Resistance to Change
Resistance to new technology seems to be a battle that I fight almost daily. As a Technology Education Teacher, I often encounter new technology that could enhance the creativity and overall educational experience of my students. One example that was particularly disappointing is the computerized CNC machine in my classroom. The machine could be used to produce materials necessary for Tech-Ed students to be very productive. Yet, the discussion of cost of the updated software has stalled efforts to get it up and running for several years. The sad fact of this commentary is that those capable of helping me get this machine up and running will approve the spending of money to continue purchasing small expensive quantities of materials which could be produced by the CNC machine.
Using Keller's ARCS Model
After reading about Keller's ARCS Model for motivating, I could immediately see how it could be used to aid my cause.
I would use Inquiry Attention to pose the questions about cost effectiveness, over time, by getting the CNC machine operational.
The Relevance actually speaks with inquiry attention. All components of relevance such as present worth, future usefulness, and needs matching would be addressed by getting the needed software to get the CNC machine up and running.
Confidence would grow both with teacher and students. Students would be trained to use the machine, and the possibilities would begin to be limitless.
Completing tasks based on new and exciting ideas would yield satisfaction for both learner and educator. Large portions of projects could be fabricated using the CNC software.
Wednesday, November 9, 2011
Wednesday, October 26, 2011
Connectivism
The digital tool that best facilitates learning for me is the computer. I can, and often do cross comparisons of information to determine how valid the information is for the situation. Validity is the most important aspect of information and helps to eliminate many faulty conclusions about how to handle situations.
When I have questions, I refer to bookmarked sources for information. Sometimes I reference new sources, but I stay ever aware that new sources do not always provide objective perspectives on information.
Tuesday, October 4, 2011
Cognitivism and Learning Theory: Will we truly ever learn anything new?
In the suggested readings, ___isms are summed to be important as filters. Although I understand that the filters are used to help to establish validity and point to facts in research, I question what is left behind. What reveals the individual? What distinguishes a new and innovative idea from the commonly known ideas of noted researchers of the past.
Often, as research is filtered using the notable ___isms, research analyses point back to ideas of the Skinner, Piaget or one of many other noted theorists. Did these theorists discover all there is to discover about learning? Are there anymore theorists or did they only exist during the lives of the notable theorists? It seems that no new research about learning can be conducted without referencing some prior theory. Yes, it is useful to know that many outcomes can be identified by researching notable theories, but how do ___isms explain the human element of the individual? Some human issues have never been successfully addressed. One in particular, is the real reactions to environmental factors. Take, for example, the reactions of teenagers on days when events dictate that they should behave in a different manner. Testing dates are a prime example. Students can be given all the motivational tools available to encourage them to perform efficiently on standardized tests, but still show-up on testing days with issues that attract their attention away from the tests. Behaviorism can attempt to classify the action of the student, but fails to consistently address the learner's issues. It is great that the filters can develop logical paths to follow in determining such things as behaviors, but the determinations seem to be generic. I call them generic because they seem to ignore one __ism. There never seems to be any room for individualism.
http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html
http://www.kaplaneduneering.com/kappnotes/index.php/2007/01/out-and-about-discussion-on-educational/
Often, as research is filtered using the notable ___isms, research analyses point back to ideas of the Skinner, Piaget or one of many other noted theorists. Did these theorists discover all there is to discover about learning? Are there anymore theorists or did they only exist during the lives of the notable theorists? It seems that no new research about learning can be conducted without referencing some prior theory. Yes, it is useful to know that many outcomes can be identified by researching notable theories, but how do ___isms explain the human element of the individual? Some human issues have never been successfully addressed. One in particular, is the real reactions to environmental factors. Take, for example, the reactions of teenagers on days when events dictate that they should behave in a different manner. Testing dates are a prime example. Students can be given all the motivational tools available to encourage them to perform efficiently on standardized tests, but still show-up on testing days with issues that attract their attention away from the tests. Behaviorism can attempt to classify the action of the student, but fails to consistently address the learner's issues. It is great that the filters can develop logical paths to follow in determining such things as behaviors, but the determinations seem to be generic. I call them generic because they seem to ignore one __ism. There never seems to be any room for individualism.
http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html
http://www.kaplaneduneering.com/kappnotes/index.php/2007/01/out-and-about-discussion-on-educational/
Wednesday, September 14, 2011
How people learn best and the purpose of learning theory in educational technology
I think that people learn best when they are comfortable. This comfort can come from knowing a few things. One important thing is knowing that it is okay not to know everything. Another important bit of knowledge is experiencing moments when the educator demonstrates that he or she does not know everything.
I have observed that when it comes to learning, most of the students I teach come into the classroom feeling a sense of shame or apprehension because they fear that they will be mocked, or wrongly treated because of their lack of knowledge about a topic. I have devoted a portion of my teaching style to helping students feel comfortable with responding to questions. On way I do this is by using questions that begin with phrases like "What do you think..." I also let me students know early on that there is truly one incorrect response. That response is "I don't know". I do not accept this response to questions which ask for their opinions. It generally works well. If I do not receive the appropriate response, then I give it to them, but I accept all responses.
Students will sometimes ask questions in which I have no immediate answer for. I see this as another opportunity to help them loosen-up. I simply respond to them that I am not sure, and I search for an answer as soon as I can. I also give them a sense of ownership by asking them to look for the answer and pointing them in the right direction.
Together, the methods mentioned above tend to help students relax and feel as though they can seek and find information. These are the moments when they learn. They take these moments and assimilate them into other courses.
Learning Theory
Learning theory's purpose in educational technology seems to be simple. The usefulness of technology aides in education has to be evaluated. In those evaluations, educators must know and be able to determine how the technology aides in the learning process. Through observations, and other methods of research, a pattern of behaviors related to the use of technology in education can likely be established. The pattern will, ultimately lead to the formation of certain theories. The testing of the theories is the basis for establishing the value in continuing or not continuing with the use of technology.
Below are links to further information about learning theory and educational technology. I reviewed these sites to gain some understanding of the concept.
http://www.usask.ca/education/coursework/802papers/index.htm
https://sites.google.com/a/boisestate.edu/edtech504/lflemmer
I have observed that when it comes to learning, most of the students I teach come into the classroom feeling a sense of shame or apprehension because they fear that they will be mocked, or wrongly treated because of their lack of knowledge about a topic. I have devoted a portion of my teaching style to helping students feel comfortable with responding to questions. On way I do this is by using questions that begin with phrases like "What do you think..." I also let me students know early on that there is truly one incorrect response. That response is "I don't know". I do not accept this response to questions which ask for their opinions. It generally works well. If I do not receive the appropriate response, then I give it to them, but I accept all responses.
Students will sometimes ask questions in which I have no immediate answer for. I see this as another opportunity to help them loosen-up. I simply respond to them that I am not sure, and I search for an answer as soon as I can. I also give them a sense of ownership by asking them to look for the answer and pointing them in the right direction.
Together, the methods mentioned above tend to help students relax and feel as though they can seek and find information. These are the moments when they learn. They take these moments and assimilate them into other courses.
Learning Theory
Learning theory's purpose in educational technology seems to be simple. The usefulness of technology aides in education has to be evaluated. In those evaluations, educators must know and be able to determine how the technology aides in the learning process. Through observations, and other methods of research, a pattern of behaviors related to the use of technology in education can likely be established. The pattern will, ultimately lead to the formation of certain theories. The testing of the theories is the basis for establishing the value in continuing or not continuing with the use of technology.
Below are links to further information about learning theory and educational technology. I reviewed these sites to gain some understanding of the concept.
http://www.usask.ca/education/coursework/802papers/index.htm
https://sites.google.com/a/boisestate.edu/edtech504/lflemmer
Subscribe to:
Posts (Atom)