M6, Learning in a Digital WorldParksJ

What impact do you believe technology has on the way you learn?

Technology impact the way we learn research, interact, receive and disseminate information. Technology is a prevalent source of information. Learning to use the resources available for learning is truly challenging, yet rewarding.

In what ways do you learn differently in an online environment from the way you learned in a face-to-face learning environment?

The online learning environments present significant challenges, rewards, and expectations to learning. Online learning versus face-to-face can be viewed in reference to flexibility of time, presentation, research, wealth of information available, and the globalization of the resources. It is an interesting and rewarding concept, but the lack of constant non-verbal facial interaction still presents a challenge.

What do you believe is critical and non-negotiable in teaching and learning?

What is critical and non-negotiable in teaching and learning is the methods used to reach all learners and to assure that success can be gained by every participant in the learning environment. The material and information gathered from the online environment must line up with the standard course of study, feedback and assessment must be measurement, and educators must keep abreast of new and emerging technology and how it relates to preparing 21st century learners. I believe Educational technology is a pedagogical tool used to create greater engagement, enhanced critical thinking, equalizer of individuals differences while enhancing their strengths, and it is the best resource for teachers and students to adapt to ever changing standards of excellence.

Reference:

Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston, MA: Pearson Education.

M5, A1 New TechnologiesParksJ

Recently our district announced that all teachers will use an electronic grade book. This announcement sent shock waves throughout the building, including seasoned staff members. The plan required teachers to set up their grade book. The setup procedure utilized built in formulas to calculate grades, post daily attendance, assignment due dates, descriptions of assignments and tests, and allow online access to both parents and students to track student progress. When we asked teachers about their apprehensions, several reasons were given:

• Fear of making mistakes that could be irreversible

            • Limited knowledge of computer software and operations
            • Lack of control of grading method and scale
            • Back up of data
            • Knowledge that their grading procedures and records are accessible to others
            • Turnaround time for acceptance and mastery

• Program too complicated

 We developed a plan to rollout the initiative in phases. We acknowledge people concerns and began having discussions about their concerns and ensure them that we would provide the needed support and training to eliminate these concerns. We ask teachers to take a brief self- assessment to rate themselves with their comfort level and skills working with similar programs and willingness to learn a new program. We then develop a training schedule that partnered our computer savvy teachers with ones who were not. We asked that these pairs sit together while we were doing guided practice. The expert in the group was asked to make themselves available if needed by their partner. Faculty was given access to online self-paced tutorials with user friendly step by step procedures. Perhaps our biggest selling point is when we had peers lead discussions on the time saving benefits the use of the program will provide. Finally, we checked the progress of each teacher and double check their grade book setup. If there were errors, we visited the teacher during their planning block to provide assistance and support.

I am happy to say that the plan work and have been fully implemented in our school district.  The success of the program was based on the amount of peer support.  Keller ARC Design Process is a great method utilized by many school districts when introducing new content and technology.  When motivation is high and stakeholders buy in is visible and viable, the success of a project imminent.  Integrating ARC into lessons plans, ideas, and concept can enhance learning outcome.

References:
O'Neil, J. (1996). On emotional intelligence: A conversation with Daniel Goleman.  Educational Leadership, 54(1), 6−11.  Retrieved from the Walden Library using the Teacher Reference Center database.

Siemens, G. (2004). Connectivism: A learning theory for the digital age. Retrieved from http://elearnspace.org/Articles/connectivism.htm