Learning Technologies Final post

There are many learning technologies that I have considered including into my class as tools for my students to have further avenues of learning.  Our classes presented a number of great tools to research and decide which would fit best with the groups we currently teach.  I have chosen three technologies I think would best enhance my current students learning process.  With this said, I con not predict which learning tools would work for future students because I haven’t had the chance to learn their learning styles, so future technology for these classes could be modified when the time arises. 

The first technology was posted on Rachel Normand’s blog on August 2, 2013, http://rach084.wordpress.com/.  She spoke of game website called http://www.nobelprize.org/educational, stating how it contained many games and simulations about the human body.  Being an anatomy and physiology, and pathophysiology teacher I was intrigued.  When I tried the site out, I found myself, as Rachel did, being extremely competitive and wanting to get every answer right.  It was great and decided to ask our IT department to unblock it for our students so they can have access and enjoy it as well.  This site gives our students another avenue to learn along with Moodle, and AnatomyArcade.com. 

The second technology I chose was from a digital citizenship post on Yvette Powell’s blog  http://tweedsidepa.blogspot.com/, posted on August, 17, 2013.  She explains how it is our responsibility to know where we are when we are on the net.  Language differs from domain to domain and we should act accordingly.  Some language may be accepted on Facebook, but on a school website, it is not.  I agree with Yvette on her assessment of the rule of digital citizenship. 

Lastly, I chose a technology from Candra Sims at http://candrasims.wordpress.com/.  She used Facebook as an emerging technology through social networking and how impacts adult learning.  I like the idea of using Facebook, but had fears of distraction and cyberbullying.  She put those fears to rest when she stated that she would use Facebook to post resources for assignments and discussing course related material.  I also found Edmodo, which is very similar to Facebook to be even more helpful for the students at my institution.  Although distraction is still a threat, it can be held off by making sure students are engaged in their work, and comfortable with using the software.  One last thing about Facebook and Edmodo, students can collaborate with each other and the instructor at anytime from anywhere. 

The ever growing speed and memory of tablet, smartphones and laptops allow for a even flattening of the world making communication quicker faster and more computerized ll day.  Using some of these technologies presented here can only enhance an adult students learning experience. 

Digital Citizenship and Ethics

            Digital Citizenship, ethics, and netiquette are characteristics abandoned for internet users.  The golden rule of, “Do unto others as you would have done to you” should carry over to the net, but rephrased.  MR Villano, the contributing editor of the Technological Horizons in Education Journal states, “Text unto others… as you would have them text unto you” (Villano, 2008). 

            To accomplish this, digital citizenship and digital ethics have been contrasted to aid in humans demonstrating correct behaviors while on the internet.  Digital citizenship is defined as by Mike Ribble is, “The norms of appropriate behavior with regard to technology use” (Ribble, 2013, Pg.1).  There are nine elements to digital citizenship, digital access, digital commerce, digital communication, digital literacy, digital etiquette, digital law, digital rights and responsibilities, digital health and wellness, and digital security.  A site that explains many of these themes is

http://www.commonsensemedia.org/advice-for-parents/be-good-digital-citizen-tips-teens-and-parents, but focuses on digital security mainly.  On this site teens speak about what you should share online, and how to respect the privacy of others while on the net.  Here is a video from the site where teens give personal accounts of things they have experienced while using the internet:

http://www.commonsensemedia.org/video/modal/1248956

What we have to remember, that everything we do on the internet leaves a digital fingerprint, so once it’s out there, there’s no getting it back. 

            Netiquette is where the golden rule comes into play.  Virginia Shea boasts that there are ten rules to internet netiquette.  She states that, “In cyberspace we state the golden rule in even a more basic manor, Remember the human” (Shea, 2011, Pg. 1).  What she means is when we communicate electronically, we don’t see the person on the other end of the chat or discussion.  We do not see their facial expressions, gestures, or even hear their tone of voice.  What we have to remember is that there is another human on the other end that still has feelings and may misconstrue certain phrases or terms as negative, discouraging, or hurtful.  These kinds of behaviors are unacceptable and shouldn’t be done, but unfortunately it happens frequently.  There are some specific questions you should ask yourself before posting something online, for example, “Would I say this to them face to face”?  If the answer is no, rewrite and reread you post.  The website for all ten rules can be found at: http://www.albion.com/netiquette/corerules.html.  Rule two is you should adhere to the same standards of behavior on the net as you do at home.  Being ethical is a major factor in this rule.  Being ethical is really just having good manners.  IF what you’re doing on the net isn’t something you would normally do at home, it’s usually a sign of bad netiquette.  Sometimes being ethical is knowing where you are in cyberspace.  What may be acceptable behavior in one area of the web may not be acceptable in another. 

            Lastly, I feel there has been a decline in computer skills with returning adult students.  Whether that is from a lack of learning computer skills before entering and during the career of these students is unknown, but as they progress through school digital ethics and digital netiquette become vital for each program they are in.  This is mainly due to the ignorance of students who are new to the web and using it for new projects.  It is our responsibility as digital citizens to properly instruct adult students who have weak computer skills what’s right and wrong on the internet, and teach them the ten rules of netiquette, and the nine themes of digital citizenship so that they may be good stewards to other students and people who the encounter on the internet.

 References:

Shea, V. (1994). Netiquette . (1st ed., pp. 1-20). San Rafael, CA: Albion.com.

Ribble, M. (n.d.). Nine elements: Nine themes of digital citizenship. Retrieved May 30, 2012, from http://www.digitalcitizenship.net/Nine_Elements.html

Roblyer, M. D., & Doering, A. H. (2010). Netiquette: Rules of behavior on the Internet. Retrieved from http://www.education.com/reference/article/netiquette-rules-behavior-internet/

open and distance education technologies

Research open and distance learning technologies I discovered that there are two types of open and distance learning technologies, synchronous learning and asynchronous learning.  Synchronous learning denotes to which all students take part in the class at the same time.   Some examples of this type of learning is having students watch a live streaming of a class and take part in an online chat using some kind of learning board such as Blackboard, Adobe Connect, WebEx, or Skype.  Synchronous learning is developed to strengthen the student instructor relationship which we all know is a challenge for all students participating in distance learning.  Other tools for Synchronous learning are instant messaging, live chat, video conferencing, and webinars. 

Conversely, Asynchronous learning involves the ability to maintain communication without having to meet at the same place at the same time (Fisher, 2006).  Again Asynchronous learning is possible through Blackboard, email, and chat rooms.  Again, this provides the student to learn at different times and locations, usually without an instructor.  By practicing this type of learning, students can work at their own pace, yet achieve a high level of learning.   

One site I like is Edmoto.com.  The site resembles Facebook and is a social learning platform for students, teachers, and parents.  Edmodo can be incorporated into classrooms through a variety of applications including Reading, Assignments, and Paper-studying (Wikipedia.com).  Students can use Edmodo to post assignments, create polls, video clips, create learning groups, post a quiz, and create a calendar for events and deadlines.  Teachers can also make annotations on papers and provide instant feedback for students. 

Parents can view this site by creating their own account linking directly to their child’s account to see their assignments and grades.  Teachers can also send alerts to parents regarding school events, and missed assignments. 

I like Edmoto.com because of its resemblance to Facebook.  Many students already have Facebook accounts and have a vast knowledge of the navigation through Facebook.  This is an easy transition for them to make directly into the classroom. 

 

A second site I like is Edutopia.com.  The sites mission is dedicated to improving the K-12 learning process by documenting, disseminating, and advocating innovative, replicable, and evidence-based strategies that prepare students to thrive in their future education, careers, and adult lives (George Lucas Educational Foundation, 2012).  The site collaborates with students, teachers, and leaders to advance the field and increase student learning.  I have researched this site previously and found it to be a great distance learning site to incorporate into the classroom to enhance education and learning alike.

 

References

Fisher, C. (2006, march 13). Asynchronous learning and adult motivation: Catching fog in a gauze bag. Learning Solutions Magazine,

Games, Simulations, and Virtual Environments for Learning

            Anatomy Arcade is a gaming site that, “Makes anatomy come alive through awesome free flash games and interactive videos” (Anatomy Arcade, 2008).  You can access the site at:

http://www.anatomyarcade.com/index.html

When you access this site the first thing you will notice is in the left hand column a section titled Games by the Body System.  When you click on a system, for example, Skeletal, another menu will appear giving you options of games to play under that system.  There are interactive games like Whack-A-Bone, Match-A Bone, Major bones Crossword, Skeletal System Word Search, and Skeletal Jigsaw.  Also there are instructional videos under each system for students to view.

http://www.youtube.com/watch?v=cHiCh0lygE8&feature=share&list=PLF3DF6413D621097B

http://www.youtube.com/watch?v=RLT6oZM7Wrk&feature=share&list=PL6EE8FFBCBDB51F83

            This site is great for interactive gaming for students to have a “Hands on” learning experience.  This is a free site that can be accessed while in the classroom, or on the bus to and from class.  I find this site to be very helpful and plan on adding it to my syllabus as a learning tool along with our Moodle page.  Kurt Squire states, “Game-based learning environments might empower teachers to act as coaches, advisors, and producers rather than content dispensers and police officers.  Once kids are interested in learning and engaged in focused work, teachers’ work becomes much easier and they become resources, rather than obstacles” (Squire, 2011, Pg. 59).  Not only does this site full of games empower teachers, it can empower students as well.  After spending time on the site, students will want to return and learn more as we study each system throughout the body.  I love this site and the games it contains, and can’t wait to introduce it to my students.

A second game I like to use for my students is Speed anatomy.  It is now found on Facebook which ties in with our previous assignments regarding social media in the classroom.  You can link up here: https://www.facebook.com/pages/Speed-Anatomy/107241489347721.  It is also an app for iPhones and Android smartphones.  It can be downloaded by iPads and other tablets as well. By having this app, students can practice anatomy anywhere and at any time.  I like this app, and have included it on my syllabi for my Anatomy and Physiology classes.  You can also use the following site to download Speed Anatomy to your tablet or smartphone: http://appxk.com/apps/1063.html.  

I enjoyed learning about how games can influence my students beyond the gaming console.  Although PlayStation three and Xbox have internet connections and person to person instant virtual gaming, the website and app I showed above allows students to broaden their horizons and take the games with them via smartphones or tablets.  I plan on using both of the games I presented and hope anyone who is an anatomy instructor will as well.

References

Squire, K. (2011). Video games and learning. (1st ed., p. 59). New York, New York: Teachers College Press.

Anatomy arcade. (2008). Retrieved from http://www.anatomyarcade.com/index.html

Mobiles and smartphones in the classroom

As we know, technology in the classroom is an ever changing phenomenon as each year passes.  This includes using mobile devices such as iPads, smartphones, and laptops.  Two technologies I will concentrate on this week are Smartphones and Smart Bridgit. 

Smartphones have many pros and cons to allowing students to use them in the classroom.  Some of the positives about smartphones that enhance learning are that they have video cameras, interactive boards, and internet connections.  Having the ability to connect to the internet instantly is a great tool for students to have.  Students can instantly access the internet for research for group learning or in class projects.  Also it allows for messaging between student and teacher, or student to student, the writers at webanywhere.com state, “Enthusiastic learners will make use of their phones for legitimate educational purposes on their way to and from school” (webanywhere.com, 2012, Pg. 2).  Students can use their smartphones outside of class for pictures, and text when they see or hear something pertinent to class.  For example, students in a history class can see a memorial, an antique, or an old building, take a picture of it and send it to the instructor with text explaining where it is, who’s it was, and how old the piece is.  Smartphones allow for class interaction outside of the classroom. 

Although there are many advantages to smartphones in the classroom, there are many drawbacks as well.  Drawbacks like theft of phones, abusive texting or instant messaging, and interruptions due to incoming calls and texts.  This is where bullying comes into play. 

In my classroom, I feel it’s just too hard to monitor what students are doing on their phones, so I don’t normally allow smartphones in my classroom.  Once the pros begin to outweigh the cons I will consider allowing them as part of my lesson plans, but until then, it’s just a risk I’m not willing to take just yet. 

The second mobile device I would definitely allow in my classroom, it’s called Smart Bridgit.  Smart Bridgit is a classroom collaboration tool run by the instructor with student interaction via an iPad.  Here is a Smart Bridgit demo via YouTube: http://youtu.be/PPQeNvVzwz8.  I find this technology to be another great learning tool for students to stay engaged through emerging technology.  A 2012 article in Points West audio/visual LTD. States that, “Enable students to use iPads to work together on lesson activities displayed on and broadcast from the SMART Board interactive whiteboard, increase access to front-of-room content for students with limited vision or mobility , and give each student more time with the SMART Board interactive whiteboard” (Points West, 2012,).  Some of the downfalls of Smart Bridgit is cost.  A normal classroom site up is about $4,200.  Other expenses are the iPads, the maintenance of the iPad, and insurance for the system, and replacement for broken or stolen iPads.  I would definitely say the pros outweigh the cons here, and Smart Bridgit is a great tool fro learning.

 

 

References:

Save 50% on smart Bridgit® and foster collaboration in 1:1 tablet environments. (2013, September 05). Retrieved from http://citationmachine.net/index2.php?reqstyleid=2&mode=form&rsid=5&reqsrcid=APAWebPage&more=yes&nameCnt=1

Admin. (2011, Nov 03). Smartphones: the pros and cons of mobile technologies in the classroom. Retrieved from http://www.webanywhere.co.uk

SmartBridgit.

A reletivly new classroom technology usin an iPad is SmartBridgit.  This is a smartboard technology being used in highschools and elementary school throughout the country.  I am hoping to include this tchnology in my proposal to my school for allowing the use of mobile technology in my classroom.  Here is a tutorial via you tube:  http://youtu.be/5Vl9ywMiHaU. 

Social Networking Technologies

            Social networking has evolved over the past ten to fifteen years from basic email to instant messaging, and now to Facebook and Edutopia.  These networking sites have changed the way we look at how we connect with others not only in our own back yards, but worldwide.  We can use these networking sites as an educational tool if used properly.  There are many benefits to social networking; Bandura states that, “people learn through observation” (Cherry, 2012, Pg. 1), what better place to start than social networks. 

                        According to an article posted in Science News, “When asked what they learn from using social networking sites, the students listed technology skills as the top lesson, followed by creativity, being open to new or diverse views and communication skills” (Science News, 2008, Pg. 1).  What this shows is that students who use social networking for educational purposes have better computer skills and are better prepared for college, and workforce ready.  The article also states that, “students are developing a positive attitude towards using technology systems, editing and customizing content and thinking about online design and layout. They're also sharing creative original work like poetry and film and practicing safe and responsible use of information and technology. The Web sites offer tremendous educational potential" (Science News, 2008). Sharing papers, websites for research, instant messaging for collaboration and multimedia tools via social networking is a tool that many schools should incorporate into their curriculum.  One such website that offers an educational aspect is Facebook https://www.facebook.com/.   It is estimated that there are 54.1 million Facebook accounts registered to people between the ages of 25 and 44 in the United States alone.  Imagine the possibilities for education for students’ within that age range.  Not excluding people over 44 which approximate 45.3 million.  Tools within Facebook are educational pages where students can go and compare notes, talk about assignments and share information.  They can get different views of information from students around the world consequently widening their learning styles. 

            A second social network for education is Edutopia.  This organization was founded by the George Lucas Foundation where teachers, students, and parents can come together to promote and innovate education.  The web site is found at: http://www.edutopia.org/.  On this site students can browse by grade levels, view blogs, view videos, and get free classroom guides and educational downloads.  I found this to be a great site for students K-12 with core strategies such as Comprehensive assessment, Project-based learning, and Technology Integration.  At Edutopia, there are many blogs a student can go to for information.  Some blog topics are, Assessment, Education Trends, Student Engagement, and much more. 

          Some drawbacks to social networking in education are Distractions, Cyber bullying, and it discourages face-to-face communication.  Some of the distractions are students visiting sites that are detrimental to the learning experience.  Also, students must be aware of false information in social media.  Many opinions are bias and incorrect, so students must be aware what sites and who they are speaking to.  To resolve this, instructors could place filters on each site so students couldn’t wonder.  In a study about cyberbullying at Indiana State University, researchers Christine Macdonald and Bridget Roberts-Pittman found that almost 22 percent of college students admit to being harassed online. Of this group, 25 percent report they were bullied through a social networking site.  Again it is the job of the instructor to put an end to such activity in his/her classroom.  If cyberbullying occurs on a certain site, then the instructor can use a different site to end it.  And finally, social networking discourages face-to-face communication.  I feel instant messaging eases this concern some, but with instant messaging a student can’t see facial expressions, body language, and voice fluxuations that would define someone view on information better. 

            The school I teach at is having a difficult time allowing social media in their classrooms.  Social networking is seen as a distraction rather than a education tool.  I have argued the falseness of this viewpoint and finally got the Medical department to purchase twenty six iPads for our students.  That’s twenty six for the whole department, not just my classes.  A problem with having only twenty six iPads is that students save material and we are having memory issues.  Once a month we clear the memory on the iPads and begin new lessons.  I am currently having conversations about how social networking can aid learning in our institution.  Along with Moodle, the textbook websites, study groups, and tutoring, this could add another tool for students to learn.  The argument has been an uphill process so far because some of our administrators are traditional in their teaching philosophies, but I feel they are beginning to see the light.    

            In conclusion, while the debate over social networking in the classroom continues, there is no doubt the impact social networking has on our students.  Every year students come out of high school more tech savvy.  It would be prudent for high schools, colleges, and universities to jump on the social networking bandwagon and incorporate these techniques into the classroom.

References

Lederer, K. (2012). Pros and cons of social media in the classroom. Campus Technology, 1.

Wells, R. (2010). 41.6% of the us population has a Facebook account. Social Media Today, 1.

(2012). Educational benefits of social networking sites uncovered. Science Daily, 1.

The Horizon Report

The Horizon Report (THR) is a report where educational tools are examined and presented in three different categories, The near-term horizon (effects felt within the next 12 month), the mid-term horizon (effects felt within the next 2-3 years), and the far-term horizon (effects felt within the next 4-5 years).  Tools represented in the near term for 2013 are massively open online courses (MOOCs) and tablet computing. 

The report goes into great detail about each of these and how they are affecting the classroom.  As stated above, near-term tools are MOOCs and tablet computing.  An example of the mid-term horizon is games and gamification, and learning analytics.  The report defines, "Gamification aims to incorporate elements of games, such as levels and badges (but also via quests and other strategies)
into non-game activities" (The Horizon Report, 2013, pg 5).  The report also states, "Learning analytics is the field associated with deciphering trends and patterns from educational big data, or huge sets of student-related data, to further the advancement of a personalized, supportive system of higher education" (The Horizon Report, 2013, Pg. 5). 

The far-term horizon presents us with new technologies like 3D printing, A Tangable classroom, and wearable technology.  the report states that, "Over the next four to five years, 3D printers will be increasingly used in the arts, design, manufacturing, and the sciences to create 3D models that illustrate complex concepts or illuminate novel ideas, and even chemical and organic molecules" (THR, 2013, Pg. 5). 

You can view the report by clicking on the following link. 

http://www.nmc.org/pdf/2013-horizon-report-HE.pdf

Enjoy,

Aaron

There are many emerging technologies in today's technologically based classrooms including Laptops, tablets, and smartphones.  It is estimated that in the year 2015 80% of all people accessing the Internet will do so by using a mobile device.  Already there are many high schools, colleges and universities that have incorporated this technology into their classrooms, I want to do the same with mine.

There are a number of smartboards, learning cites such as Moodle and blackboard, and iPad driven software at our fingertips to use in the classroom.  I will expand on these as e progress over the next few weeks.  Some drawbacks are cost, computer illiteracy, and time.  These drawbacks are easily solvable problems if we want to continue to compete in the global community.

This is a great Anatomy game found by one of my classmates Jennifer Renee Ricketts. Students can learn and apply their knowledge through reptition and on the fly using your smartphone.  The app is on both Apple and Android!  If your one of my students you know how I like to reinforce reptiton! Enjoy the game!  Here is the link!




https://play.google.com/store/apps/details?id=com.speedAnatomy.speedAnatomyLite&hl=en

Emerging Applications and Technologies for the Classroom

            While researching apps for this week I chose to use two websites that are available via any mobile device anywhere there is a cell signal or Wi-Fi availability.  The first app I chose was one from the school where I work.  We use a Moodle page that is available that is available to all instructors and each course they teach.  You can go to our Moodle page, but unfortunately you cannot access it without a functioning school email address.  The website is www.medical-btc.org.  For example, for my Anatomy and Physiology class I have developed games, flash cards, quizzes, articles to read, and videos to watch.  Sometimes I assign student to watch a video I posted on the Moodle page and write a small essay about it.  Also, in my Moodle page I can track which students were on, when they were on, and what features they looked at.  Sean Parsons, instructor and Moodle guru states, “Our Moodle page is a great source of information, and a great way for students to collaborate and enhance their learning experience” (Parsons, 2013). 

            The second app I found interesting is Flickr.  We all know that Flickr is one of the best online digital photography technologies available, but it is also great for education.  www.Flickr.com is the website.  I like the feature in which you can annotate a photo so when a student hovers their mouse over a particular box (or annotation box) a message pops up about that area, or annotation box.  Richardson says, “One of the most useful tools in Flickr is the annotation feature, which allows you to add notes to parts of the image by dragging a box across an area and typing text into a form” (Richardson, 2010, Pg. 104).  This feature works very well with Anatomy images and diagrams.  It makes the images interactive and keeps the student engaged as he/she studies the pic.  Flickr would work for a variety of classes including Pathology and Pharmacology.  I will investigate more and try some of these tools and evaluate how they help students.

            Finally, I would like to research about the tangible classroom.  Tangible means as explained by Michael Horn from Tufts University, “instead of using pictures and words on a computer screen, tangible languages use physical objects to represent various programming elements, commands, and flow-of-control structures. Students arrange and connect these objects to form physical constructions that describe computer programs” (Horn and Jacob, 2012, Pg. 1).  I will show later the pros and cons of the tangible classroom including cost.  Tangible classrooms need to have specific languages depending on the level of education, Quetzal – pronounced ket-zal, and LEGO Mindstorms robots, and Tern, later I will begin to explain how each of these work.

References:

Parsons, S. (2013, July 10). Interview by A Schlott []. How Moodle works.

Richardson, W. (2010). Blogs, wiki's, podcasts. (3rd ed., p. 104). Thousand Oaks, Ca. Sage.

Horn, M., & Jacob, R. (2012). Designing tangible programming languages for classroom use.

I thought this was an interesting article.  Another website that can help students with their learning experience. 

MCG-BTC Moodle Page

As this new blog progresses there will be a number of games, webpages, and techniques we as instructors can use to help facilitate learning in our classrooms.  One of those techniques I use is Moodle.  The page was brought to our facility a few years ago by Sen Parsons one of our Pharmacy Technition program instructors.  On this page I post flash cards, games, articles, and video for students to do or watch.  This gives students another learning avenue in which to retain information.  Our Moodle site is:
http://www.btc-medical.org/.  Remember, you must be a student at our school with a school email adress to access this site.  But I just wanted you to see that this is one option that students can use to help them learn.  Also, we have began to allow alumni to access these pages as refreshers for interviews and for those alumni who have gone on to further their education. 

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