Discussion 4: Second Life

Disruptive technologies occur when an innovative technology combines with an existing technology to revolutionize performance (Thornburg, 2010). Tynan (2008) suggests several powerful combinations including DVR plus On Demand, You Tube plus low-priced digital camcorders, and cell phones plus wireless internet. The iPad is another debatable disruptive technology. The iPad meets the criteria of disruptive technologies such as customer demand, new applications, and limited marketing research (Christensen, 1997; Laube, 2010). Disruptive technologies change existing conditions by impacting personal management, opinion, and achievement.

Another powerful example of a disruptive technology is Second Life. According to Rosedale, (2008) people will eventually prefer virtual characters rather than their real identities. Revolutionizing social interaction and communication contributes to the debate of Second Life as a disruptive technology. This web application obsoletes previous methods of instant messaging and advances emotional involvement with personalized avatars. As a relatively new experience, Second Life will dominate web communication for many years until an advanced holographic virtual community revolutionizes human interaction predicted for 2025 (Elon University/Pew Internet Project, n.d.). Social benefits related to virtual worlds include understanding culturally diverse experiences and freely collaborating with many users (Rosedale, 2008). As interest builds, more people will immerse themselves in the virtual world to escape physical and emotional barriers. By combining the human desire to communicate with innovative virtual technology, Second Life extends existence into the imagination.

Regarding education, Second Life exploits student engagement to enhance interaction with information. The virtual world provides an authentic learning environment including interaction with experts and feedback from peers (Gronstedt, 2008). The virtual world presents obvious challenges including bullying and cynical or faulty information. Yet, Second Life applies content in authentic situations, engages multiple intelligences and learning styles, and enables expression (harveyd, 2011). The ability to discuss ideas with peers in an imaginative environment would promote knowledge transfer as students engage within a collaborative and realistic environment.
References

Christensen, C. (1997). Notes on the innovator’s dilemma: When new technologies cause great firms to fall. Retrieved from http://www.2ndbn5thmar.com/change/The%20Innovators.pdf

Elon University/Pew Internet Project. (n.d.). Imagining the Internet: A history and forecast: Forward 150 timeline. Retrieved from http://www.elon.edu/e eb/predictions/forward150years.pdf

Gronstedt, A. (2008). Be first in second life. Training, 29-30. Retrieved from http://www.gronstedtgroup.com/pdf/Training_Mag_article_virtual_world_fall_08.pdf

harveyd. (2011, January 17). Second Life: Rita Mulholland [Web log comment]. Retrieved from
http://wp.stockton.edu/asde/2011/01/17/second-life-rita-mulholland/

Laube, S. (2010, March 3). Is the iPad a disruptive technology? [Web log comment]. Retrieved from http://pwcinnovate.wordpress.com/2010/03/03/is-the-ipad-a-disruptive-technology/

Tynan, D. (2008). The 10 most disruptive technology combinations [Web log comment]. Retrieved from
http://www.pcworld.com/article/143474-10_most_disruptive_technology_combinations.html

Module 3 Blog: Rhymes of History

Throughout history, storytelling is the foundation for cultural heritage, teaching, and entertainment. From oral, paintings, text, projectors slides, and video versions, storytelling shapes civilization and records the biography of humanity. Today, storytelling continues to impact past, present, and future. Yet, the nature of storytelling has adapted to the digital age through video production software and online slideshow presentations.

Animoto, a cloud computing customer, represents modern storytelling. This free web application allows users to create a digital story using images, video, and sound. Additionally, users can easily upload presentations to the web or embed in social networking sites (Dick, 2011). The many uses for these online stories include sharing classroom performance, marketing, and communication with family and friends. Passing down traditions and memoirs no longer require synchronous meetings. With the web, telling a story that reaches around the globe takes only a few minutes of editing on an online platform.




A key concern regarding Animoto involves user protection as cloud computing faces the challenge of information security threats (Hanna, 2009). This notion rekindles another recurring theme in history . . . homeland security. What models and resources will emerge to reduce threats to user data and applications? Currently, experts suggests knowing where data is located, testing security, backup information, and only use programs referred by reliable sources (admin in Cloud Hosting, 2011).

Kelly’s video (2007) reveals the impact of the web on the future of humanity by explaining the embodiment, re-structuring, and co-dependency of humankind based on this “one machine.” The notion that the web embodies the material world and leads to complete co-dependency rekindles the idea of totalitarianism. Without battling religious arguments, the idea that everything regarding personal existence will connect to this one machine relates to the complete control and dictatorship of society. Maybe my idea seems extreme. However, thinking in terms of the future, to say that the web will personify existence provokes a feeling of uneasiness as humankind has always been an exclusive group and condition. Now, it seems as though we will become a new kind by uniting with an all-encompassing object that has yet to develop a name and surpass human processing.

References

admin in Cloud Hosting. (2011, Janurary 9). 5 Tips for cloud computing security [Web log comment]. Retrieved from http://webhostingblog.us/2011/01/5-tips-for-cloud-computing-security/

Dick, J. (2011, January 3). Tool review: Animoto [Web log comment]. Retrieved from http://newlearninginstitute.blogspot.com/2011/01/tool-review-animoto.html

Hanna, S. (2009). Cloud computing: Finding the silver lining. Retrieved from http://www.ists.dartmouth.edu/docs/HannaCloudComputingv2.pdf

Kelly, K. (2007, December). The next 5,000 days of the Web [Speech]. Speech delivered at the EG 2007 Conference, Los Angeles. Retrieved from http://www.ted.com/index.php/talks/kevin_kelly_on_the_next_5_000_days_of_the_web.html

Krypteia. (2007, August 6). Animoto promo [Vodcast]. Retrieved from http://www.youtube.com/watch?v=dvjRzaUYoLw

Educational Impact: Cell Phones

Larger Image

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/