Educational Impact: Cell Phones

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I made the decision to analyze the educational impact over technical attributes of mobile phone technology. This choice stems from my lack of knowledge and experience regarding cell phones in the educational environment. Using McLuhan’s model, examination of the progressions of cell phone technology reveals explicit implications for adoption.

Cell phones significantly enhance the educational environment through a variety of instructional methods. To begin, cell phones expand the use of mobile learning including distance education and collaborative projects. Additionally, this technology improves data collection for homework, opinion polls, grading quizzes, class discussions, and research projects (Elise, 2008). Another enhancement created by cell phones involves assistive technology. Elise (2008) reports that mobile devices support visual and hearing impairments by offering free online resources and multiple applications for communication such as text and voice. Using cell phones in the educational environment improves communication and collaboration as students actively engage with peers, teachers, and experts to authenticate content. Finally, this technology advances classroom management as students and teachers store video and images, use word processing for notes, save lectures as podcasts, and read online books and articles (Elise, 2008).

The numerous enhancements provided by cell phones leads to discussion on what this technology obsoletes. Currently, budget cut-backs hinder technology development. However, funding for cell phones is the parent’s responsibility. Therefore, schools can integrate educational technology strategies without the burden of purchasing additional computers or mobile devices (Roberson & Hagevik, 2008). Furthermore, the traditional classroom transforms to learner-centered by eliminating the negative opinion that cell phones only promote social behavior. Elise (2008) suggests that future educators will appreciate the technology as a learning tool rather than a social toy.

The theory underlying cell phones in education has roots in the principles of Comenius’ instructional method. His theory supports customized education, integration of subjects, and developmentally appropriate design (Saettler, 2004). Comenius believed that a teacher could educate a mass amount of students by managing the classroom environment with a lesson introduction followed by individual learning segments and collaboration with peers. Before his time, Comenius suggested theory related to distant learning. Like Comenius, classroom strategies associated with cell phones encourage authentic learning experiences, flexible teaching, and learner ingenuity (Prensky, 2005).

Another factor related to retrieval involves global competition. The Space Age spawned urgency for mass education. Mobile technology has significantly impacted the effect on global communication and collaboration. With this technology impacting the educational system, global consciousness redevelops as fierce competition requires innovative and connected graduates (Elise, 2008).

What is the future of cell phones in education? Mobile technology will continue to improve global communication and personalization of digital devices (MOCOM2020, 2010). Additionally, MOCOM2020 (2010) reports over 4 billion mobile phone users. These facts lead to the belief that educational barriers will diminish as students develop into digital natives, compelling institutions to change traditional practices to digital methods. Eventually, educational technology theory will thrive as acceptance of mobile technology reaches critical mass.

References

Elise. (2008, September 7). Cell phones in education: An interview with Liz Korb [Web log comment]. Retrieved from http://cellphones.org/blog/cell-phones-in-education-an-interview-with-liz-korb/

Kolb, L. (2010). From toy to tool: Cell phones in learning [Web log comment]. Retrieved from http://www.cellphonesinlearning.com/

MOCOM2020. (2010, August 16). Mobile 2020: How will the future of mobile look like? [Web log comment]. Retrieved from http://www.mocom2020.com/2010/08/mobile-2020-how-will-the-future-of-mobile-look-like/?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+Mocom2020+%28MOCOM2020%29&utm_content=My+Yahoo

Prensky, M. (2005). What can you learn from a cell phone?: Almost anything. Innovate, 1(5). Retrieved from http://innovateonline.info/pdf/vol1_issue5/What_Can_You_Learn_from_a_Cell_Phone__Almost_Anything!.pdf

Roberson, J. H., & Hagevik, R. A. (2008). Cell phones for education. Meridian: A Middle School Computer Technologies Journal, 11(2). Retrieved from http://www.ncsu.edu/meridian/sum2008/roberson/index.htm

Saettler, P. (2004). The evolution of American educational technology. Greenwich, CT: Information Age Publishing Inc.

Emerging Technolgy: The Pocket Projector

In 2008, several companies launched the first pocket projectors. This handheld, portable device enables users to cast multiple applications including video and images onto a screen equipped to 50 inches. Pocket projectors connect to a variety of media devices including the iPod, computer, digital camera, and cell phone (Feierman, 2010). At $300 for high-quality, this cost-efficient mobile device creates another element to a collaborative, interactive teaching environment.

The major challenges of this technology include improving battery life, brightness, and resolution. Currently, pocket projector developers are making advancements to improve these issues in newer models. Currently, the average battery life ranges from 30 minutes to 2 hours. By 2012, Colegrove (2010) predicts the battery life will extend to 4 hours. The brightness and resolution pales in comparison to the detail of larger digital projectors. However, the demand for this technology is increasing causing significant advances. Colegrove (2010) reports up to 50% better resolution since the first models.

Pocket projectors are designed to be used anywhere. Because the device travels easily, it offers multiple solutions for classroom, business, and entertainment demonstrations. The small size is an noticeable advantage. However, pocket projectors are also eco-friendly, lightweight, compatible with multiple devices, battery-operated, and feature an extended lamp life (Jennifer, 2009). In the classroom, pocket projects offer a simple solution to displaying images, video, and text (Mosotech, 2010). The unlimited learning opportunities will craft lessons that will spark discovery and invoke a spirit of collaboration.

Once sound and visual quality improve, pocket projectors will improve communication in the classroom. The demand for this emerging technology reveals that it is well on its way to becoming emerged. A remote would make this technology even better. Accessing the files from an separate location would add an additional “Wow” factor.

View the following video for a demonstration.


References

Colegrove, J. (2010, November 8). Pocket projectors advance in features, brightness, and battery life [Web log comment]. Retrieved from http://www.displaysearchblog.com/2010/11/pocket-projectors-advance-in-features-brightness-and-battery-life/

Feierman, A. (2010, October). The 2010 pico projector and pocket projector guide and reviews. Retrieved from http://www.projectorreviews.com/pico_projectors/index.php

Jennifer. (2009, February 16). New pocket projectors vs. low-priced lcd projector [Web log comment]. Retrieved from http://articles.projectorpeople.com/home-theater-tech-news/new-pocket-projectors-vs-low-priced-lcd-projector/

Mosotech. (2010, July 4). Pocket projector: The most handy technology is small size for classrooms [Web log comment]. Retrieved from http://moso-technology.com/2010/07/pocket-projector-the-most-handy-technology-is-small-size-for-classrooms/

Module 5 Video

Hey!

I just wanted to add this video. It shows the kids using the ARCS strategies to motivate Mr. Hesitant in using ActivInspire.

Module 5 Blog

So, I got my kids to help me out with this week's blog. I thought it would be a great idea to have them role-playing the situation that took place between myself and teacher. I am an avid Activboard user and updating whenever I have the chance. The new version called ActivInspire, old is called ActivStudio, was the latest about 8 months ago, so I was trying to convert everyone. However, this particular teacher, called Mr. Hesitant in the movie, was very reluctant to change. He finally downloaded the innovation after seeing my latest flipchart with tons of media, voting device quizzes, and graphic organizers. Anyway, the kids are acting this out and using the ARCS model to demonstrate how I could have influenced this particular to change. I apologize for the sound. Although wild monkeys, turn a camera on, and they shut down.

So what did you think?

To add to their message, Mr. Hesitant exhibited cautious behaviors that prohibited him from adopting the new software. He shows interest but does not want to spend time learning a new skill. He lacks motivation to download the new software. He also does not see the relevance in training on a new topic that serves the same purpose as the mastered skill. Removing this uncertainty requires motivation through a little peer pressure and interpersonal networking.

Mr. Hesitant also exhibits a skeptical and apathetic attitude because he fails to recognize the benefits of the new program. In particular, Mr. Hesitant is unwilling to try ActivInspire because of a strong opposition related to time and traditional values. To change this attitude, he must experience shared goals and assurance of ActivInspire's effectiveness.

Using Keller's ARCS model, I can promote and sustain optimistic adoption of the software.

A: Attention

Grabbing Mr. Hesitant's attention involves perceptual and inquiry arousal (Learning Theories Knowledge Base, 2010). Because he likes to use games in the classroom, I could make a flipchart using the dual user feature with one of the game templates and scoreboards. Next, I have to maintain his interest, so I would keep demonstrating the new software with video from the Promethean site, stimulating examples, and simple documentation of student results.

R: Relevance

Another factor for stimulating motivation is enhancing relevance. Promoting relevance means training the learner on the benefits of the new innovation and defining personal goals (Driscoll, 2005). One strategy for Mr. Hesitant would be to invite him to see student assessment using Inspire and voting devices. I would show him how quickly you can grade work and discuss student responses. This would show him the relevance of learning the new program, especially since it addresses his concern of giving immediate feedback and quick assessment.

C: Confidence

Intimidation affects motivation to engage in learning. Therefore, activities to build confidence are included in the model to create positive experiences and high expectations (Narayan, 2006). First, I would show him the differences between Inspire and Studio making sure to explain the easy transition. I would stick with just a few differences and gradually build on them. Next, I would practice with him on creating flipcharts and using the new features. As we work together, I may find out new tricks that I didn’t know, which makes Mr. Hesitant feel like he is contributing to the training. Finally, I would give him time to experiment with the new technology and be there when he has questions.

S: Satisfaction

The final component of motivation is generating satisfaction. Establishing satisfaction reinforces and builds on previous success to sustain newly acquired skills. Strategies to generate satisfaction require building a sense of accomplishment (TechnoparkToday.com, 2009). I would give him chances to see and use the software in his personal classroom. Whenever he succeeded at creating a new flipchart activity, I would reward him with praise and maybe a prize to encourage participation. Finally, I would keep it fair by sticking with the goal of using the software to improve instruction. I can introduce more complex features later.

References

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

Learning Theories Knowledgebase. (2010, May). ARCS Model of motivational design (Keller) at Learning-Theories.com [Web log comment]. Retrieved from http://www.learning-theories.com/kellers-arcs-model-of-motivational-design.html

Narayan, A. (2006, September 28). ARCS model [Web log comment]. Retrieved from http://elearning.kern-comm.com/2006/09/arcs-model/

TechnoparkToday.com. (2009, April 22). How to learn from your workplace? [Web log comment]. Retrieved from http://www.technoparktoday.com/how-to-learn-from-your-workplace/

Module 4 Mind Map

Reflecting on my mind map, my social network is virtually limited to the Walden learning community. Then again, my network was not this large until I started Walden, so this thought demonstrates the power of Walden’s program in building constructive learning communities. Before beginning this program, I did not use networks in the learning process relying mostly on personal interpretation and evidence created by experts. Currently, networked learning affects all avenues of the learning process including delivery, dissemination, creation, and reflection of knowledge. The learning community combats misconceptions and channels thoughtful communication to support accomplishment of objectives. Siemens (2004) would argue that the collaborative distribution of information within the Walden community engages learners in influential relationships that trigger and sustain the learning process. Therefore, my learning network contributes to knowledge acquisition by clarifying explanation through discussion and illuminating connections with information.

The most influential digital tools to facilitate my learning are threaded discussions and video. Blogs, wikis, online chat, and discussion boards are the most valuable when creating knowledge because I read, reflect, and reassess until knowledge is specifically applied in my workplace. The openness of these networked technologies facilitates necessary feedback for lucidity of knowledge (Siemens, 2009). Another significant digital tool, video, provides the visual stimulation I need to make connections with meaningful text. Although web-based video does not construct a learning community, the resource provides a means for knowledge inquiry and a reflection opportunity. In addition to discussion and video, Smartphone and social bookmarking technology facilitate my learning. Currently, I am exploring education apps to integrate in the classroom (IEAR.org, 2010). Delicious, a social bookmarking organizes information to track, discover, and archive school-related topics.

When learning a new skill, I rely on text and video to actuate the learning process. I reflect on personal beliefs and engage in instructional discourse with my learning community to filter excessive or incorrect information. During this time, I ask my learning community for clarification and expression of new learning. Then, I reflect once again and modify assumptions. This habitual practice satisfies learning connections allowing application of knowledge.

References

IEAR.org (2010, April 22). IEAR tips and tricks #4. Message posted to http://www.iear.org/

Siemens, G. (2009, November 24). Weltanschauung: Changing views, changing systems.

Message posted to http://ltc.umanitoba.ca/connectivism/

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

Module 3 Blog: Collaboration

I saw this on Fishburne's (2008) site and had to include in on our discussion regarding constructivism in the classroom. Constructivism places the teacher in a guidance role in which he/she steers students in the right direction. Without the guidance discussed in constructivist principles, learning outcomes would surely lead to misconceptions.

After extensively studying learning theory, a central theme in meaningful learning is the internal desire for making connections and building relationships. To say that this idea highlights connecting with a group of people, I am not educated enough to say. However, the constructivists believe that social interaction is vital in cognitive development. I believe this approach to learning has increased since the rise of the internet. Both Rheingold (2008) and Zittrain (2009) propose the network structure developed by the internet rekindled cultural beliefs of responsible communication and sharing of resources. Therefore, technology imitates natural instincts and improves the capacity for collaboration. Another aspect of the internet improving collective performance involves the ability for the individual to see immediate results increasing interest for cooperation (Rheingold, 2008). Altogether, there are tasks that are too difficult to complete alone and collaborative projects are the answer when individual effort impedes transfer of knowledge.

See Zittrain's (2009) video on collaboration, and the web's connection to natural instincts.

It has already been discussed that technology promotes collaboration. Open source software is an example of the Internet’s vast capacity of enhancing human cooperation. However, interaction is not just about selected technology tools. According to constructivist principles, learners bring cultural experiences and internalized motivation that teachers can use to promote learning (Driscoll, 2005). Collaboration involves sharing experiences, skills, and reflections to achieve understanding and accelerate development. The internet readily promotes these ideals by offering resources for discovery and project-based learning, motivation for instruction, and communication tools for internalization (Cofino, 2010). The final outcome reveals that learners exhibit authentic interpretation and performance.

Instructional design, using constructivist pedagogy, requires selection of digital media to guide learners and bridge the gap between content and applicable knowledge. The significance of a culture of collaboration is emphasized with technology integration especially when open source software and web 2.0 tools are integrated into learning activities (Anderson, 2010). Students construct knowledge while working in groups on collaborative projects incorporating wikis, blogs, Google Docs, meeting whiteboards, instant messaging, virtual environments, and other web 2.0 tools. Examination of these tools reveals the importance of interactive instruction and ease at which the internet facilitates a constructivist classroom.

References

Anderson, C. (2010, April 12). New additions to the digital backpack. Message posted to http://carlanderson.blogspot.com/

Cofino, K. (2010, March 10). Creating a culture of collaboration through technology integration. Message posted to http://kimcofino.com/blog/2010/03/20/creating-a-culture-of-collaboration-through-technology-integration/

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

Fishburne, T. (2008, September 8). If kids designed the food pyramid. Image posted to http://www.tomfishburne.com/tomfishburne/2008/09/if-kids-designe.html

Rheingold, H. (2008, February). Howard Rehingold on collaboration. Vodcast posted to http://www.ted.com/index.php/talks/howard_rheingold_on_collaboration.html

Zittrain, J. (2009, September). The web as random acts of kindness. Podcast posted to http://www.ted.com/talks/jonathan_zittrain_the_web_is_a_random_act_of_kindness.html

Module 2 Blog: Cognitive Comparison

The experts agree that instructional design should consist of multiple learning theories to target several dimensions of learning (Kapp, 2007; Kerr, 2007). An underlying grievance with focusing on one theory is that learners do not bring equal insights into the learning context. Therefore, educators should consciously integrate multiple approaches in designing a lesson to ensure all students construct knowledge. For example, behaviorism and cognitivism propose the most efficient manner of knowledge acquisition. Both agree that repetition of a skill is one way to achieve meaningful learning. Although, cognitivism focuses more on the type of activity rather than the behaviorist view of drill and practice (Driscoll, 2005).

Pondering on the recommendations of each strategy, I created a personal mental representation of two students in my classroom. The following chart describes two situations in which a student faces difficulty in Reading. However, one student lacks memorization while the other lacks comprehension. I attempted to use what I have learned to create an instructional plan for each student. Please read and make comments.

Interestingly, both theories also agree on the importance of internalizing information. Yet, experience and research has developed the idea of externalization as the most significant method to understanding new information. The following video clip from George Siemens (2007) discusses externalization of knowledge as the best strategy for facilitating meaningful learning. His notion that students need to express and share knowledge with others in a variety of ways changes traditional views that learning is a remote process. According to Siemens (2007), true knowledge acquisition occurs through social networks where the externalization of thoughts is encouraged and skills of learning are developed.

In my experiences as an early childhood educator, students who express and share ideas through graphic representations and writing are able to apply knowledge in a variety of situations. Without this instructional skill, students are only successful when the experience matches the first acquaintance, Cooperative group tasks such as digital storytelling and wikis allow students to connect with information and accurately create models of knowledge (Talisayon, 2010). If you are not giving your students the opportunity to externalize knowledge, you are decreasing their capacity for learning.

References

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

Kapp, K. (2007, January 2). Out and about: Discussion on educational schools of thought. Message posted to http://karlkapp.blogspot.com/2007/01/out-and-about-discussion-on-educational.html

Kerr, B. (2007, January 1). _isms as filter, not blinker. Message posted to http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html

Siemens, G. (2007, September 2). The conflict of learning theories with human nature. Video podcast retrieved from http://www.youtube.com/watch?v=xTgWt4Uzr54

Talisayon, A. (2010, March 25). Series G: “Grawing-and-griting”: Making visible what we are thinking together. Message posted to http://apintalisayon.wordpress.com/

Module 1 - Metaphors of Educators

Siemens (2008) describes four metaphors of educators to argue new models of teaching pedagogy in today’s digital age. “Educator as Master Artist” implies that the instructor offers expert guidance but permits the student to draw knowledge from fellow classmates and authentic experiences. Forming learning networks is the primary role of the “Educator as Network Administrator.” The “Educator as Concierge” brings awareness to resources and guides students as they explore knowledge. Finally, Siemens (2008) notion of “Educator as Curator” presents the most valuable model of instruction. The instructor creates the best learning environment with appropriate resources and activities related to the subject. Students explore and interpret the information with supportive guidance from the instructor.

Of these representations, the educator as curator suggestion speaks the most in regards to educational culture in the digital classroom. The duties of an instructor cannot narrow to one primary task. Instead, the holistic purpose involves creating, managing, supporting, and assessing all facets of knowledge exploration. Learners construct knowledge based on individual exploration and interpretation of information using the prominent avenues of web-based instruction (Williams, 2009). Additionally, students do not need an instructor to create or reinforce connections due to the natural ease of connectivism in today’s digital world (Siemens, 2010). Yet, students do require a structured framework of the learning experience to reduce intellectual frustration and increase likelihood of success. Finally, the educator’s actions must readily engage students in subject material and cautiously facilitate the path of learning.

My haunting question after reading the four models is, “Why is it that experts feel the need to compare my role to the duties of other professional positions?” The roles and responsibilities of a true educator are not comparable to any other person employed by an organization. I say, as an educator, “I AM,” not “I am like,” when describing the special work I do on a daily basis.
However, if I must provide a metaphor, no offense to the experts, I will not use another profession as a means of representing myself. Instead, I suggest “Educator as an Eagle.” This thought came to me as I read a daily devotion from renowned evangelists Joyce Meyer (2009). The eagle, the most majestic of creatures, is the best example to describe the natural characteristics and exemplary work of an educator. The following video describes my thoughts on “Teacher as an Eagle.”

I know it is not the most advanced show in the world. However, I have been teaching my kids how to make media projects, so we worked on this together. They love doing graduate work!

References

Siemens, G. (2010, February 16). Teaching in social and technological networks. Message posted to http://www.connectivism.ca/?p=220

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

Meyer, J. (2009, May 14). Sour like an eagle. Message posted to http://www.christianpost.com/article/20090514/soar-like-an-eagle/index.html

Williams, J. (2009, November 23). From teacher to content curator. Message posted to http://authenticlearning.wordpress.com/2009/11/23/from-teacher-to-content-curator/