My first interaction with distance learning was in the winter of 2003; I decided to pursue a single subject credential and needed to take one more methodology course in order to satisfy credentialing requirements. Living in a remote town in the Sierra Nevadas, approximately two hours from Sacramento, there was no available university or satellite campus of any college to which I could apply and complete the course conveniently. After researching my options, I determined the fastest way to reach my goal was to take an online course through National University.
Living remotely in 2003, I had just about the slowest dial-up internet connection imaginable, but compared with the pre-internet era, I thought I was high-tech and definitely on the cutting edge of online learning. I knew that distance learning would be a new experience, and truthfully, I assumed that my experience would not rival the “authenticity” of the in-person courses I had taken to earn my multiple subjects credential two years prior… I could not have been more wrong.
Within that course I believe I was more self-disciplined than with any other course; I was required to engage online in discussion threads almost daily, and as a result, I stayed on top of reading assignments to be able to contribute thoughtfully. My instructor provided in-depth, meaningful feedback to my posts and assignments, and I felt a connection to her despite never meeting/seeing her in person. At the end of the course I felt that I had a developed a thorough understanding of secondary school instructional/classroom methodologies of which I never felt certain in my primary school training courses.
Kelsey & D’souza (2004) noted that as of 2003, little research had been done on the efficacy of courses offered through distance learning, thus I suppose my experience was fairly innovative for the time. Their study concluded that “faculty interviews revealed three issues concerning interactions with distance students: 1) the mode of communication, 2) the frequency of communication, and 3) problems associated with communication,” (http://www.westga.edu/~distance/ojdla/summer72/kelsey72.html). Based on my experience, however, I propose that those concerns can be overcome by effective instructors (such as my former instructor).
Currently, distance learning is widely available, and with the increase in the number of students seeking higher education (Howell, Lindsay & Williams, 2003, http://www.westga.edu/~distance/ojdla/fall63/howell63.html), it is likely that “alternative” models of education will continue to expand. Howell, Lindsay, and Williams pointed out that trends in education, particularly those concerning accountability measures, availability, continuing education, and the evolution of technological advancements will all contribute to the expansion of distance education.
Participating in the hybrid model of distance and in-person learning of my doctoral program, I can see the benefits and challenges of the trends toward this new model of education. While I am impressed by the technological capabilities at our disposal, and many instructors have embraced the model and provided excellent instruction, the technical glitches have been an ongoing frustration, and to be frank, some instructors are simply not as savvy as others when it comes to engaging satellite campuses. I will be interested to see where the trends in distance learning continue to develop and I, for one, am happy to take advantage of this new model as it provides convenience, innovation, and extensive professional networking opportunities in my life and for my career.
Accompanying technological advancements are the growing concerns around internet safety, privacy and security. Wiener (1954), predicting principles of justice upon which society should be built in order to flourish, identified “The Principle of Minimum Infringement of Freedom…What compulsion the very existence of the community and the state may demand must be exercised in such a way as to produce no unnecessary infringement of freedom,” (p. 106 as cited in http://plato.stanford.edu/entries/ethics-computer/). Thus it is a conundrum for educational institutions to determine the balance between students’ freedom and how best to protect students from the dangers that lurk within the internet.
As an educational leader, I am aware of student security and privacy as a paramount concern for parents/guardians, educators, administrators, law enforcement agencies, and students alike. I recall the increasing presence of “Officer Dave” on the computers in the highs school in which I used to teach, and my frustration over having technology available in theory, but not in reality… I wanted to be able to show students a video online in order to enhance a lesson, but “Officer Dave” would block access to educational videos… it was extremely frustrating!
I also remember the incidents of nighttime vandalism on our school campus that preceded the installation of security cameras. I believe concerns about “big brother watching” are legitimate in communities where communication has not been open and explicit concerning installation of surveillance cameras (http://www2.scholastic.com/browse/article.jsp?id=3751958). I can see the argument on both sides of the campus security issue, and do not know which approach will lead to the best outcome. Is it a violation of students’ rights to have video cameras in public areas, or does it increase student safety? Perhaps it is a bit of both…
The ethics associated with computer use are likely to evolve as hackers, users, and programmers continue to stretch the information highway into the future. Acceptable use policies appear to provide general guidelines and the legalese required to limit liability concerns, but I doubt their actual effectiveness. As evidenced by recent cases such as that at Rutgers University (http://www.msnbc.msn.com/id/39445225/ns/us_news-crime_and_courts/?GT1=43001), students continue to find ways to push the boundaries of ethical use of the internet, and as we can see… the results may be fatal.
Moving forward in awareness of the responsibilities integral in internet use, I believe educators are charged with teaching students about ethics in general. Students need to be made aware of the consequences of their internet usage whether it is for social networking, gaming, emailing, or any other purpose. Furthermore, it is important to explicitly train students and employees in email/technology ethics because they need clear instruction in what constitutes professional communication versus social communication (http://www.chacocanyon.com/pointlookout/050406.shtml). As we train the next generation of workforce participants, issues around internet ethics will become increasing vital to career training and professional standards within education and career readiness.
Saturday, October 30, 2010
Monday, October 25, 2010
Tomorrow’s Students and Cultural Relevancy
As an educator in the 21st Century, I admit that I am intimidated by the prospect of keeping up with the “digital natives”… I thought, naively, that my Gen-X label was about as “legit” as things got; we saw the invention of the Internet, aged through school as computers became a regular part of household electronics… I can remember switching from record players, to cassette tapes, and then being quite certain that CDs were the most highly sophisticated technology music would ever see… I know it is not in my make-up to have invented MP3 players/iPods as I clearly cannot begin to comprehend the possibilities of where technology may take us next. The best I can hope for is to maintain motivation to embrace the cutting edge and use my creativity to stay relevant in educating tomorrow’s students.
The “Digital Age” will live in history books (or e-books as it may be) much like the “Dark Ages” or the “Renaissance” live on in chapter titles. However, the glaring difference will be that the Digital Age is not a period with any presumable ending. It would seem that technological innovations, much like the invention of the wheel in its heyday, will endlessly evolve, continuing to change our culture and world.
Accepting the inevitability of the demands digital natives will place upon the educational system, it becomes the challenge of educational leaders to make teaching and learning culturally relevant. Defined in wikipedia: "Culturally Relevant Teaching is a pedagogy that empowers students intellectually, socially, emotionally, and politically by using cultural referents to impart knowledge, skills, and attitudes,”(http://en.wikipedia.org/wiki/Culturally_relevant_teaching). Seemingly, this approach to teaching would contribute to the type of constructivist teaching/learning that we aspire to provide to students. Noted by John Uzo Ogbu, "A culturally relevant pedagogy must provide a way for students to maintain their cultural identity while succeeding academically,” (http://en.wikipedia.org/wiki/Culturally_relevant_teaching). In years past, this proposed pedagogy could have been interpreted: ‘how do I connect with students’ schema and build on what they know from their home/demographic point of reference?’ Now, added to that loaded question is the daunting challenge to meet students in the middle of a paradigm shift, connect across numerous cultural factors, and stay current with the technological savviness of a wi-fi generation.
Given the challenge of keeping education current with technology trends, I value the information presented by Project Tomorrow. I see exciting possibilities within students’ connections to other students around the world and I wonder how to leverage those connections within the learning environment to bring the connections from “social networking” to “educational networking”. When data shows student interest in STEM fields dropping off in 3rd grade, I wonder how technology could prevent that trend or perhaps re-engage students who lost interest along the way. From the data reported by Julie Evans, CEO of Project Tomorrow, I was not at all surprised to hear that students are frustrated that they have limited access to the technology in their schools. I think back to my teaching days and ponder how much better I could have approached integrating technology into the classroom. After all, what is the point of computers in the classroom if they are not maximized?
The Tech School Model (http://www.newtechnetwork.org/newtech_model) provides an innovative approach to bringing students into a project based learning environment, maximizing technology use, and utilizes teachers as project coaches which definitely appears more in line with educational reform than many other models. However, in the program description, I was disheartened that students are predominantly working in group/team mode and it does not appear that students are required to develop as much independent resourcefulness as I think they might benefit from. Again, I come back the idea of finding balance between all the models and modes of educating today’s youth.
In viewing a presentation by Julie Evans of Project Tomorrow, I was somewhat surprised to hear that the college freshman of 2014 will be the first true digital natives in higher education – we will be ready for them? It appears that some colleges are attempting to funnel money into technology to recruit students, using iPods, laptops, and other gadgets to lure students to their campuses. However, when students report that they are really only using their iPods to listen to music, not to listen to audio lectures, I have to ask myself how well thought out are these incentive programs? As one article noted, “Recent research shows that technology itself is not as important to improving student learning as how teachers use it,” (http://www.ecs.org/clearinghouse/13/27/1327.htm).
As institutions of higher education seek to solve the puzzle of technology in education, I question whether a “happy medium” is ever on the agenda for discussion. When I read “The University of Maryland last fall gave 400 incoming MBA students free BlackBerry portable e-mail devices so they could practice prioritizing e-mails in an always-connected mode,” (http://www.usatoday.com/money/industries/technology/2005-03-28-college-tech-usat_x.htm), I had to question whether the instructors also talk to students about when it’s “okay” to turn off their phone… Isn’t there a potential danger in being ‘always-connected’? I personally think there is a time to disconnect and take a break from the information-saturation we face in daily life.
Apparently, I am not alone in my sentiments, as one student commented, "’I feel teachers expect you to be attached to your e-mail, and if you don't check it one day you get behind," says UNC sophomore Harmony Davies. Adds sophomore Michael Warden: "It tends to take over my life a little bit,’" (http://www.usatoday.com/money/industries/technology/2005-03-28-college-tech-usat_x.htm)… And so I conclude, what is it that we want for students in the 21st Century? I venture a guess that we want students who are capable of competing in the job market, contributing to society, and at the same time able to find a healthy balance between the speed of technology and the pleasure of sitting and having a conversation without texting/instant-messaging/emailing at the same time.
The “Digital Age” will live in history books (or e-books as it may be) much like the “Dark Ages” or the “Renaissance” live on in chapter titles. However, the glaring difference will be that the Digital Age is not a period with any presumable ending. It would seem that technological innovations, much like the invention of the wheel in its heyday, will endlessly evolve, continuing to change our culture and world.
Accepting the inevitability of the demands digital natives will place upon the educational system, it becomes the challenge of educational leaders to make teaching and learning culturally relevant. Defined in wikipedia: "Culturally Relevant Teaching is a pedagogy that empowers students intellectually, socially, emotionally, and politically by using cultural referents to impart knowledge, skills, and attitudes,”(http://en.wikipedia.org/wiki/Culturally_relevant_teaching). Seemingly, this approach to teaching would contribute to the type of constructivist teaching/learning that we aspire to provide to students. Noted by John Uzo Ogbu, "A culturally relevant pedagogy must provide a way for students to maintain their cultural identity while succeeding academically,” (http://en.wikipedia.org/wiki/Culturally_relevant_teaching). In years past, this proposed pedagogy could have been interpreted: ‘how do I connect with students’ schema and build on what they know from their home/demographic point of reference?’ Now, added to that loaded question is the daunting challenge to meet students in the middle of a paradigm shift, connect across numerous cultural factors, and stay current with the technological savviness of a wi-fi generation.
Given the challenge of keeping education current with technology trends, I value the information presented by Project Tomorrow. I see exciting possibilities within students’ connections to other students around the world and I wonder how to leverage those connections within the learning environment to bring the connections from “social networking” to “educational networking”. When data shows student interest in STEM fields dropping off in 3rd grade, I wonder how technology could prevent that trend or perhaps re-engage students who lost interest along the way. From the data reported by Julie Evans, CEO of Project Tomorrow, I was not at all surprised to hear that students are frustrated that they have limited access to the technology in their schools. I think back to my teaching days and ponder how much better I could have approached integrating technology into the classroom. After all, what is the point of computers in the classroom if they are not maximized?
The Tech School Model (http://www.newtechnetwork.org/newtech_model) provides an innovative approach to bringing students into a project based learning environment, maximizing technology use, and utilizes teachers as project coaches which definitely appears more in line with educational reform than many other models. However, in the program description, I was disheartened that students are predominantly working in group/team mode and it does not appear that students are required to develop as much independent resourcefulness as I think they might benefit from. Again, I come back the idea of finding balance between all the models and modes of educating today’s youth.
In viewing a presentation by Julie Evans of Project Tomorrow, I was somewhat surprised to hear that the college freshman of 2014 will be the first true digital natives in higher education – we will be ready for them? It appears that some colleges are attempting to funnel money into technology to recruit students, using iPods, laptops, and other gadgets to lure students to their campuses. However, when students report that they are really only using their iPods to listen to music, not to listen to audio lectures, I have to ask myself how well thought out are these incentive programs? As one article noted, “Recent research shows that technology itself is not as important to improving student learning as how teachers use it,” (http://www.ecs.org/clearinghouse/13/27/1327.htm).
As institutions of higher education seek to solve the puzzle of technology in education, I question whether a “happy medium” is ever on the agenda for discussion. When I read “The University of Maryland last fall gave 400 incoming MBA students free BlackBerry portable e-mail devices so they could practice prioritizing e-mails in an always-connected mode,” (http://www.usatoday.com/money/industries/technology/2005-03-28-college-tech-usat_x.htm), I had to question whether the instructors also talk to students about when it’s “okay” to turn off their phone… Isn’t there a potential danger in being ‘always-connected’? I personally think there is a time to disconnect and take a break from the information-saturation we face in daily life.
Apparently, I am not alone in my sentiments, as one student commented, "’I feel teachers expect you to be attached to your e-mail, and if you don't check it one day you get behind," says UNC sophomore Harmony Davies. Adds sophomore Michael Warden: "It tends to take over my life a little bit,’" (http://www.usatoday.com/money/industries/technology/2005-03-28-college-tech-usat_x.htm)… And so I conclude, what is it that we want for students in the 21st Century? I venture a guess that we want students who are capable of competing in the job market, contributing to society, and at the same time able to find a healthy balance between the speed of technology and the pleasure of sitting and having a conversation without texting/instant-messaging/emailing at the same time.
Sunday, October 17, 2010
Personal Paradigm Shift
I am on a journey full of confusion and simultaneous inspiration...
It has been fascinating to read my colleagues' blogs and realize that we are all in similar, yet distinctly different places on our journey... This is likely a result of our different constructs and the lenses through which we process new information. Nonetheless, I am captivated by the constancy and inevitability of change that we all face.
I often strive for a moment of stillness amidst the chaos of daily life, and yet, stillness seems but a mystical notion in our world of hum, buzz, energy, and movement. Considering the notion of an inevitable paradigm shift, it becomes clearer that I must embrace the lack of stillness and seek to push the envelope of change on a deeper level so that movement may indeed commence where it is most needed. As noted on one website, we are to “Think of a Paradigm Shift as a change from one way of thinking to another. It's a revolution, a transformation, a sort of metamorphosis. It just does not happen, but rather it is driven by agents of change,” (http://www.taketheleap.com/define.html). Thus I am left with the notion that I am called to be a “change agent” in the education reform movement… but where to begin?
A website for educational leaders advised: “As an academic leader you are called on to not only be a leader of change but to be sensitive [to] the many reasons why change in programs or procedures are not only needed but becoming more urgent,” (http://www.thenationalacademy.org/ready/change.html). Taking this advice to heart, I am challenged to conceive of second-order change in a world that is overrun by a history of first-order change. In the history of education, I see evidence of first-order changes (those in which the conditions may be easily reversed to return to the “way things were”) in such movements as phonics vs. whole-language instructions, ‘vocational’ education’s rebirth as ‘career technical’ education, closed to open back to closed classrooms, and countless other hints of change. These so-called innovations generally led to myriad debates and publications both in support-of and against the innovations at hand. Regardless of the feedback, however these movements within education have been on an ever-swinging pendulum that does nothing more than sway back and forth with an insatiable need for “further discussion”… At what point does the discussion end and second-order, irreversible change begin???
The time has come for history to stop repeating itself. “Second-order change is deciding – or being forced – to do something significantly or fundamentally different from what we have done before. The process is irreversible: once you begin, it is impossible to return to the way you were doing before,” (http://www.thenationalacademy.org/ready/change.html). We know the status quo isn’t working, the achievement gap continues to grow, and students are not constructing real knowledge when they are “being taught to the test.” As a former teacher, I recall being so overwhelmed by the theories I was expected to learn, that I didn’t even have the time to think about the fact that, perhaps, the entire system into which I was being indoctrinated, was, and continues to be, broken.
There are many reasons second-order change does not take place, including, but not limited to the following:
o a tendency to mandate change from the top
o organization-wide initiatives that lose sight of individual units
o overwhelming people with too much at once
o operating from wrong cultural assumptions
o the desire for instant success on the part of the leadership
o appropriate resources not available
o change by memo with no discussion, no ownership
o comfort with the status quo
o constant reinforcement (celebration) of "how good we are": so why change?
o a reward system that doesn't match reality
o some people thrive on chaos and don't want issues solved
o competing cultures: trustees, students, faculty, staff, each thinking they "own" the institution and not agreeing in fundamental areas (http://www.thenationalacademy.org/ready/change.html).
When considering the barriers to change, and yet the dynamic nature of a paradigm shift, it is clear that education is at an impasse… Change is coming, whether or not people are ready for it. As a new teacher, I could not have guessed that I was stepping into a flawed system because I was a product of this system, and while I was not always happy with it, I was also taught to accept the status quo, not to make waves, and accept that those who came before me knew what they were doing… Well, what if they didn’t?! Don't we all learn through trial and error?
A paradigm shift related to technology in education is already underway. Some people think they are on-board because they use PowerPoint presentations in their classroom, others think that “clicker” responses keep their class engaged, and yet students continue to sit in rows, bubble in forms, and swallow the standards which they are force fed daily. Changing behaviors, those of educators, students, and citizens alike, will not be easy, hence the reason a true paradigm shift takes time. Based on theories of behavior change, it is likely that a number of benefits and support systems need to be in place in order for authentic behavior change to commence and persist (http://www.csupomona.edu/~jvgrizzell/best_practices/bctheory.html
Answer? More of the status quo…
It has been fascinating to read my colleagues' blogs and realize that we are all in similar, yet distinctly different places on our journey... This is likely a result of our different constructs and the lenses through which we process new information. Nonetheless, I am captivated by the constancy and inevitability of change that we all face.
I often strive for a moment of stillness amidst the chaos of daily life, and yet, stillness seems but a mystical notion in our world of hum, buzz, energy, and movement. Considering the notion of an inevitable paradigm shift, it becomes clearer that I must embrace the lack of stillness and seek to push the envelope of change on a deeper level so that movement may indeed commence where it is most needed. As noted on one website, we are to “Think of a Paradigm Shift as a change from one way of thinking to another. It's a revolution, a transformation, a sort of metamorphosis. It just does not happen, but rather it is driven by agents of change,” (http://www.taketheleap.com/define.html). Thus I am left with the notion that I am called to be a “change agent” in the education reform movement… but where to begin?
A website for educational leaders advised: “As an academic leader you are called on to not only be a leader of change but to be sensitive [to] the many reasons why change in programs or procedures are not only needed but becoming more urgent,” (http://www.thenationalacademy.org/ready/change.html). Taking this advice to heart, I am challenged to conceive of second-order change in a world that is overrun by a history of first-order change. In the history of education, I see evidence of first-order changes (those in which the conditions may be easily reversed to return to the “way things were”) in such movements as phonics vs. whole-language instructions, ‘vocational’ education’s rebirth as ‘career technical’ education, closed to open back to closed classrooms, and countless other hints of change. These so-called innovations generally led to myriad debates and publications both in support-of and against the innovations at hand. Regardless of the feedback, however these movements within education have been on an ever-swinging pendulum that does nothing more than sway back and forth with an insatiable need for “further discussion”… At what point does the discussion end and second-order, irreversible change begin???
The time has come for history to stop repeating itself. “Second-order change is deciding – or being forced – to do something significantly or fundamentally different from what we have done before. The process is irreversible: once you begin, it is impossible to return to the way you were doing before,” (http://www.thenationalacademy.org/ready/change.html). We know the status quo isn’t working, the achievement gap continues to grow, and students are not constructing real knowledge when they are “being taught to the test.” As a former teacher, I recall being so overwhelmed by the theories I was expected to learn, that I didn’t even have the time to think about the fact that, perhaps, the entire system into which I was being indoctrinated, was, and continues to be, broken.
There are many reasons second-order change does not take place, including, but not limited to the following:
o a tendency to mandate change from the top
o organization-wide initiatives that lose sight of individual units
o overwhelming people with too much at once
o operating from wrong cultural assumptions
o the desire for instant success on the part of the leadership
o appropriate resources not available
o change by memo with no discussion, no ownership
o comfort with the status quo
o constant reinforcement (celebration) of "how good we are": so why change?
o a reward system that doesn't match reality
o some people thrive on chaos and don't want issues solved
o competing cultures: trustees, students, faculty, staff, each thinking they "own" the institution and not agreeing in fundamental areas (http://www.thenationalacademy.org/ready/change.html).
When considering the barriers to change, and yet the dynamic nature of a paradigm shift, it is clear that education is at an impasse… Change is coming, whether or not people are ready for it. As a new teacher, I could not have guessed that I was stepping into a flawed system because I was a product of this system, and while I was not always happy with it, I was also taught to accept the status quo, not to make waves, and accept that those who came before me knew what they were doing… Well, what if they didn’t?! Don't we all learn through trial and error?
A paradigm shift related to technology in education is already underway. Some people think they are on-board because they use PowerPoint presentations in their classroom, others think that “clicker” responses keep their class engaged, and yet students continue to sit in rows, bubble in forms, and swallow the standards which they are force fed daily. Changing behaviors, those of educators, students, and citizens alike, will not be easy, hence the reason a true paradigm shift takes time. Based on theories of behavior change, it is likely that a number of benefits and support systems need to be in place in order for authentic behavior change to commence and persist (http://www.csupomona.edu/~jvgrizzell/best_practices/bctheory.html
Answer? More of the status quo…
Monday, October 11, 2010
Thoughts about online learning
Just came across this article:
and was struck once again by the thought that the potential success of online learning opportunities largely depends on the learning style of the student taking the course. Having taken online courses myself in the past, I can attest to what the author says - there is no hiding in the back of the classroom when you are online. Similarly, the lack of "structured" class time means that students have to be more self motivated... this can be challenging when students have so many distractions...
Speaking of distractions, check out this article: http://www.charlotteobserver.com/2010/10/11/1751318/can-she-go-a-month-without-facebook.html
Many friends have heard my justification for not joining Facebook - if you need more evidence of why I know I would be addicted... read the article above...
How can we provide online learning that addresses multiple intelligences? That is the question for today...
A few quick suggestions:
1. Infuse kinesthetic components - ie. maybe courses have Wii type technology infused, or students have to "create" something that is then shared through the online component in class.
2. Presentations could be skyped or video-fed live keeping the "in-person" aspect as part of a communications course.
3. In virtual worlds (like Second Life), students can participate in a virtual hands-on exercise. For example, students in a local health academy use Second Life to visit a virtual hospital room; they take care of patients, move equipment, etc.
Sunday, October 10, 2010
Setting Personal Growth Goals...
Exploring techniques for infusing technology into education is a complex process as I struggle first to sort through myriad suggestions on various websites... then to figure out what ideas might actually contribute to constructivist learning environments. Mayer and Moreno (2001) helped clarify for me five important filters through which to evaluate the potential usefulness of multimedia technologies. I realize now that it is not worth throwing every new technological advance at students, but rather, could prove more impactful to select technologies based on their proven efficacy. For example, following the coherence principle and using concise language and images will create more meaning for the recipient, which makes sense when thinking about how knowledge is constructed (p. 4).
As a former classroom teacher I can appreciate how challenging it is to find time to infuse new technology into lesson planning because of time constraints. Teachers are busy lesson planning, keeping up with accountability mandates placed on them by administrators and laws, while at the same time trying to teach curriculum in a way that is differentiated for all students. With larger/impacted classrooms, less available resources, and more accreditation hoop-jumping required than ever before, it is amazing that anyone would pursue a career as an educator. Personally, I never felt like I could keep up with the technological trends in classroom teaching, and I always felt time was the greatest barrier. Perhaps as an educational leader I will be able to find ways to filter through technological advances in order to provide adequate, meaningful training for educators so that they can better take advantage of what is available to them and their students.
One website I explored provides numerous tools that instructors can use to create multimedia tools to enhance lesson planning and implementation. This website includes tools to create an audio slideshow for the ipod, an interactive "Labview Tutorial" to guide students through a lab assignment, and web diagraming assistance: https://tlt.stonybrook.edu/FacultyServices/Multimedia/MultimediaLab/Pages/ProjectGallery.aspx
I can see these tools as advantageous to students and instructors alike because they engage students through a medium with which they are already engaged (eg. ipods). Moreover, the audio slideshow is likely to be effective because it builds on Mayer and Moreno's (2001) "split-attention principle...that words should be presented auditorily rather than visually," ( p.3).
I appreciate the effort of technology/multimedia learning sites to promote creative e-learning. The following link was created by author "David" to show how small adjustments in the presentation of multimedia information can increase student engagement. As a former (okay, still rocking on, I admit it) metal-head, this type of technique, simple as it may seem, would have absolutely grabbed my attention on a deeper level as a teenager (and likely still would today). http://multimedialearning.com/heavy-metal-makeover-5-design-ideas-to-rock-your-learners-into-compliance/
Furthermore, making adjustments to text and thus getting beyond the boring bulleted death-by-powerpoint presentations is the next step for me as an educator personally... I have to push the envelope to bring my own presentations to the next level. That's not to say I'll "rock out" every presentation I give at a conference, but perhaps using "wordles" (http://www.wordle.net/) (see image above) or other creative techniques, I can bring a fresh perspective to otherwise "dry" material that accompanies the content of what I present about particular policies.
Saturday, October 2, 2010
Initial Reflections...
I am especially grateful that class was so inspiring this week, as two weeks ago, I started having the "oh my gosh I can't believe it's time to go back to school when my job is so crazy" feeling... There were quite a few poignant moments in class and chill-inspiring (the good kind!) stories that were told that reignited the "fire in my belly" (quoting Dr. Block) to be an educational leader. Dr. Deal's story about his father's former student who brought the limo to his house years later reminded me that we do not often, if ever, know the extent of the impact we have on others' lives.
When I think about how technology plays into this impact-making potential that we have as educators, I see boundless opportunity to positively open doors for students, but I also tread with caution for a number of reasons... I'll start with my hesitations and end with the excitement, as I think it's always best to end on a positive note...
I'll start with my own bit of storytelling:
I went to a Bikram Yoga class yesterday with Mark... As you may or may not know, Bikram is a style of yoga taught in 105 degree heat, and it is a prescriptive practice of yoga asanas (postures) and pranayama (yoga of breathing) that is practiced through 26 postures (each repeated twice), in 90 minutes. Sweat pours down your body, and while many people love it, it isn't for everyone. Such as I believe it is with all things educationally prescriptive... When teachers are "mandated" to teach, or even incorporate, anything into their teaching, including technology, there may be benefits similar to a Bikram yoga class, such as personal growth, enhanced experience, along with room for improvement; however, at what point does a prescriptive method become exclusionary? For example, as a non-dogmatic yoga instructor, I have always wanted to offer a healthful practice to people of all ages and levels, and frankly, 105 degrees would be unhealthy and prohibitive for certain populations... Similarly, technology may be accessible to some groups of instructors and students, while other populations simply can't access "21st century technology" whether because of financial, demographic, or any number of logistical reasons.
Which leads me to another concern that also developed from my reflections after yoga last night. During the class, the instructor guided people to go further, deeper, push harder, etc... and I fear that might lead people who are not completely aware of honoring their body's limitations to possibly sustain injury. As with education, leaders may try to inspire teachers and students to go further, delve deeper, push harder, and to what end? We all have a breaking point. With the countless mandates placed upon teachers, one educator in a meeting mentioned a colleague's statement that their job, "is just so much hard work". Society may place a value on hard work, but as with yoga, is there not also a value of balance?
On the other side of my responses to Ed 400 class this week, is the the excitement and simultaneous nervousness about embracing the future of leading with technology. The work of John Seeley Brown says "understanding is socially constructed" (http://www.johnseelybrown.com/ - taken from video entitled: "Teaching 2.0: Doing more with less, UC 21st Century Conference, June 2008). He discusses how technology might then interface with techniques that have shown successful for students such as study groups in a way that enhances tried and true practices. To highlight his argument, Brown talked about the success of a study group in its traditional form versus a study group in the virtual world of Second Life which brings people from across the globe to the table - I think most people would agree this type of technology could lead to boundless opportunity for collaboration and innovation.
I am also optimistic about the the theory of Clayton Christensen (http://www.claytonchristensen.com/disruptive_innovation.html) highlighting "disruptive innovation". As an employee, and fan, of a California Community College, I appreciate and agree with the potential for community colleges to be a "disruptor" of the four year college system. I am impressed by the technological innovations I witness on campus and the ability of my colleagues to think outside the box to bring education to ALL students, not only a select population. Technology, when accessible, can provide incredible opportunities to underrepresented populations. At a Partners in Education Board Meeting yesterday, one committee reported on the computers donated to families of local elementary school students. Rather than simply raise money and deliver computers, this committee brings multi-generational families to the school campus to show them how to use this new tool and how to protect their children from the potential threats that do lurk in the cyberworld. I think it is this type of education that will be necessary to bring students and their families up to speed (or at least on the path to) 21st century technology in education.
The Horizon Reports we read this week bring to light additional exciting advancements, and far more than I could begin to blog about here... So in conclusion, I will say that I am at the beginning of my journey as an educational leader, and I am especially new to the technology component of leadership. With that confession, however, I can also open myself up to the possibility of growing as a learner and leader with the capacity to plan for the innovations of the next generation... I hope!!!
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