blog for EDUC 633 Module 8.

Thank you for watching!

Please comment below.

Introduction to Word 365 and Google Docs workshop

Forum 6 Web post for EDUC 633 Group 1 ISD Project.

Chapter Three: Evidence‐Based Practice

Clark and Mayer (2016) E-Learning and The Science of Instruction

            This is a review of chapter three in Clark and Mayer (2016) E-Learning and The Science of Instruction.  Chapter three examines evidence-based practices.   Clark and Mayer (2016) state that instructional programs require high-quality research which they referred to as good research.  They stated that good research remains the guiding principle with evidence-based practices.  The chapter explains what constitutes good research listing three approaches to research: (Clark & Mayer, 2016)

•   how to interpret experimental comparisons
•   how to interpret research statistics
•   how to understand the boundary conditions of evidence‐ based recommendations

Clark and Mayer (2016) explain that when designing a course, one could base their design on a variety of sources, such as: fads, opinions, politics, ideology, or common sense.  However, they suggest a different approach to consider…research.  They purpose utilizing instructional method that demonstrate effective high-quality research.  One could choose to follow common practice, but Clark and Mayer (2016) asks does it work?  This chapter summarizes those research approaches and outcomes on how to best design e-learning for instructional effectiveness.  Clark and Mayer (2016) explain that multiple methods of research can be helpful in determining instructional effectiveness; including experiments, factorial experiments, observational-qualitative, observational-quantitative, synthetic-qualitative, and synthetic- quantitative.  They suggest being fastidious when examining research.  Suggesting that this can be done by choosing the studies that meet certain criteria.  Those criteria are: experimental control, random assignment, and appropriate measures.  Clark and Mayer (2016) state that there is a need for more research on each instructional methods effectiveness to create a meta-analysis.  They citied one meta-analysis that revealed graphics with text are more effective for low-knowledge learners.  The chapter was concluded with what to look for in e-learning that focuses on evidence-based practices.  Clark and Mayer (2016) suggested selecting e-lessons that are based on research evidence of the following criteria: the methods, content, learners, and context are like yours; the experimental group outscores the control at a significance level of p < .05; and the effect size favoring the experimental group equals or exceeds .5.

This chapter provided valuable information regarding the utilization and how to choose instructional design research for e-learning.  The chapter suggested not following common place design practices, citing that those past practices may be inefficient.  I believe this to be true.  What has worked in traditional classrooms most likely will not work in an e-learning environment.  It is important to remember that the e-learning classroom is equivalent not identical even if the desired outcomes are the same.  Not only did the chapter suggest utilizing research based instructional design practices, it explained how to determine which research would be appropriate or even good research for that matter.  I am sure we all have seen bogus research presented with bias to further an agenda.  Knowing how to determine good research may be the most important aspect of this chapter in my opinion.  The sample size and how the sample was acquired remains significant.  This chapter did not change my views regarding educational technology, except maybe to enhance it.  The chapter does relate to the ISD project as it explains the importance of evidence-based practices for instructional designs.  Research does not only illuminate best practice, it also reveals educational needs.  This is relevant to my future goals as I desire to work with underrepresented group to facilitate academic attainment.  Evidence-based practices will help guide my path to achieve my goals… “but test them all; hold on to what is good” (1 Thessalonians 5:21 New International Version).

Reference

Clark, R.C., & Mayer, R. E. (2016). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning (4thed.). San Francisco, CA: Wiley & Sons.

Since I am still ill, I decided to do another creative approach to the video forum this week.  References did not show up well on the video so I included them below.  Thank you for watching!

YouTube link:
https://youtu.be/x3HZs210L4U

References

Garrison, D.R. (2011). E-learning in the 21st century: A framework for research and practice (2nd ed.). New York: Routledge Falmer.

Timmis, S., Broadfoot, P., Sutherland, R., & Oldfield, A. (2016). Rethinking assessment in a digital age: Opportunities, challenges and risks. British Educational Research Journal, 42(3), 454-476. doi:10.1002/berj.3215

Williams, D. D., Hricko, M., & Howell, S. L. (2006). Online assessment, measurement, and evaluation: Emerging practices. Hershey, PA: IGI Global. Retrieved from http://ezproxy.liberty.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=136235&site=ehost-live&scope=site

Xiong, Y., & Suen, H. K. (2018). Assessment approaches in massive open online courses: Possibilities, challenges and future directions. International Review of Education, 64(2), 241-263. doi:10.1007/s11159-018-9710-5

Learning Theories

            This week our focus is on learning, distance education, and instructional design theories.  These affect the formation, application, and assessment of online learning or pedagogy for both educator and student.  As our reading supported, one is not necessarily better than the other (Szapkiw & Szapkiw, 2010).  What remains important is the teaching style of the educator and the needs of the students.  For this post, two learning theories were chosen to be discussed: behaviorism and constructivism.

Behaviorism

            Behaviorism is the “change in the rate, frequency of occurrence, or form of behavior or response, which occurs primarily as a function of environmental factors” (Schunk, 2016, p. 21).  Clark and Mayer (2016) explain the goal as to strengthen correct responses and lessen incorrect responses.  This is accomplished by the learner being a “passive recipient of rewards and punishments” (Clark & Mayer, 2016, p.34).  Continuing, the educator is the focal point of delivering knowledge and administering the reward or punishment.  The basis of behaviorism utilizes practice, modeling, reinforcement, and active learning (Szapkiw & Szapkiw, 2010).  Personally, modeling and reinforcement have been the most effective with young learners.  Modeling can be effective in all walks of life as declared in Titus 2:7-8 (English Standard Version); “Show yourself in all respects to be a model of good works, and in your teaching show integrity, dignity, and sound speech that cannot be condemned, so that an opponent may be put to shame, having nothing evil to say about us.”  Reinforcers could be positive or negative with debate as to which remains more effective.  For the young learner positive reinforcement could be a prize; whereas for the older learner it could be praise on a job well done.  Not to say that it is impossible to implement behaviorism practices to distance learning it could prove challenging.  The utilization of modeling could be limited in an online environment which would necessitate creativity on the part of the designer.  Reinforcement on the other hand could be successfully introduced into distance learning.  The best use of behaviorism in a distance learning design should include practice, reinforcement, and active learning through activities such as discussion boards or other collaborative work areas.

Constructivism

“Constructivism is a psychological and philosophical perspective contending that individuals form or construct much of what they learn and understand” (Schunk, 2016, p. 296).  Clark and Mayer (2016) explain that knowledge is constructed by an active learner that participates in the building of knowledge or “active sense-maker” (p. 35).  In this case the educator is a cognitive guide to learning.  They continue to state that the goal is to facilitate an environment that will encourage cognitive processing by the learner.  Szapkiw and Szapkiw (2010) reveal that knowledge and understanding of the world is constructed by each learner through personal experiences and their reflections of those experiences.  They continue to explain that educators take on more of a collaborator and facilitator role which guides instruction.  It does not rely on reciting back memorized information.  Constructivism is considered more effective for older learners that can take responsibility for their own learning experiences which makes it particularly effective for distance learning.  There is no real downside with the constructivism approach for older learners since they can take responsibility for their own learning except for cognitive overload.  This also makes it a good choice for a design model for distance education.  It encourages active learning that can be built upon each week through individual or group projects.

            Over my education career, I have taught all age groups in and out of the classroom.  After studying numerous theories on learning and pedagogy over the years, I consider myself an eclectic educator.  Viewing that there is merit in most theories, the best of each have been employed in my classroom.  Behaviorism practices seem to fit the younger students better; whereas, constructivism seems to engage the older student to take control of their learning for themselves which creates an additional sense of accomplishment for the student.  Considering the different learning theories and recognizing that students learn differently at varied paces a distance education course development should include three goal for instructional design as describe by Clark and Mayer (2016): “create instructional environments that minimize extraneous cognitive processing, manage essential processing, and foster generative processing” (p.38).

References

Clark, R.C., & Mayer, R. E. (2016). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning (4thed.). San Francisco, CA: Wiley & Sons.

Schunk, D. H. (2016). Learning theories: An educational perspective. Boston: Pearson.

Szapkiw, M., & Szapkiw, A. (2010). Module 2: Theories and Foundations of Instruction Design. Retrieved from http://www.amandaszapkiw.com/elearning/principles-of-design/module-2/index.html

My introduction for EDUC 633.  Please forgive my rasp as I have been sick.  Thank you for viewing!

This is a past introduction video.  I am just practicing how to post videos as I have not posted one in quite some time.

Hello World!
Study abroad to France for my EDUC 305 course last summer.  What a GREAT opportunity!  I encourage everyone to take a study abroad.

Hello World!
I am updating my blog for a new course I am taking (EDUC 633).  I have changed the name and may change the name again if I am inspired to do so.  I will be updating the graphics and information as well when time permits.  I will include an introduction for my course shortly.  Thanks to everyone that takes the time to stop by my blog and view my entries.