Continue reading »]]> “Reflection and self-assessment are important components for empowerment in any learner-focused environment” (Conrad & Donaldson, 2004).

“Reflection is a form of mental processing – like a form of thinking – that we use to fulfill a purpose or to achieve some anticipated outcome.  It is applied to relatively complicated or unstructured ideas for which there is not an obvious solution and is largely based on the further processing of knowledge and understanding and possibly emotions that we already possess (Moon , 1999, p. 123).

Becoming a reflective practitioner is one of the key components that all Marian University School of Education classes are required to follow as part of the conceptual framework for professional preparation programs. All coursework is oriented toward the development of learning-centered educators. The conceptual framework is organized around five interconnected themes: Values and Ethics, Knowledge, Reflection, Collaboration, and Accountability (Marian University, 2011). To become a reflective practitioner, students must transform from being the student, applying what they are learning to where they working. Palloff and Pratt (2001, 2007) describe the process of transformative learning and its importance to online learning as being the result of a learning community and not an expected outcome. While online students anticipate academic and intellectual growth, the online community promotes a different learning environment in which students are expected to engage with each other, with the course materials, and with the instructor which results in an unexpected learning outcome, that of personal growth. During the transformative learning process the instructor slowly brings awareness to the students as the course progresses. By doing this, “personal growth becomes a companion to intellectual growth as the student assumes greater responsibility for the learning process, competence, authority, and self-confidence” (Palloff & Pratt, 2007, p. 187).  Palloff and Pratt (2001) stress that all students have different learning styles and the idea of the transformative learning process accommodates for the learning differences. “Creating learning experiences that allow students to experience all portions of the learning cycle enables them to develop more fully in areas where they might be weak, and thus develop a new learning style” (p. 111). Through the knowledge gained through collaborating with others and the reflection of the learner, the “transformative nature of online learning has taken hold” (Palloff & Pratt, 2001, p. 111). Eventually, the transformative learning process will allow the learner to move from student to a reflective practitioner, with a goal for life-long learning.

Palloff and Pratt (2007) describe how in order for a student to be able to question personal assumptions and for self-reflection to effectively occur, “the environment must provide the support and the ability to dialogue and critically reflect on the material presented, as well as on the self” (p. 185).  Moon (1999) describes the ideal conditions for reflection as time and space, a good facilitator, a supportive curricular or institutional environment, and an emotionally supportive environment. Asynchronous discussion forums allow students to think and reflect on their learning and on their assumptions.  Lowes (2008) stresses that well-constructed questions and appropriate allotments for time encourage students to think before they write and lead to more reflective answers. Additionally, online discussion forums need thoughtful facilitation, including careful attention to how questions are asked and should promote reflection. Although Palloff and Pratt (2007) describe the reflective learning process as a key component to learner-centered instruction, they stress that self-reflection is a process that must be nurtured and supported by the instructor along the way. Students in an online course need to be encouraged to engage and reflect on the course content.  Students should be able to ask themselves, “How am I growing and changing as a learner and as a person” (Palloff & Pratt, 2007, p. 186)?

Arend (2009) wrote an article that focused on the critical thinking abilities of higher education students and the development of those abilities in an online discussion forum. In her article she stresses the importance of “creating the habit of reflection and questioning in every aspect of life” (p. 2). Arend (2009) describes the online threaded discussion area as an effective place for instructors to coach their students and help them develop deeper and more reflective learning because online discussions “put the emphasis on the elements of an argument and the exchange of ideas” (p. 2). The idea of online asynchronous discussions allows students to develop critical thinking skills as they allow for “more reflective and less spontaneous discourse” (p. 2) between students and between the students and instructor. The difficulty that Arend (2009) discovered in her research was that some instructors used the online discussion forum as a place to get to know each other and spent less time on encouraging students to “defend, justify, debate, and argue” (p. 9). She recommends that when instructors build online discussions into their learning environment that the students are encouraged to share their views, recognize the value of others, as well as challenge each other which ultimately should lead to critical thinking and a development of a new understanding of course materials (Arend, 2009).

Palloff and Pratt (2007) recommend the use of the Critical Incident Questionnaire that asks five questions promoting students to look at specific points in a discussion when they were either the most, or the least, engaged. This questionnaire also direct the students to reflect on the weekly contributions by other students and if there were any “aha” moments as a result of others’ responses.  This type of learning, an activity that is directed by the student, allows students to reflect and then further inquire on topics brought out in the discussions throughout the week.  Palloff and Pratt (2007) describe this as the double or triple loop learning process. Students are encouraged to continuously reflect, moving from one level of learning to the next, while always returning back to their previous reflections and building on their learning. Ideally, this type of learning and self-reflection will encourage the students to become lifelong and reflective learners as well as practitioners.  Students that participate in this “aha” learning develop new ways of expressing themselves and their ideas, while the feedback from others challenges them to examine their assumptions and begin looking deeper into the material. Barrett (2007) provides an illustration that demonstrates how reflective learning is a process that loops over and over again.  As the student reflects, they create a plan that will be acted on, they observe the outcome, reflect and plan again. The cycle continues on, allowing the transformation of learning to occur. Just as an educator puts together a lesson plan (Plan) and then delivers the lesson to the students (Act), upon assessing student learning (Observe) the teacher is able to Reflect on the lesson and modify the lesson plan accordingly.

From the readings, it is important to understand that as an instructor of online learning one can develop asynchronous online discussion forums that promote reflection, but there are alternative, technology tools that also promote reflection and life-long learning. In order to promote constant reflection in an online course, instructors can include journal assignments as means of assessing students’ academic growth and development. Draves (2007) suggests the use of reflective journals because they offer “a more personal, sometimes chronological, analysis, often involving the learner’s own growth and development, attitudes and beliefs, or changes in behavior” (p. 123). Barrett (2007) suggests the use of web logs (blogs) as a place to publish reflective journals. Additionally, wikis, or collaborative websites, digital storytelling, podcasting, and social media networks like Twitter support reflection (Barrett, 2007).  An example of a social media network for reflection and learning is the use of Edmodo during the Florida Educational Technology Conference, held in Orlando, Florida every January. For the past two years each presenter has been required to post presentation materials to a discussion group specifically created for the session. Attendees are encouraged to “join the group” where they can access the presentation materials, converse with others and ask questions.

Social networking tools are a digital way to support reflection through collaboration, dialogue, and feedback. One popular social network is Twitter. Twitter has also been promoted throughout the Florida Educational Technology conference, as well as at many other major educational technology conferences. Organizers often times promote using a hash tag specific to the conference, such as #FETC2012, #CT2011, #TCEA and #ISTE. By using hash tags, attendees, or those interested in the learning can quickly locate information, seek out additional information and share ideas with others. One popular hash tag in the educational technology community on Twitter is #edchat where educators from around the globe can participate in the learning community in either a synchronous or asynchronous manner. Barrett (2007) stresses that although Twitter has a 140-character limit, instructors can encourage reflection using simple statement with ellipses, and match them to a specific number for example:

1. Something I noticed was…

2. What was interesting was…

3. I was confused when…

Just as conference attendees can reflect through the use of Twitter, Barrett (2007) states “by having the student use hash tags and denoting the number of the Ellipses Recipe (e.g. No. 2) in their Tweets, a teacher can gather all of their student’s impressions and be efficient in framing what their students are reflecting about” (para. 8). While social networks like Twitter and Edmodo, as well as the use of Blogs and Wikis, are popular places for reflective learning to occur, another option is the use of Google Docs. Students can create a shared document and work together, adding information, challenging the assumptions of others and using critical thinking skills to become more reflective practitioners.

Why don’t all educators and institutions use these more innovative uses of technology to promote reflective learning? Why don’t all educators encourage reflections? I have had points deducted and negative comments made within some of my graduate work because I was reflective, while one course encouraged a reflection statement in every assignment. Now, I seem to have points deducted if I don’t use enough reflection in my assignments. I would say that although every course in the program is designed exactly the same and delivered in the exact same way, and uses the exact same rubric for every single assignment, that this is the most inconsistent program I have ever experienced. One instructor wants the APA Title page and the NCU cover page, another only wants the NCU cover page. I have to email the instructor to every course I take to find out exactly what they expect. For me, reflection is the most meaningful part of any learning experience. Did you see my latest article? Check it out here at T.H.E. Journal. You’ll see that I tend to do a lot of reflecting, and can write about it too. It is important to “do the research” and see what the “experts” are saying about online learning and the use of technology in the classroom, however, I tend to argue that unless you are still living in that environment, even the most “researched” article does not always give you the whole picture, nor the complete understanding of what it means to be in the field and the impact that technology truly has on the classroom. If I were given the choice between reading articles on theory and then summarizing them or spending a week on Twitter gathering information from a community and then writing a reflective article, I would choose Twitter every time. So here is my final recommendation for those designing (or redesigning) courses in this or any graduate program, add in a little bit of community. Even if you are not going to create “cohorts” of students that follow the same academic schedule, you can encourage the students to seek out their own academic community through the use of social media. The use of Wikis and Blogs are great places to encourage collaborative learning, however driving traffic there can be a bit difficult, that’s why I personally prefer Twitter to share, collaborate, and learn.

Reference:

Barrett, H. (2007, March). White paper: Researching electronic portfolios and learner engagement. Journal of Adolescent and Adult Literacy. Retrieved from http://sites.google.com/site/reflection4learning/Home

Conrad, R.M. & Donaldson, J. A. (2004). Engaging the Online Learner.  San Francisco, CA: Jossey-Bass.

Draves, W. A. (Ed). (2007). Advanced teaching online. River Falls, WI: LERN Books.

Lowes, S. (2008, April, 24). Online teaching and classroom change: The trans-classroom teacher in the age of the internet. Innovate 4 (3). Retrieved from http://www.innovateonline.info/index.php?view=article&id=446

Marian University. (2011). School of education: Welcome. Retrieved from http://soe.marianuniversity.edu/

Moon, J. (1999). Reflection in Learning and Professional Development. London: Kogan Page.

Palloff, R.M. & Pratt, K. (2001). Lessons from the Cyberspace Classroom: The Realities of Online Teaching. San Francisco, CA: Jossey-Bass.

Palloff, R.M. & Pratt, K. (2005). Collaborating online: Learning together in community. San Francisco, CA: Jossey-Bass.

Palloff, R.M. & Pratt, K. (Ed.) (2007). Building online learning communities: Effective strategies for the virtual classroom. San Francisco, CA: Jossey-Bass.

Continue reading »]]> Attention Education friends – You’re invited to a
one-of-a-kind PD event that’s going to be a lot of fun …
and best of all, it won’t cost you a dime!

Come learn with educators from around the world at the Online Education Conference: An international conference that’s 100% FREE!

This PD event has been sponsored by SimpleK12, one of the leading providers of 21^st century teacher professional development. Join the Blue Bunnies as they camp out in the SimpleK12 offices for 24 hours straight, bringing you the best-of-the-best conference sessions with presenters from around the world.    (Thanks for organizing such an incredible FREE event, SimpleK12!)

Online Education Conference – Details

What:  A 24-hour training extravaganza for educators around the world!
When:  Wednesday, April 25^th, 2012 – Thursday, April 26^th, 2012
Where:  Online – Join LIVE from your computer or mobile device
Cost:  100% FREE!
Register:  http://simplek12.com/tlc/webinars/#OEC

What sessions can you attend?
Sessions will be running all day and night … so pick and choose whatever works best with your schedule.  There’s something for everyone!

What can you learn about?
Perhaps the better question is, “What WON’T you learn about?”  Conference sessions cover ALL of the latest educational trends and topics, such as:

• Google Earth
•  iPads for Education
• Free Web Tools
• 21st Century Student Projects
• Blogging
• Google Maps
• Podcasting
• and more!

What are you waiting for?
Registration is free … but space is limited.  Don’t wait – Reserve your seat now before it’s too late!  Sign Up Here:  http://simplek12.com/tlc/webinars/#OEC

What’s not to love?!
No Travel.  No Registration Fees.  Lots of Fun. A Great Learning Opportunity. Need I say more?!

Help spread the word about this FREE, international online conference.  Tell as many educator friends and colleagues as you can!  Don’t let anyone miss out on this incredible learning opportunity!

See you there!

Continue reading »]]> In 2010, the U.S. Department of Education put together a National Technology Plan titled Transforming American Education Learning Powered by Technology (2010) with a list of goals, rationales and plans to reach each goal. Each goal was established to aide school districts, teachers and parents to increase the use of technology in education and to develop 21^st Century skills in students in grades Kindergarten through 12^th Grade. One goal is that “All learners will have engaging and empowering learning experiences both in and out of school that prepare them to be active, creative, knowledgeable, and ethical participants in our globally networked society” (U.S. Department of Education, Office of Educational Technology, 2010, p. 9).  Recently, the website Mind Shift published an article that listed 21 things we currently see in education but are predicted to be obsolete by 2020 (Barseghian, 2011). Many of these predictions relate to the use of technology, including more computers or mobile technology, homework and student learning happening 24/7, and the physical change in where learning happens. The role of educators is changing and the way we engage our students in learning needs to change as well. Providing authentic learning opportunities within the classroom and by engaging our students outside of the classroom we can provide them with the skills to expand their learning in a more meaningful manner.

While face-to-face classroom teachers can physically observe student engagement and active involvement in learning, online instructors have more limitations and must evaluate student engagement in a different manner. Online instructors need to be prepared to teach an effective course that encourages students to become self-motivated learners who collaborate with others while developing 21^st Century skills. Palloff and Pratt (2005) state that online instructors must “continuously search for ways to improve student-to-student interaction in their courses, to create more personal and relevant learning experiences, and to promote the development of active and engaged learners” (p. 4). While face-to-face learning is often delivered by lecture, demonstration, and the incorporation of some forms of technology, online learning is delivered through the Internet using Course Management Systems (CMS), video and audio files, electronic textbooks and course readings, and synchronous and asynchronous discussions. While face-to-face learning is more about teacher and student interactions and the interactions between the students and the course materials, online learning is more about the interaction between the students and between the students and instructor than the lecture, video, audio, or required readings.

It is vital to the success of the online student that the instructor designs activities that support the online learning community, which provides for more engaged students (Draves, 2007). Collaborative and interactive activities, including the use of online synchronous and asynchronous discussions, help to creative an active learning environment.  According to Palloff and Pratt (2005) involvement in a collaborative activity during an online course can provide multiple benefits to the student and their learning. Palloff and Pratt (2005) state

The more we engage our students in a process of ongoing evaluation of their own performance, the more meaningful the online course will be to them. The more we engage them in working with one another in both collaborative activity and collaborative assessment, the more likely they are to engage in a learning community that will sustain them beyond the end of the course. The more meaningful the course, the more likely it is that they will become empowered and lifelong learners. (p. 53)

Palloff and Pratt (2007) suggest that activities that support collaboration also provide “students with a deeper understanding of the subject they are studying, allow them to develop greater facility with online research, and create connections that can serve them long after a course ends” (p. 180).

Collaboration in an online environment encourages the idea of establishing student presence and participation and is a central theme found in texts related to online learning. Draves (2007) describes education as a two-way street “with the learners contributing ideas and experience, learning from each other, and sharing” (p. 103). Palloff and Pratt (2005) discuss the importance of collaboration in both online and face-to-face classes because it promotes the following:

• Development of critical thinking skills
• Co-creation of knowledge and meaning
• Reflection
• Transforming learning (p. 4)

The four skills described by Palloff and Pratt (2005) are similar to Marian University’s School of Education’s five themes identified in the Conceptual Framework. These five themes include: Values and Ethics, Knowledge, Reflection, Collaboration, and Accountability (Marian University, 2011).  The School of Education defines collaboration “as a process of working with diverse groups, utilizing effective communication to address current issues and practices” (Marian University, 2011, para. 6). When writing activities, assignments and discussion forums used in the Educational Technology courses, instructors are required to include a description of the relationship between the activity and the conceptual framework.

Online instructors need to establish a learning environment that encourages collaboration, interaction, self-reflection and the desire to be life-long learners.  Draves (2007) states, “[that] by creating a learning community you enhance the learning of all your participants” (p. 131).  He continues to justify establishing a community early stating “the creation of the learning community takes place from the student’s first contact with the course at registration to about the second week of the course” (p. 133). Draves (2007) encourages the online instructor to “build the foundations of [the] learning community” beginning at least two weeks prior to the start of an online course and continuing through the second week of the course (p. 133). Palloff and Pratt (2007) discuss the students’ need for human contact even in an online course. They shared a story of a student who dropped out of class because she felt as if she was not being acknowledged. In the Educational Technology courses students are encouraged to post a picture so that the instructor and other students in the class are able to “see” whom they are talking to online. The last line of the directions to discussion forums used in the Educational Technology program often reads “make sure to reply to at least two peers every week, but try not to leave anyone out of the discussion.” This way, students can begin to develop an online relationship, feel welcome and a part of the online community. Acknowledging each other and providing feedback even as simple as “what a wonderful activity to do with your family” can provide a basis for connection and trust in an online classroom. “Online discussions are a social process and the development of mutual trust between group members is essential. […] Although face-to-face meetings may be impossible, the initial development of the learners into a social group is still important” (Sanders, 2006, p. 591).

Ideas that must be considered when planning activities and choosing the technology to use include: social presence, community, coalescence and belonging.  Palloff and Pratt (2007) describe social presence as the way a student personally addresses their peers, including the use of acknowledgement, expression of feelings, the use of humor, use of emoticons, and even the use of colors, fonts, and symbols to express themselves in the online environment.  While the idea of community is very broad, in an online environment it is described as the virtual environment created by the individual student and is a result of their own social presence (Palloff and Pratt, 2007). The virtual space in which the course occurs is also part of the online community and just as the face-to-face classroom environment has rules and expectations, so must the online classroom. Palloff and Pratt (2007) suggest basic steps to build a community that encourages social presence, establishes a sense of belonging and coalescence for the individual students. These basic steps are (Palloff and Pratt, 2007):

• Clearly define the purpose of the group
• Create a distinctive gathering place for the group
• Promote effective leadership from within
• Define norms and a clear code of conduct
• Allow for a range of member roles
• Allow for and facilitate subgroups
• Allow members to resolve their own disputes. (p. 34)

By setting cultural norms and expectations, students are able to establish their social presence as well as have a sense of coalescence and belonging to the virtual world in which they are learning and living. When online instructors provide resources, activities and technology that support collaboration, it helps to establish social presence, community, and a sense of coalescence and belonging and will help the online student to feel successful in the online classroom environment.

The Educational Technology Masters Degree program at Marian University provides a variety of tools and technology that follow the basics steps as described by Palloff and Pratt (2007) and help establish the online community. Some of the tools used within the program include Voice Thread ®, asynchronous discussion boards within the Moodle ® Course Management System, and the synchronous chat during the instructors online office hours, also hosted within the Moodle ® course shells. Each one of the courses in the masters program provides an opportunity for asynchronous, threaded discussions. Instructors post questions that encourage higher level thinking skills, challenge student beliefs, and provide an opportunity for open, honest dialog.  In the EDT 672 course, the instructor holds online office hours through the synchronous chat forum. The online office hours and chat forum allow students to interact in real time with the instructor and with each other, asking questions, getting clarification on assignments and bouncing ideas off of each other with immediate feedback.  In their first course students build a wiki that is used in every one of the 10 courses of their masters program. The wikis allow the students to collaborate on projects, share ideas and expand their learning beyond the Moodle ® course shells. A new community building activity that was added to the Online Teaching Practicum is the use of a Blog. In this forum, practicum students post their weekly journals and reflections while other students are able to comments, offer suggestions and support each other through the practicum experience. The Educational Technology Masters degree courses are designed to encourage learners to take the tools they learn and apply them to their own K-12 classrooms. One example is the use of Voice Thread ® in the EDT 652 and EDT 704 courses. Students are required to comment on ideas and topics, provided by the online instructor, using the Voice Thread ® website or the application on their iPads. Students also reply to each other in the various topic threads, encouraging ideas, challenging beliefs, and expanding the knowledge and understanding of the chosen topics.  Through these methods, the students and teachers are able to communicate in an online environment, building relationships, establishing class norms and a social presence, while building 21^st Century skills in teachers that grew up in the 20^th Century.

Technology and e-learning used in face-to-face or online classrooms helps to create 21^st Century learners using 21^st Century ideas. Marian University students, who are all K-12 teachers, are learning how to incorporate technology in their own classrooms by learning and experiencing by sharing, collaborating, and creating. “Good education, whether face-to-face or online, should be meeting the needs of the individual learners; connecting them with content, resources, and the ideas of others; ‘making it real’ by providing authentic assignments and projects; and providing guidance with independent learning skills” (Kachel, Henry, & Keller 2005, p. 17).  Lombardi and Oblinger (2007) sum up the idea of learning as a way for K-12 and Higher Education teachers to use the “Internet and a variety of emerging communication, visualization, and simulation technologies [making] it possible to offer students authentic learning experiences ranging from experimentation to real-world problem solving” (p.1). The use of technology is important to creating valuable learning experiences, establishing online learning environments and preparing our students to be effective 21^st Century learners.

Resources

Barseghian, T. (2011, December 30). 21 things that will be obsolete in 2020. Mind shift: How we will learn. KQED [Website]. Retrieved from http://mindshift.kqed.org/2011/12/21-things-that-will-be-obsolete-in-2020/#more-17738

Draves, W. A. (Ed). (2007). Advanced teaching online. River Falls, WI: LERN Books.

Kachel, D. E., Henry, N. L., & Keller, C. A. (2005). Making it real online: Distance learning for high school students. Knowledge Quest, 34(1), 14-17. Retrieved from EBSCOhost.

Lombardi, M.M., and D.G. Oblinger. (2007, May). Authentic learning for the 21^st century: An overview. Educause Learning Initiative, 1-12. Retrieved from Ebscohost.

Marian University. (2011). School of education: Welcome. Retrieved from http://soe.marianuniversity.edu/

Palloff, R.M. & Pratt, K. (2005). Collaborating online: Learning together in community. San Francisco, CA: Jossey-Bass.

Palloff, R.M. & Pratt, K. (Ed.) (2007). Building online learning communities: Effective strategies for the virtual classroom. San Francisco, CA: Jossey-Bass.

Sanders, J. (2006). Twelve tips for effective online discussions in continuing medical education. Medical Teacher, 28(7), 591-593. doi:10.1080/01421590600879455

U.S. Department of Education, Office of Educational Technology. (2010). National Education Technology Plan. Transforming American Education: Learning Powered by Technology. Washington: D.C.

Continue reading »]]> A high school junior sits in a classroom with 35 peers listening to the teacher explain the history of post World War I Germany and the dramatic changes that were seen amongst the people, the country’s boundary lines, the relationships with neighboring countries and more using lecture, a power point, a few graphs, maps, and more lecture.  The teacher has a whiteboard with some notes, is using an overhead projector and relies on information from the textbook to present the topic of the day. The student attempts to take notes and follow along in the book, but ends up scribbling, day dreaming, writing a letter to her friend, takes a nap when the lights go out and then writes down the assigned reading for homework just before the bell rings.  This is a typical high school classroom of which there is not a lot of student engagement.  Unfortunately for the teacher and the student today’s learners are not the same from 1990 that want to sit in a classroom and listen to a lecture. Students today are 21^st Century learners and they want to be engaged, to collaborate with other, to have choices and authentic learning experiences. According to the Learning Styles Chart (Rose, 1987) I am a combination of a Visual and a Kinesthetic & Tactile learner because I prefer things like talking while walking, I use gestures when I talk, I like to read descriptive stories and I prefer to follow directions, yet I like to put together puzzles, play word games and learn by experiencing. For me, sitting in a classroom, no matter if it was high school, undergrad or even a graduate class, I am a hands-on learner.  I like the opportunity to learn in my time and at my pace.

Riener and Willingham (2010) acknowledge that learners are different from each other, having different abilities, background knowledge and interests that are all important and need to be taken into account when fostering learning in a classroom. An example would be that just because a student is a visual learner we shouldn’t just show a video while an auditory learner shouldn’t just have a podcast, but as educators “we should realize that the value of the video or audio will be determined by how it suits the content that we are asking students to learn and the background knowledge, interests, and abilities that they bring to it” (Riener and Willingham, 2010, p. 35).  When creating a course or lesson we shouldn’t just add technology, like adding in an audio or video file, linking a website, or posting an assignment on a SMARTBoard just to add technology, but we should ask ourselves “what will students learn from these activities and what are the goals or objectives behind adding these activities to our classrooms?”  Understanding the students’ learning styles is only a small piece that we need to consider when planning out our classes, taking into consideration what tools will make it an engaging, valuable learning experience is just as important.

Some of my best learning experiences happen when I am at conferences where I can talk to others in similar fields, backgrounds, and seeking similar information.  These conferences often have short, one-hour, sessions or even a quick three-hour workshop that includes engaging hands-on technology based activities to explore.  These types of learning experiences allow me to “jump right in and try it” (Rose, 1987).  A few years ago during a workshop I observed another instructor sharing the website Wikispaces.com ®.  After 45-minutes of observing, I went home and quickly began playing on my computer with the new website.  After a few hours I became an advocate for using Wikispaces.com ® in education.  I now manage over 18 websites that promote various topics including using Web 2.0, iPads & iPods, SMARTBoards and other forms of technology in the K-12 classroom. Presenting on Wikispaces, Web 2.0 Tools and iPads have become some of the most popular sessions presented by Marian University at state and national conferences in 2010 and 2011.  What helped me learn was by experience, by playing, collaborating, and not having a fear of the technology and what it can do to enhance education. Every year the Marian University Educational Technology team goes to the Florida Educational Technology Conference (FETC). What makes learning exciting at FETC is the opportunity to talk with others, seeing what they found that worked well with their students, and then trying out those very tools on my own.  It is through collaboration, and the high engagement factor that students can gain a more meaningful learning experience in any classroom environment.

Learning by discovery is an important piece of any learning environment, be it face-to-face, hybrid or online.  It is my role as the instructor to help the students to engage in discovery as well as making that learning a collaborative effort.  By providing discussion questions that encourage learners to discover and then share with their peers they are able to collaborate and learn from each other, engaging them in the learning process.  Draves (2007) calls this the “learner-to-learner” (L2L) activity when “students learn from other students instead of always relying on the instructor” (p. 183). At FETC the entire concept of learning, sharing and collaborating came from the L2L idea.  Through collaborative efforts of our team of instructors, the online discussions and sharing through Twitter ®, Facebook ®, and Edmodo ® the conversations and learning expanded.

Two additional pieces that are important to learning and making a course meaningful are the concepts of motivation and choice.  In most situations we as educators get to choose what courses we want to complete as we work towards license renewal, staff development, attending conferences or workshops.  Choice as part of a course can help make the learning more meaningful to the students.  In my EDT 794 Online Teaching Practicum course I allow the students a choice between a research paper and a multi-media project.  Some students are more adept at writing while others prefer to demonstrate their learning via a project.  The other piece, motivation, is just as important.  The student needs to be motivated and feel the support and motivation of the instructor.  Maeroff (2003) stated, “research in traditional classroom shows that – to the extent that students choose to perform a task as opposed to having to do it – they are apt to be more motivated” (p. 101). Allowing students the opportunity to choose their time, their means, their space as well as giving them the tools to discover, collaborate and learn from each other increases their motivation to learn.

Blending together the understanding that students learn differently because of their experiences and backgrounds while providing an environment that encourages collaboration, natural communication with others in a safe, fun, and choice based environment can help create a successful course.  Moallem (2007) states “in learning environments where social interaction, collaboration and problem solving are highly emphasized, it is likely that students’ perception of their positive learning experience influence their motivation and willingness to adjust their preferred learning styles” (p. 238). So how do educators create these engaging, motivating, collaborative learning environments? Should we throw in a few SMARTBoard lessons, show off an app from the iPad, listen to a podcast or send our kids to the computer lab for 20-minutes? Sure, if you’re going to follow that 5-second technology up with an activity that is meaningful. Don’t just add technology to say that you did it, add technology because you want to enhance your lessons, motivate and engage your students, promote discovery, and give them a choice to the path of learning. I hope that if you are able to attend SLATE 2011 you are able to have an experience like I did at FETC. I hope you find the sessions to be engaging, the speakers to be motivating and the collaboration to continue long beyond the days you spend at SLATE. I hope you take away two or three technology tools that you can add to your repertoire and begin implementing them in your classroom on a daily basis, not just once or twice a month. I hope you turn your classroom into a 21^st Century learning environment. See you at SLATE!

References

Broadbent, B. (2002). ABCs of e-learning: Reaping the benefits and avoiding the pitfalls. San Francisco, CA: Jossey-Bass / Pfeiffer.

Draves, W. A. (Ed). (2007). Advanced teaching online. River Falls, WI: LERN Books.

Kozub, R. M. (2010). An ANOVA Analysis of the relationships between business students’ learning styles and effectiveness of web based instruction. American Journal of Business Education, 3(3), 89-98.

Maeroff, G. I. (2003).  A classroom of one: How online learning is changing our schools and colleges. New York: NY, Palgrave MacMillian.

Moallem, M. (2007). Accommodating individual differences in the design of online learning environments: A comparative study. Journal of Research on Technology in Education, 40(2), 217-245.

Palloff, R. M. & Pratt, K. (2001). Lessons from the cyberspace classroom: The realities of online teaching.  San Francisco, CA: Jossey-Bass.

Riener, C., & Willingham, D. (2010). The Myth of Learning Styles. Change, 42(5), 32-35.

Rose, C. (1987).  Accelerated Learning. Learning Styles. http://www.chaminade.org/inspire/learnstl.htm

Continue reading »]]> As education moves into the 21st century schools are considering the use of online learning as a tool to support, supplement or even become the primary means for conveying curriculum. Before your school can consider adopting online or e-learning as a means of educating its students the author recommends reviewing, discussing and evaluating several important factors. Among these factors includes the topic of what type of e-learning is best for your school community when considering the needs of the students and staff. The four types of e-learning I will be discussing and evaluating include a) Informal Learning b) Self-paced Learning c) Leader-led Learning and d) Performance Support Tools (Broadbent, 2002). Although most schools will opt for either 100% e-learning or 100% conventional learning, the option of a hybrid or blended type of learning should also be considered. The terms hybrid and blended learning refer to the combination of conventional and e-learning methods (Broadbent, 2002).  I urge you to review the needs of your students, the school community and the staff you have, along with the technology support and systems you have available when considering which of the four types of e-learning works best for your educational setting. Below is a list of the four types of e-learning as well as explanations and examples.
Informal Learning:

In this type of e-learning environment students are able to access websites and online communities to gain information. Although this particular style of learning is easily accessible because it is found on the Internet it lacks the formal learning of the other types of e-learning mentioned. Many of us rely on informal learning from day to day to gain information and a better understanding on topics of interest. One such example would be the California Academy of Sciences website as well as their podcasts found on iTunes in the iTunesU category.  Learners can easily navigate through the website and follow links to information to aide in STEM educational programs.  Sites like the California Academy of Sciences also offer the option of joining their online discussion groups through the use of Twitter, Facebook, Flickr and by following various instructors’ blogs.

Self-Paced Learning:

In a Self-paced learning environment learners are able to determine the speed, and occasionally the sequence, of their coursework.  This is a more formal application of learning and requires specific curriculum that is delivered via the web or Internet.  Curriculum is determined with goals and objectives in mind and then delivered via web based programs like Moodle, Blackboard, Wikispaces, or even Edmodo.  Self-paced e-learning includes the “learner, content and technology” (Broadbent, 2002).  The technology may not only include the online environments as mentioned earlier, but within the environment learners may find videos, podcasts and other learning objects.

Leader-Led Learning:

Leader-led, or Instructor-led, e-learning is considered to be a popular method of online learning that involves the learner as well as instructors, coaches, mentors or online facilitators (Broadbent, 2002).  The instructors often times lead the students through the course and in discussions via live video chats (examples: Skype, Oovoo, TokBox, and Rondee) or through threaded discussion posts used in Moodle, Blackboard, or Edmodo.  Synchronous, or live video, discussions and demonstrations lead by an instructor are often used to demonstrate specific learning activities or applications while asynchronous tools like discussion threads are used to allow the discussion of concepts or topics taught within the coursework.  An example of Leader-led Learning would include Marian University’s Action Research Course that has been taught using Wikispaces.  In the Action Research course, students can make their way through a series of modules to complete an action research project with guidance from an instructor.

Performance Support Tools:

These are easily defined as support tools that learners can access when completing tasks related to software or technology tools.  Examples include the question marks (?) within the Moodle software, FAQ or Help Forums in Web 2.0 Tools like Animoto, or the tutorial “Wizards” found in the Web 2.0 Tool Voki and software like Microsoft Word.  Performance Support Tools may also include demonstration videos or step-by-step instructions.

Although there are four-types of e-learning described here, the idea of a combination should be considered. Currently within the Marian University Educational Technology Masters degree program we use Moodle and Wikispaces for our coursework.  While all courses are Leader-Led Learning, there are pieces of Self-Paced Learning as well as Performance Support Tools that are embedded within the curriculum and the coursework.  It is of my opinion that a combination that creates balance as it provides a strong learning experience for all involved is important to creating a quality e-learning environment.

Each of the four types of e-learning have their own unique challenges, benefits and outcomes that must be weighed and examined when considering what is most appropriate for your educational setting.  Other factors that must be considered when putting curriculum online include the learner’s perspective as well as the instructor’s perspective and training.  Other members that may be involved in the online learning include the developer and the manager.  Each participants role in e-learning needs to be considered when designing an e-learning program. For further information and consideration of the topic of e-learning I encourage you to read the following resource used in this post.

Broadbent, Brooke. (2002). ABCs of e-learning: Reaping the benefits and avoiding the pitfalls. San Francisco, CA: Jossey-Bass/Pfeiffer.

Continue reading »]]> The calendar shows that it is September and that means school is back in session.  Across the nation, kids in pre-school through grade 12 are back in the classrooms and hitting the books.  I am thrilled to report that my son has been accepted at the Kaleidoscope Academy.  It’s not that the Appleton Area School District doesn’t use technology, because they do.  Just in minimal amounts.  Maybe one or two powerpoint assignments a year and if the teachers are willing to share the one computer lab with only 30 computers, then kids might be able to use a computer once a week for about 30 minutes.  The teachers may use an Interwrite Board, but most rooms aren’t equipped with such technology nor are the teachers trained on the boards. Another issue, out of 17 elementary, 4 middle and 4 high-schools, Wi-Fi hasn’t been installed in even half of them.  There could be the possibility of using Web 2.0 Tools, but again, we run into the 30 minutes a week on a computer issue.  So podcasting, using Flip cameras, reading the current events on a digital forum, sending assignments electronically isn’t used as frequently in the AASD as it is at the Kaleidoscope Academy.  Yes, KA has laptops for all of the students, Interwrite Boards in every classroom, along with Wi-Fi and trained teachers.  The teachers at KA have websites, assign homework to be completed and submitted electronically and take the use of technology to enhance student learning very seriously.

Some schools and school districts are slowly adding the technology piece while others are moving at a much faster pace.   According to a study that was completed by Barron, Kemker, Harmes and Kalaydijian (2003) out of over 2100 teachers only half were using technology in the classroom.  The study also pointed out that only 30 out of the 50 U.S. states had adopted the NETS as set by ISTE (Barron, et. al, 2003).   A second study completed by Al-Bataineh, Anderson, Toledo and Wellinski (2008) showed an increase in the percentage of teachers implementing the use of technology.  Although the results of the study that surveyed only 64 teachers, 49 of them responded to using technology in the educational setting (Al-Bataineh, et. al, 2008).  While schools continue to fund the purchase, training and implementation of various technology tools in the classroom recent studies show an indication that many teachers and administrators continue to struggle to meet the NETS as set by ISTE (Watts, 2010).

As a parent of a student attending KA, I am proud to report that the students use some form of technology and it is integrated every day in nearly every subject.  I only hope that the study completed by Barron, et. al (2003) was just the start of a huge turning point in technology integration.  As I continue to focus on incorporating the use of technology and sharing my knowledge of Wikis, Blogs, iPads, iPods, Web 2.0 Tools and more both professionally and personally, I only hope to see more and more teachers using it in their classrooms.   With over 30 teachers and administrators recently trained on using iPads in the classroom through Marian University and another 50 set to be trained this fall I am excited to see what impact these educators will have on the implementation of technology in their districts over the next few years.   What impact will you have?  Will you review the NETS and learn a new technology this year?  Will you try to add a new tool each month?  Why should all of the learning be left up to the students?? Educators are not meant to stop learning, we are all life-long learners and try to instill that love of learning in our students.  Let’s embrace the opportunities that technology offers in the classroom and start the school year off on the right path.

AL-BATAINEH, A., ANDERSON, S., TOLEDO, C., & WELLINSKI, S. (2008). A STUDY OF TECHNOLOGY INTEGRATION IN THE CLASSROOM. International Journal of Instructional Media, 35(4), 381-387. Retrieved from Education Research Complete database.

Barron, A., Kemker, K., Harmes, C., & Kalaydjian, K. (2003). Large-Scale Research Study on Technology in K-12 School: Technology Integration as It Relates to the National Technology Standards. Journal of Research on Technology in Education, 35(4), 489. Retrieved from Education Research Complete database.

Watts, C. (2010). Technology leadership, school climate, and technology integration: A correlation study in k–12 public schools. Dissertation Abstracts International Section A, 70, Retrieved from PsycINFO database.

Continue reading »]]> I finally got my 16g Wi-Fi iPad!!! I am so excited!! I have spent at least a week trying to put together a curriculum to teach the effectiveness of an iPad in the classroom. As I continue to research and talk with other educators I found this wonderful blog post from Nick The Nerdy Teacher about using his iPad in his classroom.
Nick did it!! He used his iPad in the classroom and from the comments he shares with us, he used it to help with attendance, pull up documents / worksheets his students were working on, check & send email, comment / reflect on his lesson plans and do a lot more all from his iPad. He brings up a great comment about using the iPad with his students to create / share video, documents, Web 2.0 tools and more. He would love to have a class set and I personally would love to meet Nick, observe his classroom and pick his brain on all the wonderful ways to use iPads in his classroom.

Continue reading »]]> ABC TV showed a clip “Too Much Tech For Kids” on Wednesday,  January 20th. I am wondering if there really is too much? What limits should we set, if any??

http://abcnews.go.com/video/playerIndex?id=9617831

Here is an article from the Washington Post

http://www.washingtonpost.com/wp-dyn/content/article/2009/12/14/AR2009121403347.html

Thank you for the comments, thoughts and ideas that were shared.  Technology really is a resource and a tool.  When used effectively students are able to learn an apply the knowledge gained.  While growing up CliffsNotes became very popular and were often used to aide in understanding a novel that was possibly above a student’s reading level or just to difficult to comprehend (for me that was Shakespeare – something with the language just didn’t make sense to me).  I also recall using a tape recorder and listening to books on tape while following along and looking at the pictures.  These tools are no longer criticized.  In fact, if you want to listen to Harry Potter and the Deathly Hallows by J.K. Rowling on CD you’ll have to wait in line.  There is a long list at the public library to check out this popular book.

Let’s take a look at the new and exciting iPad from Apple and how it isn’t all that different from using those CliffsNotes or books on tape.   This device is like using a paper book.  You can turn the pages from right to left.  You can view one page or turn the iPad to view two pages at a time.  You get the pictures and the text just like a paper book.  While reading, students can highlight a word and search for it’s meaning or other references within the e-book.  The students can highlight a section of the book that they want to refer to, or even quote, when working on a book report for class.  Want to have the book read to you while you follow along (just like that old tape recorder)??  Then turn on the Voice Over feature and the book is read to you.  Hmmmm…only spending “38 minutes reading,” I don’t agree.  With a tool like the iPad and the e-book feature students will be reading beyond this “38 minutes” mentioned in the news report.   Apple’s iPad is not the first or only e-book reader.  There are several other companies including the Sony E-Reader, the Kindle and the Nook from Barnes & Noble that have similar features and can be used in an educational setting as a great technology tool.

There are many other technology tools used in education.  High School students today are more proficient on the computer than their parents were when they attended high school.   I can recall using the Apple II E and C with floppy disks to create a newspaper for a Language Arts project.  I also remember playing “Oregon Trail” on those same computers with those same kind of floppy disks.  I gained a better understanding of the History of Lewis and Clark, Wagon trains and the geography of the United States.  Kids can play similar games today on the computer.  My Fifth grade son is learning about the history of the American Civil War and for the past several weeks has been playing the Hidden Mysteries – Civil War game from Big Fish Games.  Through this game he has discovered how messages were often sent in code, what and how various tools were used by the soldiers as well as gaining a better understanding of the many battles and their locations.  Online websites have become tools used in the classroom to enhance student engagement and learning of all subject matter in a very successful manner.  Even the Nintendo Wii is used in Physical Education classes to enhance physical activity of the students.  The popular game Dance Dance Revolution has inspired students to get up and move.  They enjoy taking turns on the dance mat and doing their best to beat the game.  The popular Wii Fit has inspired families to get moving and exercise in a safe environment.   These are tools and when used effectively they aide the students in learning by offering engaging, educational activities.

I want to touch on the idea of cell phones in the classroom as one more tool that, when used in an effective manner, is a very important tool to use in the classroom.  A local teacher recently won the Golden Apple Award for her outstanding use of technology with her Spanish Class at Pulaski High School.  This teacher has the students use their cell phone to participate and respond to a variety of prompts.  Using a Web 2.0 tool like Poll Everywhere students are able to send text messages to reply to multiple choice or open ended questions in the classroom.  Although the response clickers used with SMART Boards, Promethean or even as an App on your iPod Touch are all excellent tools, they are also expensive with today’s school budgets.   Educators are working with their administration to allow the use of cell phones in the classroom in place of these expensive response systems.  The result is increased participation, student engagement and learning.  Sorry parents, but it looks like you may have to look at that unlimited text plan after all.  I do want to congratulate Ms. Titler, World Language teacher at Pulaski High School on winning the Golden Apple Award, you truly are an inspiration to the many teachers looking for ways to use technology in the classroom.

So when is it too much technology?? In a classroom there really isn’t too much.  Technology enhances the learning experience and increases student engagement and learning.  It’s outside the classroom that we need to look at.  When students come home and after they’ve finished their homework, including that podcast on the Battle of Gettysburg, the Glogster poster for their Language Arts project related to the book The Cay by Theodore Taylor and their “38 minutes” of reading, that’s when we as parents need to say when enough is enough.  I am more than thrilled that my son is using a computer and other forms of technology in learning.  I am okay with him spending 30 minutes playing his favorite game on his Nintendo Wii or DSi, but that’s all he needs.  We need time to be a family by doing a chore together, eating dinner together, talking about our day and making plans for the weekend…together.  As the weather continues to improve here in Wisconsin we find ourselves enjoying the later sunset by going for a bike ride as a family, jumping on the trampoline or throwing the tennis ball for the dog to chase.  Even if my son didn’t spend his day using technology in the classroom I still would limit the amount of time he is allowed on the telephone or computer chatting with his friends.  He still would only be allowed to have 30 minutes on a school night playing on his gaming system.   The time between the end of the school day and bed time is too precious to waste and in our house it’s family time.

My final thoughts include this…Educators, I hope you are using technology in your classrooms to enhance the learning for your students.  You really can not have too much technology in the classroom.   Parents, I hope you are telling your child when it’s time to put away the cell phone, shut down the computer or turn off the gaming system.  After all parents, when we came home after school we did our chores, finished our homework, ate dinner as a family, and were allowed to use the rotary telephone to call our boy/girlfriend.  I’m pretty sure my mom told me when it was time to say “good-bye” and hang up the phone, because she knew how much was too much.