I responded to:
Lou- http://educ7015.blogspot.com/2011/08/module-6-blog.html?showComment=1314457522084#c1965200635121578489
and
Roxanne- http://learningtheoryedtechrwright.blogspot.com/2011/08/learning-in-digital-world.html?showComment=1314458523071#c3639900696367943473
Saturday, August 27, 2011
Wednesday, August 24, 2011
Module 6 Blog- Sara Becker
Learning in a Digital World
I believe that technology has had a positive impact on my learning. In an online environment, I think I tend to enjoy collaborative learning much more than I do in a face-to-face environment. Maybe it's because the online environment enables you to connect with others that have much more varied experiences than those that you might interact with in a face-to-face environment. Whenever I engage in learning in a face-to-face environment, I feel that I would much rather work independently rather than as part of a group.
What I think is crucial and non-negotiable in teaching and learning is encouraging students to utilize critical thinking and higher-order thinking skills to really examine the world around them. I also think relevance is essential in teaching and learning. Driscoll suggests that an essential part of learning to think independently is critical and creative thinking where learners are seeing things from a different perspective and providing a new insight or approach to a problem (2005). I also believe that the role of the instructor must change when we encourage students to utilize critical thinking skills. The instructor really needs to put the control of the learning in the hands of the students. Siemens proposes several metaphors for the role of the instructor (2008). Of the metaphors proposed the one that best fits my idea of the role of the instructor is that of instructor as Network Administrator. In this role, the instructor encourages learners as they encounter new information to critically evaluate the role of that information within their own learning network (Siemens, 2008). Learning becomes more self-guided or self-directed and the educator can assist the learner when they have gaps in the information that they need to continue learning.
References:
Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston, MA: Pearson Education, Inc.
Siemens, G. (2008, January 27). Learning and knowing in networks: Changing roles for educators and designers. Paper presented to ITFORUM. Retrieved from http://it.coe.uga.edu/itforum/Paper105/Siemens.pdf
I believe that technology has had a positive impact on my learning. In an online environment, I think I tend to enjoy collaborative learning much more than I do in a face-to-face environment. Maybe it's because the online environment enables you to connect with others that have much more varied experiences than those that you might interact with in a face-to-face environment. Whenever I engage in learning in a face-to-face environment, I feel that I would much rather work independently rather than as part of a group.
What I think is crucial and non-negotiable in teaching and learning is encouraging students to utilize critical thinking and higher-order thinking skills to really examine the world around them. I also think relevance is essential in teaching and learning. Driscoll suggests that an essential part of learning to think independently is critical and creative thinking where learners are seeing things from a different perspective and providing a new insight or approach to a problem (2005). I also believe that the role of the instructor must change when we encourage students to utilize critical thinking skills. The instructor really needs to put the control of the learning in the hands of the students. Siemens proposes several metaphors for the role of the instructor (2008). Of the metaphors proposed the one that best fits my idea of the role of the instructor is that of instructor as Network Administrator. In this role, the instructor encourages learners as they encounter new information to critically evaluate the role of that information within their own learning network (Siemens, 2008). Learning becomes more self-guided or self-directed and the educator can assist the learner when they have gaps in the information that they need to continue learning.
References:
Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston, MA: Pearson Education, Inc.
Siemens, G. (2008, January 27). Learning and knowing in networks: Changing roles for educators and designers. Paper presented to ITFORUM. Retrieved from http://it.coe.uga.edu/itforum/Paper105/Siemens.pdf
Friday, August 12, 2011
Module 5 Blog-Sara Becker
When my school installed Promethean ActivBoards a few years ago, most of the teachers in the school were excited and more than willing to learn the technology associated with it. Many of them would seek out ideas beyond just the regular training on how to better and more effectively use it in the classroom. One teacher however, was highly resistant to the technology. She even "volunteered" to be without an ActivBoard in her classroom, however, she ended up with one anyways. Every year the staff is offered re-fresher training and other things to help them use the technology more effectively and every year she just continues to push back against the technology. Her general attitude towards it is that the technology is hurting the brains of the students and that there is simply no use for it in the classroom.
Using the Keller ARCS model, I would enhance the relevance of the technology to her as a science teacher (Driscoll, 2005). There are so many tools and simulations that she could use with her students to enhance her instruction and really engage her students in learning. I think this would also help to build her confidence in using the technology. As she sees it assisting her students in learning, she will be able to increase her use and proficiency with the technology. Perhaps as she uses the technology in the classroom with greater and greater success, she will eventually begin to seek out additional supplemental trainings like many of the other teachers in the school already have.
References:
Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston, MA: Pearson Education, Inc.
Using the Keller ARCS model, I would enhance the relevance of the technology to her as a science teacher (Driscoll, 2005). There are so many tools and simulations that she could use with her students to enhance her instruction and really engage her students in learning. I think this would also help to build her confidence in using the technology. As she sees it assisting her students in learning, she will be able to increase her use and proficiency with the technology. Perhaps as she uses the technology in the classroom with greater and greater success, she will eventually begin to seek out additional supplemental trainings like many of the other teachers in the school already have.
References:
Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston, MA: Pearson Education, Inc.
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