Emerging and Future Technologies (EDUC - 8342C - 1)

 Module 1 - Assignment

Blog Post on Identifying an Emerged Technology

         Educational Technology is a field that cares about topics called issues, and it takes approaches called trends to address these issues over time (Brown & Green, 2014). According to Dr. Thornburg (2013b), Table 1 depicts a constantly changing list of some of the current trends, which have a significant potential to impact educational technology in the next few years.

Table 1 – Current Trends in Educational Technology

‘REASON	FROM	TO
Power Consumption	Running Hot Desktop Computers High-weight, High-power-consumption	Going Green Chromebooks Low-weight, Low-power-consumption, Fully Networked
Dominant Display Technology	Television Cathode Ray Tube (CRT) Analog System	Print Quality LCD Flat Screen Digital System
Back up Essential Data Storage Devices	Fragility Traditional hard Drives Local Storage	Robustness Flash Memory – “Pen Drives” Semiconductor Technologies “Cloud” – Dropbox, Google Drive
Operating System and Office Suite Licenses	Proprietary Systems Macintosh or Windows-based	Open Source and Content Linux, Office Suite Openoffice.org
Internet and Network Access is Automatic Broadband Challenge	Logging Dial-up Modem A few Megabits/Sec of Bandwidth to the Internet	Showing up High-speed Wireless Access Build-in Ethernet Jacks Classroom Servers – OpenClassroom Device Made by Aspen Learning
Ability to Run Wireless Cables	Wired Broadband Internet Services with plug into a wired Ethernet post	Wireless “wi-fi” - Broadband Internet Services without plug into a wired Ethernet post Roaming Wireless – Technologies Ranging From 802.16 (wi-max) to the 3G networks
Collaborate and Share ideas With Peers and Explore the Same Resources at the Same Time	Me and the Web Isolation - Working on a Web site you have visited many times	Us Together Share Document Creation - Google Apps
Development of Modern Desktop User Interface	Point and Click Combination of Keyboard and Mouse Clicking	Wave and Pinch Multi-touch Display Technology – Multiple points of the Surface to be Detected Simultaneously
The Power of Handheld Devices	Computers That Communicate Original Phones – One Function to Allow an Individual to Make Only Phone Calls	Communicators that Compute Cell Phones – Multiple Functions such As Making a phone Call, Map Application, GPS Functionality, Internet Access, Instant Messages’

     The transformations are taking place in society because they are the results of the new technologies (Thornburg, 2013b). Flipped Classroom is another emerging trend that uses software and devices inside or outside of the classroom to enrich teaching and learning (NMC Horizon Report, 2015a). Dr. Thornburg (2013e) indicated that ISTE considers an emerging technology any technology that is new to the educators (p. 4). We do not want to use technology in an ineffective or dangerous way, but we want to use it in a way to increase learning. Let’s keep in mind that innovation can be expensive. The skills our pupils will need to be successful at the time they will exit school to face the world are communication, creativity, collaboration, and divergent thinking. We should use flipped classroom to foster these skills and point to our students to the right direction. According to NMC Horizon Report (2015a), flipped classroom enables instructors to rearrange how time is spent in and out of class by transferring the ownership of learning from the faculty to the learners. Therefore, the teacher does not have to use class time to explain the lesson to pupils. Professors can spend valuable time interacting with students instructional and collaboratively, while learners work together to solve real-world applications with local or global challenges.  As a result, the time students devote is to more active, project-based learning, and higher cognitive (NMC Horizon Report, 2015a). Table 2 displays the results of the Center for Digital Education’s survey of higher education instructors who claim they already use, or they will plan to use flipped classroom within a year in the United States.

Table 2 – Popularity of Flipped Classroom in the United States

‘Flipped Classroom	Percentage
Faculty who said they were using it	29%’
Faculty who said they planned to use it within a year	27%’

            After the class is over, students can do their work by using any of the following forms (NMC Horizon Report, 2015a):

·         Listening to podcasts

·         Examining enhanced e-book content

·         Watching video lectures

·         Collaborating with peers in online communities

Table 3 offers examples of flipped classroom with direct applications for in higher education settings in the following links.

Table 3 – Flipped Classroom Links

SwinEcho Lecture Recording	http://go.nmc.org/swinech
Flipped and Blended Learning Course	http://go.nmc.org/ubcflipped
Collaborative Lecture Annotation System (CLAS)	http://go.nmc.org/clas

            Table 4 provides more resources about the flipped classroom.

Table 4 – Flipped Classroom Resources

BU Collaboration and Network Enhanced Course Transformations	http://go.nmc.org/bucon
A Novel Integration of Online and Flipped Classroom Instructional Models in Public Health Higher Education	http://go.nmc.org/fliphealth
The Promise of the Flipped Classroom in Higher Education	http://go.nmc.org/prom

            In general, the adoption of flipped classroom in different places around the globe has to do with the culture of the people. The United States has a different culture from the one European, and ASIA has (NMC Horizon Report, 2015a). Therefore, whatever it works for the United Stated when it comes to flipped classroom, it may not work for European and Asia because of the difference in culture. Educators have to face another challenge when it comes to the implementation of flipped classroom. The challenge is that the student is willing to do a self-directed work. When it comes to traditional teaching environment, a pupil depends on the instructor to gather any necessary material to study.  Educators need support to overcome obstacles they may face when it comes to the adoption of innovation. There should be an educational center in every University to provide instructors with

•    resources to flip their classroom

•    a specialist to consult on flipping a particular course and

•    opportunities to accomplish a variety of types of learning and assessment opportunities

Cornel University’ Center for Teaching Excellence (https://www.cte.cornell.edu/images/posters/2015-JanuaryConference-poster.pdf) is an example of such an educational center (NMC Horizon Report, 2015a).

If we are looking for another technology example that Thornburg’s article should use is flipped classroom.

References

Brown, A. & Green, T. (Producers). (2014, January 22). Trends and Issues in Instructional

Design, Educational Technology, and Learning Sciences [Audio Podcast]. Retrieved from http://trendsandissues.com/                                                                                                    
NMC Horizon Report. (2015a). 2015 Higher Ed Edition. Retrieved from http://www.nmc.org/publication/nmc-horizon-report-2015-higher-education-edition/

Thornburg, D. (2013b). Current trends in educational technology. Lake Barrington, IL: Thornburg Center for Space Exploration.

Thornburg, D. (2013e). When is a technology emergent? Lake Barrington, IL: Thornburg Center for Space Exploration.

Tags: Emerging, Future, Emerging Technologies, Future Technologies, Emerging and Future Technologies, Trends, Issues, Identifying an Emerged, Technology, Identify, Emerge, Flipped Classroom

Learning Theory and Educational Technology - EDUC 8845

Module 6 - Blog 6

Learning in a Digital World

Every semester at the school where I teach, I notice that some of my students stop coming to their classes by the end of eighth week. This is the point at which we have midterm exams. Whenever I see this drop-off in enrollment, I find myself wondering if both grades and student retention would be higher were the school to offer the same class online?

Learning is a lifelong activity that occurs intentionally in formal instruction and settings and incidentally through experience (Driscoll, 2005, p. 2). The social and communicative interaction between student and teacher, well as between student and student, is vital to classroom learning. Various prominent learning theories (behaviorist, cognitive, and constructivism) help provide some prospective. Moreover, learning theories are like windows of a house where you can look through multiple windows into the same room and get a different point of view form each window. A central tenet of most learning theories is that learning occurs inside a person (Siemens, 2004, para. 11). It is most important that, above all, learning occurs within us.To ensure success interaction both in and outside the traditional classroom, online learning requires adjustments on behave of instructors as well as students. Online courses often substitute classroom interaction with discussion boards, electronic bulletin boards, synchronous chat, and e-mails.

Traditional chalk and chalkboard classes may be best suited to those students who are not very tech-savvy as well as those students who prefer face-to-face communication with classmates and mentors. Along such lines, there are majors on offer that require more hands-on training during class, such as nursing, medical, and physical education.

If students are contemplating online options, they should first be encouraged to do a little research up front. Pre-enrollment counseling, informational interviews with graduates and professionals in their field, as well as talks with academic advisors are strongly encouraged in all such cases. The connections with their peers go a long way toward mitigating the isolation online students can feel if they never stray outside their tech bubble.

Curriculum and teaching objectives both play important role in ensuring a student’s success upon completion of a particular course. Instructors should communicate how they plan to strengthen analytical and communication skills. They must also model research ethics through different forums. Moreover, educators have to design curricula that incorporate advantages of different methods of instruction across the coursework. Ultimately, these needs to be a balance between traditional and online instruction.

Kinzer and Leu (1997) demonstrated positive effects of technology on both learning in a content area and learning to use technology itself. I believe that technology has positive effects on both learning in a content area and learning to use technology itself. Positive effects mean that technology can help in the following ways:

·         It can be effective in teaching basic skills

·         It can significantly improve scores on standardized achievement tests

·         It can provide the means for students with special needs to communicate via e-mail, and

·         It can help teachers accommodate students’ varying learning styles.

Lastly, I hope I will have more knowledge on how to use effectively technology in the classroom or online with the completion of my doctoral degree.  Therefore, I will be able to help my students in math and programming courses I teach in college.

Reference

Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston, MA: Pearson Education.
Kinzer, C., & Leu, D.J., Jr. (1997). Focus on research -- the challenge of change: Exploring literacy and learning in electronic environments. Language Arts, 74(2), 126-136.
Siemens, G. (2004). Connectivism: A learning theory for the digital age. Retrieved
from http://elearnspace.org/Articles/connectivism.htm



Learning Theory and Educational Technology - EDUC 8845

Module 5 - Blog 5
New Technologies

One of the technologies in my workplace that many colleagues have low self-efficacy in experimenting with is the Smart Board. In simple terms, the Smart Board is an interactive whiteboard that uses touch detection for user input in the same way as normal PC input devices. I feel comfortable of using the Smart Board in the classroom and I want to help my colleagues to use it in the same.

My ultimate goal is to help my colleagues to use the Smart Board as a tool to enhance technology in the classroom. I already talked to my chairperson in the Computer Technology Division to offer in service workshops for my colleagues. Truthfully, there are instructors who hesitate to use technology when it comes to the Smart Board at the college where I teach and they represent all five divisions the college has.

Many times, professors find themselves overloaded with responsibilities and they do not want to get involved in something else that they have to devote time and effort. Curiosity is very effective when it comes to motivating students. According to Keller (as cited in Driscoll, 2005), “To stimulate more lasting curiosity, instructions should employ techniques that invoke a sense of mystery and involve students in solving problems” (p. 334). Instructors who will attend the workshop will get into groups and they will have debates in the classroom that will maintain their attention. At the same time, the whole workshop will have a series of small exercises connected to each other. Every exercise will add to the next one and all of exercises will stimulate the curiosity of every participant.

In addition, it is not an easy task to motivate people without personal relevance in the learning task. Every lesson should be in a format that satisfies the personal goals of each student (Keller, as cited in Driscoll, 2005). These workshops will provide instructors with material that covers all the five divisions the college has. For example, the workshop will include material for the Business and Accounting Division. Therefore, instructors from this division can take with them at the end of every workshop material that they can use when they have to use the Smart Board in their classroom.

Furthermore, there will be always learners who are afraid of doing specific things. There should always be a strategy to introduce confidence in students (Keller, as cited in Driscoll, 2005). Every workshop is structured to instill the confidence of each participant. Every participant will know from the beginning of the workshop what is expected of him/her. I will be working with the whole group or with one on one colleague in the class to build the confidence of each participant. At the end of the workshop, participants should be able to complete a task by themselves.

In conclusion, every colleague will receive at the end of every training workshop a certificate of achievement for participating in the workshop. According to Keller (as cited in Driscoll, 2005), “A final and important point is that people do not look at rewards in isolation” (p. 337). My colleagues will realize that they did not only finish the workshop but they also gained knowledge at the same time of how to use the Smart Board effectively.

Reference

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

Learning Theory and Educational Technology - EDUC 8845

Module 4 - Blog 4
Connectivism

I want to spend time on my own to study the materials that are assigned for a particular project. I would like to discovery the solution to every question the project has. At the same time, I do not mind working in a group where each member of the group has to work on a portion of the assignment. At the end, all members get together to finalize the project before submission. My network changed the way I learn in a variety of ways. When I need to use the library I go online to my school library where I can find any article I want. Also, I can buy any kind of book I want from the bookstore online. Moreover, I can meet with my group online by using Skype to discuss the project we have to complete.  Finally, I used to write my notes on a piece of paper but I do not do it anymore because my computer or tablet is always a click way. Computer networks, power grids, and social networks all function on the simple principle that people, groups, systems, nodes, entries can be connected to create an integrated whole (Siemens, 2004, para. 19).

I decided to pursue my doctoral in education with specialization in technology. This was my first experience of taking courses online. In fact, I was afraid to start the Ph.D. program because I thought that I did not have a change of serving in the program. My wife changed my mind by encouraging me a lot. Every digital tool I use online for my studies such as discussion forums, videos, e-mails, webinars are the ones that best facilitate learning more me.

My network community has everything I need to help me get the answers to the questions I have. The type of the questions can vary from time to time depending on the situation. For example, I can use Google on my cell phone to search for information online, look for the definition of a word, or find the directions to a place I have to go. If the question has to do with one of the assignment in the course I am taking online with Walden University, I can always go to the discussion forum and post my question or I can contact the professor. In addition, there are professional blogs that I can become a member and I can post any question(s) I can have related to the type of professional blog. Knowledge does not only reside in the mind of an individual, knowledge resides in the distributed manner across network (Kop & Hill, 2008, p. 7).

Reference

Kop, R., & Hill, A. (2008). Connectivism: Learning theory of the future or vestige of the past? International Review of Research in Open and Distance Learning, 9(3), 1–13.

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

Learning Theory and Educational Technology - EDUC 8845

Collaboration

History is the study of past events in particularly in human affairs. Some of these past events ended up in positive outcomes or negative outcomes in human affairs. Humans can study particular the negative outcomes, so they can avoid repeating them over and over again in the future. Those who cannot remember the past are condemned to repeat it (Santayana, n.d.).

In addition, history tells us that humans have traveled long way to get where they are now. Humans started with the development of agriculture approximately 10,000 years ago (Rheingold, 2008). The development of agriculture allowed humans to establish the first big civilization. Then, the establishment of the first civilization enabled humans to build the first cities and first empires. The existence of empires forced the administrators of the empires to hire people to keep track of the wheat, sheep, wine, and the taxes that were owed to them by making marks (Rheingold, 2008). Then, the alphabet was also invented and civilizations continued to grow until communication technology arrived and humans became literate (Rheingold, 2008).

It is easy for someone to see that humans always worked together with collaboration to accomplish things in the past. Therefore, I agree with Rheingold that humans have a basic instinct to “interact and work as a group” (Rheingold, 2008).  We have to open our eyes and look around us to see that there is a new form of wealth that must have emerged. Technology enables us to come together in different ways and create new forms of production such as peer-to-peer production (Rheingold, 2008).

There were two economic games that were created the in the early years of nuclear war. It was the time of the period where the only person you could trust was yourself. The two economic games were the prisoner’s dilemma and ultimate game. Two players can play in each economic game. Both players have a chance to survive in game if both payers want to collaborate with each other. If the two players can’t trust each other, they can make suboptimal moves. In fact, they have to prove to each other that they are trustworthy to allow cooperation to take place between them (Rheingold, 2008).

Moreover, Capitalism is a system that is a few years old and that works with collaboration among humans and the use of technology (Rheingold, 2008).  In science, cooperative arrangements have moved from a peripheral role to a central role in biology (Rheingold, 2008). Regardless of what is being learned, constructive processes operate and learners form, elaborate, and test candidate mental structures until a satisfactory one emerges (Perkins, as cited in Driscoll, 2005, p. 387). Therefore, technology can facilitate collaboration among learners based on constructivist principles. We have to ask ourselves, what forms of suffering could be alleviated to have a better future? We have to ask ourselves, what forms of wealth could be created if we knew a little bit more about cooperation?

In conclusion, collaboration is an effective tool for learning that humans should use to promote learning. Added Value Model of Collaboration in Higher Education is a research paper that has been conducted in 2010. This paper describes teaching strategy using an online collaborative methodology with added value based on: (a) generating student profile, (b) online knowledge building and (c) evaluation strategy (Béres & Turcsányi-Szabó, 2010, p. 203).

Reference

Béres, I., & Turcsányi-Szabó, M. (2010). Added Value Model of Collaboration in Higher Education. Interdisciplinary Journal of E-Learning & Learning Objects, 6.

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

Rheingold, H. (2008, February). Howard Rheingold on collaboration [Video file]. Retrieved from
http://www.ted.com/talks/howard_rheingold_on_collaboration.html

Santayana, G. (n.d.). BrainyQuote.com. Retrieved April 10, 2014, from http://www.brainyquote.com/quotes/quotes/g/georgesant101521.html

Learning Theory and Educational Technology - EDUC 8845

                                                                 Module 2 - Blog 2                                                                  Cognitivism as a Learning Theory

People say that behind every successful man, there is a woman. In a similar way, behind every big change in education, there is a theory that will support it. This is where learning theory comes and it’s full of _isms (Kerr, 2007).  

As educators, we have to decide what is best for our students. Therefore, we should ask ourselves the following questions. These questions will help us serve our students better.

Do we really need learning theory? Can our educational system survive without learning theory? Do we really need behaviourism, constructivisim, cognitivism, and connectivism?

Bill Kerr tried to answer the same questions on the discussion called _ism as filter, not blinker. Kerr (2007) stated that “Because how else could we have a big change without a theory to justify it and help us think about it” (para 2)? In addition, Kerr saw that the use of the learning theory was essential to the curriculum reorganization effort. Moreover, Kerr disagreed with Stephen Downes’ rejection of behaviourism. Downes stated on his blog as cited in Kerr (2007), “this is more than 30 years after the theory was abandoned everywhere else” (para 4). Kerr expressed his opinion by saying that calling “theory was abandoned everywhere else” was a false statement.  Karr explained that the reason this was a false statement was because human could not be replaced by a machine. 

Learning Theory allows us to dream and hope of a better future in education. It allows us to hope for a better future for our students.

In a similar way, Karl Kapp talked about learning theory by giving us some great ideas on his blog. Karl created a summary on the discussion called Out and About: Discussion on Educational Schools of Thought. In his discussion, Karl Kapp expressed his opinion about learning and theories. According to Kapp (2007), “Learning is not one thing…it is a multi-layered word that tends to get treated as if were just one thing…and it’s not" (para 6). Because learning has different levels, we cannot use one theory at the time. We should use every theory that is available to us. At the same time, we should use the right theory on a learning level to enable our students to learn. This is what Karl Kapp explained on his blog.

In conclusion, I like the idea of using blogs to talk about technology and education in general. It looks that I am talking to myself in a mirror. In fact, I am not by myself but the two members of my group will join me to express their opinions on my block. I have to do the same thing when I go to their blogs. As an educator, I see that our educational system needs to be improved. This cannot be accomplished without the use of learning theory in education. Therefore, I agree with what Bill Kerr and Karl Kapp expressed about learning theories on their blogs.

Reference

Kapp, K. (2007, January 2). Out and about: discussion on educational schools of thought [Web log post]. Retrieved from http://karlkapp.com/out-and-about-discussion-on- educational/

Kerr, B. (2007, January 1). _isms as filter, not blinker [Web log post]. Retrieved from 

            http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html

Learning Theory and Educational Technology - EDUC 8845

Module 1 - Blog 1

What are your beliefs about how people learn best?

There is no end to education. It is not that you read a book, pass an examination, and finish with education. The whole of life, from the moment you are born to the moment you die, is a process of learning (Krishnamurti, n.d.).

According to Driscoll (2005), “Learning is a lifelong activity and it is a complex affair” (p. 2). There are different ways that a person can learn. Leaning objectives can be accomplished by experience, effort, knowledge and skills.

Learning has always been for me a tough opponent to conquer since I was in elementary school. I always had to spend enough time and effort to read and understand the homework that was assigned to me in most of my classes in secondary school. According to Driscoll (2005), “Learning sometimes requires great effort and sometimes proceeds with relative case” (p. 2). In my opinion, learning depends on the subject a person has to study. For example, if the student likes the subject he studies, it is easier for the student to relate to the class and understand the material he/she has to study.

In addition, learning is not easy for some of my students in the courses where I teach at college. On the other hand, I realize that some of my students who spend enough time and effort in my classes can achieve learning objectives. These are students always come to class and do their homework. Moreover, those students spend time in the learning center where I go to tutor and they ask for help. Also, these students spend time in the library to search for more information about the homework and assignments they have to do for their classes with the help of the librarian.

Knowledge is the ability to continue learning and storing information in a way that supports future learning with more ease of effort. The more we practice the more we build up our skills. A female athlete who participates in the Olympic Games tries to work very hard around the hour to master her skills. The athlete is already determined that she has the skills that will allow her to clime all the way to the top of her profession. This athlete believes in herself that she has the ability to get the gold metal. Driscoll (2005) states that learning incorporates a number of aptitudes, from knowledge of simple facts to great skill in complex and difficult processes.

  

A student can learn from natural moments, mistakes and successes. All of these components add to the experience a student obtain form his/her surrounding environment. For instance, a student has difficulties in solving problems such as addition of fraction. The student always makes mistakes in solving problems that involve addition of fractions. Finally, the student can learn from his/her mistakes by studying over and over again every mistake the student makes. Learning occurs intentionally in formal instructional settings and incidentally through experience (Driscoll, 2005, p. 2).

Technology can help students achieve learning objectives. The internet has caused a power shift in classrooms, as learners now have greater access information, experts, and peer learners (Siemens, 2008, p. 19). Students can learn by being self-confidence and self-initiated. Students gained learning objectives by using a computer with the internet that was placed by their teacher in a wall facing ghetto (Mitra, as cited in Siemens, 2008).  In addition, Darken and Sibert as cited in Siemens (2008) examined how participants in large virtual worlds orient themselves in their environments in order to accomplish certain tasks or arrive at certain locations (p. 13). Therefore, Darken and Sibert proved with their examination that learning objectives can be done without direct guidance.

Finally, I have been studying for my doctoral degree in education with specialization in technology at Walden University since the summer of 2012. I believe that learning will be part of me for the rest of my life. Since the beginning of my doctoral studies, I have realized that no matter how much material I study, there will always be more material to study and expand my knowledge.   

What is the purpose of learning theory in educational technology?

Driscoll (2005) informs us that “A theory about learning is a set of laws or principles about learning” (p. 2). An educator must know the laws or principles of learning in order to apply them in his/her instruction and enable students to learn. These laws or principles of learning represent the foundation of education. The stronger the foundation is the better the instruction will be for the students to learn. Understanding any theory is not an easy task. It requires a clear idea of what the theory is trying to explain. If the laws or principles of learning do not exist, there is nothing to support the system of education. Every person learns in a special way.  Learning theory is part of the process that allows educators to work towards the discovery of different avenues that will allow them to understand better how students learn. As a result, the whole process will create a learning environment that is equipment towards students’ needs. Learning theories are applicable to the classroom by addressing different features of classroom learning.

Reference

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

Gates, B. (2010, May). Bill Gates: How to make digital classrooms work. [Video File]. Retrieved from https://www.youtube.com/watch?v=yx4CrDsr_p8

Krishnamurti, J. (n.d.). BrainyQuote.com. Retrieved March 12, 2014, from http://www.brainyquote.com/quotes/quotes/j/jiddukrish395484.html

LearningDctr (2010, June). Behaviorism, Cognitivism, Constructivism & Learning and Instructional Theory. [Video File]. Retrieved from https://www.youtube.com/watch?v=0YOqgXjynd0

Siemens, G. (2008, January 27). Learning and knowing in networks: Changing roles for educators

          

           and designers. Paper presented to ITFORUM. Retrieved from

          
           http://itforum.coe.uga.edu/Paper105/Siemens.pdf