http://dbuckhalter.wikispaces.com/EDUC+7102 (link to graphic organizer)
The quality of content knowledge, collaboration, and communication is vital when it comes to being successful in the classroom. There are many technological tools that can enrich the educational environment. Technological tools are a necessity in the 21st century classroom. The 21st century classroom accommodates the Net Generation. The Net Generation is the group of young people between 1982 and 1991 who has been exposed to computer-based technology (Sanders & Morrison, 2007). The technological tools bring an interest of learners to the classroom.
Content knowledge is the meat of the course. Content knowledge is the material learners are responsible for learning and applying. Webinars, research databases, and electronic textbooks/books are technological tools that can be utilized in the classroom. Webinars can be utilized to provide real world connections to content, connect with others globally, and learn strategies to assist them in the area of content. Research databases and electronic textbooks/books are used to research information related to content. This tool works well because it allows the student to find information at any time and with access to millions of information. This is an advantage because students are able to conduct research outside of a library.
Collaboration is a component in the classroom that assists in building the community in the classroom. Blogs, Chats, Discussions, and Wikis are technology tools that allow for collaboration in the classroom. Blogs, discussions, and wikis allow for learners to display their knowledge and share information while allowing for classmates and instructors to provide feedback and opportunities to collaborate. All Chats are an opportunity for classmates to collaborate with one another. An advantage of chats is that it allows for all participants to be active simultaneously.
Communication is a requirement for a course. Communication is imperative in a course. It sets the tone for classroom community. Email, Skype, and instant messaging are technological tools that can be utilized in the classroom. Email provides a way to communicate with multiple people and to keep track of what was discussed in email. Skype does multiple tasks. It allows you to send instant messaging, video and voice calls. Skype also allows you to share files with one another.
Content knowledge, collaboration, and communication are all ingredients to a successful classroom. There are many technological tools that can aid in bringing these ingredients to build a classroom. Technological tools should be incorporated in the classroom to bring the student interests to the classroom and also enhance instruction.
References
Sandars, J. M. (2007, 3 29). What is the net generation? The challenge for the future. Retrieved 1 28, 2010, from U.S. National Library of Medicine: http://www.ncbi.nlm.nih.gov/pubmed/17701615
Related Blogs
Concetta Gotlieb discusses strategies on ways to integrate technology into content knowledge.
http://me.edu.au/b/cgotlieb/entry/linking_technology_pedagogy_and_content
Neil Stephenson discusses the many roles of Skype in the classroom.
http://www.isteconnects.org/2009/02/15/the-many-roles-of-skype-in-the-classroom/
The author discusses whether or not Instant Messaging is good or bad in the classroom. He also provides strategies to use when utilizing Instant Messaging.
http://edte.ch/blog/2009/11/14/using-instant-messaging-in-education-good-or-bad/
Wednesday, July 28, 2010
Tuesday, July 13, 2010
EDUC 7102 Module 3
How should participation in a collaborative learning community be assessed? How do the varying levels of skill and knowledge students bring to a course affect the instructor’s “fair and equitable assessment” of learning?
Participation in a collaborative learning community should be assessed based on the individual’s level of participation in the community. Ways to assess this would be through the usage of a rubric with discussion questions, group assignments, and chat. Instructors are able to assess students according to how often and extensive the individual’s participation is in the collaborative learning community.
Varying levels of skill and knowledge students bring to a course affects the instructor’s the fair and equitable assessment of learning. There may be overachievers, experienced, or inexperienced students in course. There has to be a median point for students when creating assignments. This will create an opportunity for fair and equitable assessment of learning.
If a student does not want to network or collaborate in a learning community for an online course, what should the other members of the learning community do? What role should the instructor play? What impact would this have on his or her assessment plan?
If a student doesn’t want to network or collaborate in a learning community for an online course, group members should attempt to reach out to team member. A lot of reasons may be the cause of the student not wanting to collaborate. I believe the most common reason that will cause a student to not collaborate in a network is a student feeling incompetent in area of study. The student can be aided by receiving feedback and support from team members. The student in need should request help from team members if not, then team members should reach out to team member for support. Once an attempt has been made to communicate with team member, if team member doesn’t communicate or participate afterwards, then the instructor should be contacted. The instructor should serve as a mediator between the group and student. The instructor should assess the student based on the facts communication between group and student was ineffective. As a instructor, I would assess the group as a whole without considering the student who didn’t participate. As for individual assessments, I would assess the student on his/her lack of participation.
Links to additional blogs
http://theweeklygumboot.blogspot.com/2009/02/classroom-community-times-be-changin.html
John Horn suggests that we turn away from the structure of the classrooms in the past where the instructor was at the top of the hierarchy. He suggests changing the structure to a community.
http://www.edutopia.org/envision-schools-learning-community-respect
Bob Lenz speaks of ways to foster a community face to face classroom. He indicates that learner increases in a classroom with a sense of community.
Participation in a collaborative learning community should be assessed based on the individual’s level of participation in the community. Ways to assess this would be through the usage of a rubric with discussion questions, group assignments, and chat. Instructors are able to assess students according to how often and extensive the individual’s participation is in the collaborative learning community.
Varying levels of skill and knowledge students bring to a course affects the instructor’s the fair and equitable assessment of learning. There may be overachievers, experienced, or inexperienced students in course. There has to be a median point for students when creating assignments. This will create an opportunity for fair and equitable assessment of learning.
If a student does not want to network or collaborate in a learning community for an online course, what should the other members of the learning community do? What role should the instructor play? What impact would this have on his or her assessment plan?
If a student doesn’t want to network or collaborate in a learning community for an online course, group members should attempt to reach out to team member. A lot of reasons may be the cause of the student not wanting to collaborate. I believe the most common reason that will cause a student to not collaborate in a network is a student feeling incompetent in area of study. The student can be aided by receiving feedback and support from team members. The student in need should request help from team members if not, then team members should reach out to team member for support. Once an attempt has been made to communicate with team member, if team member doesn’t communicate or participate afterwards, then the instructor should be contacted. The instructor should serve as a mediator between the group and student. The instructor should assess the student based on the facts communication between group and student was ineffective. As a instructor, I would assess the group as a whole without considering the student who didn’t participate. As for individual assessments, I would assess the student on his/her lack of participation.
Links to additional blogs
http://theweeklygumboot.blogspot.com/2009/02/classroom-community-times-be-changin.html
John Horn suggests that we turn away from the structure of the classrooms in the past where the instructor was at the top of the hierarchy. He suggests changing the structure to a community.
http://www.edutopia.org/envision-schools-learning-community-respect
Bob Lenz speaks of ways to foster a community face to face classroom. He indicates that learner increases in a classroom with a sense of community.
EDUC 7105 Module 2
I do believe that most humans have a basic instinct to interact and work as a group. Rheingold brought to our attention that even in the early years, humans lived and hunted in groups (2005, Rheingold). I found this to be interesting but not surprising since mostly every business and education systems have a team to collaborate to be effective. Humans have been accustomed to working in groups since the beginning of time. Although working as a group may be an instinct, but collaboration and communication skills must be acquired to be effective in a group environment. Many groups or teams fail due to lack of communication or collaboration. When team members are educated on how to work with a group effectively, they are equipped for success. I do believe all learners should have the experience of collaborating with other peers however the question lingers in my mind are all learners capable working with others. I know of some adults that refuse or dislike working with others. I wonder is it because they need training or because of personality types.
Technology can facilitate collaboration among learners based on constructivist principles through the usage of Skype, wikis, discussion boards, and videos. Students are able to collaborate about real world problems, case studies, edit and modify assignments pending constructive feedback etc. through the usage of these technology tools. Learners are able to learn from one another through experience , feedback, and the sharing of material.
David Greenfield reflects on the relationship of Collaboration and Constructivism.
http://davidgreenfield.net/blog/?p=30
Karl Fisch discusses constructivist teaching with technology.
http://fischnecc07.blogspot.com/
References
Rheingold, H. (2008, 02). Howard Rheingold on Collaboration. Retrieved 07 13, 2010, from http://www.ted.com/index.php/talks/howard_rheingold_on_collaboration.html
Technology can facilitate collaboration among learners based on constructivist principles through the usage of Skype, wikis, discussion boards, and videos. Students are able to collaborate about real world problems, case studies, edit and modify assignments pending constructive feedback etc. through the usage of these technology tools. Learners are able to learn from one another through experience , feedback, and the sharing of material.
David Greenfield reflects on the relationship of Collaboration and Constructivism.
http://davidgreenfield.net/blog/?p=30
Karl Fisch discusses constructivist teaching with technology.
http://fischnecc07.blogspot.com/
References
Rheingold, H. (2008, 02). Howard Rheingold on Collaboration. Retrieved 07 13, 2010, from http://www.ted.com/index.php/talks/howard_rheingold_on_collaboration.html
Thursday, July 1, 2010
EDUC 7105 Module 2
By reading the blog, _isms as a filter-not-blinker, my assumption that all learning theories are useful in education is confirmed. Bill Kerr stated "_each ism is offering something useful without any of them being complete or stand alone in their own right" (2007, Kerr). Learning theories provides us with a glimipse on various ways learners obtain knowledge. It is up to educators to use the learning theories as a stepping stone when teaching learners. Learning Theories provide insight for educators. All can be useful depending on the content and learner. I don't believe one single learning theory could describe excactly how learners obtain knowledge since all learners learn differently. The learners change with the generations. There is new information found daily on how to teach learners and how learners learn. Karl Kapp says it best when he states "we need to take pieces from each school of thought and apply it effectively.." (2007, Kapp). It is up to educators to bring all of the pieces of learning theories together to eductate all learners effectively.
References
Kapp, K. (2007, 01 02). Out and About: Thought on Educational Schools of Thought. Retrieved 06 30, 2010, from Kapp Notes: http://karlkapp.blogspot.com/2007/01/out-and-about-discussion-on-educational.html
Kerr, B. (2007, 01 01). _isms as a filter not a blinker. Retrieved 06 30, 2010, from http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html
References
Kapp, K. (2007, 01 02). Out and About: Thought on Educational Schools of Thought. Retrieved 06 30, 2010, from Kapp Notes: http://karlkapp.blogspot.com/2007/01/out-and-about-discussion-on-educational.html
Kerr, B. (2007, 01 01). _isms as a filter not a blinker. Retrieved 06 30, 2010, from http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html
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