Coherence Analysis

The Coherence Principle is one of a few multimedia principles that should be applied by educators to their e-learning curriculum.  For EdTech 513, I completed an analysis paper about this principle, including its constraints and criteria, similarity to the Redundancy, Modality and Contiguity Principles, my experience with the coherence principle, the psychology behind the coherence principle and whether there is more research required to fully understand multimedia learning constraints for various e-learners.

Select this link to view my Coherence Analysis.

Digital Divide

The Digital Divide is a term used to describe the difference between people who use technology, including the Internet and computers, and those who do not or cannot.  People who do not use technology may not have experience with it or see a good use for it, therefore choosing not to use it.  Those people are a small minority, and would get along great with my Father in northern Minnesota.  Unfortunately, a large amount of us do not have access, but require it for either distance learning, access to online job applications, government services, news, completing homework or even using the Internet to operate a small business on Ebay, for example.  I didn’t realize that with so many policies and standards in place involving technology, that there are still so many who do not have access to it.

For my Digital Divide Small Group Project for EdTech 501, I had 3 other students in my group (the 5th didn’t participate) and we were able to first decide on the ranking order for 6 separate school board recommendations and adding additional suggestions of our own, while acting as a technology task force, attempting to close the gap that the Digital Divide presents. I completed, in ranking order: (1) Provide information literacy courses to enhance computer skills and enable knowledgeable use of digital technologies, (7) Install computers in all public libraries in the state and expand the hours when the computers are available, and (8) Expand staffing and other resources so that public schools can be open to the public after normal school hours, on weekends, and during the summer months. Then, I provided that information to one member of my group on a Google Doc and added short comments and pics to our Prezi, which was created for and provided to that same group member for editing and finalization.  Luckily, I am currently taking EdTech 513: Multimedia, so I suggested to my group that we apply correct multimedia principles to our Prezi.

We did have issues with sharing the Prezi among the group, as the site suggested an upgrade and paying for a subscription to do so.  Next time, I recommend either using Chat or Skype to link up prior to beginning this project, because with us all in separate areas online at separate times, it made it a little confusing to read the latest forum post and to not avoid reading the most current information one member had submitted. Perhaps afterwards, there could be an every other day live chat to move things along.

Overall, the small group project was a great way to research applicable technology, involving real-world issues that I may soon face, myself.  I can apply this information to my curriculum, realizing that I need to ensure that my students and their parents have access to technology and if not, be creative and come up with ways that they can have access and understand how to use it and why it is a useful tool for all of us.

View our Prezi.

Relative Advantage of Gaming in School

When I think of gaming, I think about setting up my old Nintendo to play the original Mario Brothers or using the old Microsoft computer in school to play Number Munchers during a break in keyboarding.  However, technology has grown quite a bit since 1997.

Thanks to the Internet, technological advances and the creativity of software engineers, students can play games either single or multiplayer with children throughout the world, both at home and at school.  Sites such as Khan Academy or Cool Math Games  could be incorporated into the class curriculum to enhance 3rd Grade Mathematics.

According to Rutherford, “Games give students opportunities to explore fundamental number concepts, such as the counting sequence, one-to-one correspondence, and computation strategies. Engaging mathematical games can also encourage students to explore number combinations, place value, patterns, and other important mathematical concepts. Further, they afford opportunities for students to deepen their mathematical understanding and reasoning” (2015).

Additionally, gaming in school motivates students to learn.  It encourages strategic mathematical thinking and supports computational fluency. It enhances drill & practice, while making assessment and curriculum adjustment more precise for the teacher.  Last, parents can partake in their children’s Math education at home, encouraging extra practice.

References

Rutherofrd, k. (2015). Why play math games?. VA: National Council of Teachers of Mathematics (NCTM).

Good Day Educators!

For EdTech 513 this week, I created an introductory podcast.  I introduced myself, the topic of my podcast and I also discussed 3 recent news articles, concerning Educational Technology.  All 3 articles are from The Journal and were posted yesterday, on March 10, 2016.

The first article is entitled, NWEA Launches MAP Assesment iPad App, witten by Leila Meyer. This article discusses why the app was created and how it can help teachers.  In addition, students can complete the MAP or MPG assessments on touchscreen media, sending results to their teachers, immediately.  This information is then used to adapt the student’s learning to promote growth.  Further information can be found at the NWEA site.

In the second article, Report: Detachables to Drive Tablet Growth Through 2020, written by Joshua Bolkan, the International Data Corp (IDC) forecasts increased use and creation of detachable tablets.  Tablets below 9″ screen size will decline, while 9″ – 13″ are expected to experience growth.  In addition, unless Android and chrome are more closely aligned, Windows may be the best option. This information is useful for school districts, looking to purchase computers or tablets, because they need to understand upcoming technology and options available, based on the media’s longevity, usability and price.

The last article provides insight to the US Education Department’s $1.1 billion career technical education (CTE) makeover, in U.S. Education Department Makes Push for $1.1 Billion in CTE Funding, by David Nagel.  Priorities for the re-authorization include: (1) Alignment with the needs of the current labor market, (2) Greater collaboration between schools, Post Secondary institutions and employers, (3) Improved academic – employment outcomes and (4) Increased state and local involvement. The full article can be viewed at wi.gov.

 

Good Day Educators! Podcast                                                             Podcast: Google Doc

Walled Gardens

Walled Gardens are an invisible fence that schools put between students and social networking sites to protect their students and networks.  Students should not be shielded from the world, and should instead be taught appropriate strategies that will help to protect them from inappropriate language, people and websites.

Educators can implement social networking into their lesson plans that will allow students to collaborate with other students and teachers outside of the classroom, while also practicing safe and appropriate social networking skills. A few strategies that could be used:

  • Blog regularly about what they learned in class and reply appropriately
  • Post pictures of projects for review and update accordingly
  • Collaborate with others to solve problems and share solutions
  • Complete group projects

Review my Voicethread and reply with comments. Enjoy!

 

Code of Professional Ethics in Educational Technology

This week for EdTech 501, I wrote a position paper on the AECT code of ethics, specifically concerning AECT Code 1, Number 7, which states, “In fulfilling obligations to the individual, the member shall promote current and sound professional practices in the use of technology in education” (AECT, 2007).    

I have been in uncomfortable situations where teachers or paraprofessionals have only allowed students to use technology during a short break, recess or as a reward and have not integrated it into their lessons, appropriately.  This is not acceptable and doesn’t follow the AECT code of ethics stated above.

In completing this assignment, I found that there may be 3 main barriers affecting technology integration in schools today: (1) Teacher education or Professional Development, (2) Regular collaboration with peers & (3) Access to appropriate technology, coupled with a lack of network support.

View my Paper