Week 15 - 16: The End of the Begining

FINALLY, We're at the end of this course. The truth is that I learned a lot. Through this blog, I learned the power of reflection combined with feedback from others. The course introduced me to a slew of Web 2.0 technologies, and I got a much better sense of what constructivist strategies and project based learning can be like. The presentation you see here is gives an overview of the Use of Computer Simulations and Gaming to Enhance Authentic Learning.

The Use of Computer Simulations and Gaming to Enhance Authentic Learning

View SlideShare presentation or Upload your own. (tags: gaming simulation)

Computer simulations and gaming seem like they will surely continue to be a growing part of educational technology in the years ahead, and ones that I think both teachers and students will welcome!
While there is much I would want to see changed about this course, I have truly learned a great deal. I appreciate that, and look forward to spending a bit more time with family over the holidays.
I've also included a self-evaluation rubric related to this blog. Let me know if you would agree with the rating!

Week 14 Reflections on a Newsletter and Reflections

This was as busy week for me, consumed by Teaching with Technology projects on either side of Thanksgiving.

The adjacent letter along with a couple paragraphs is submitted to fulfill assignment A7. In this assignment we are asked to use MS Publisher or an Open Office Suite application to create a class newsletter. Yes, I know, the artifact shown is more of a class letter, than a creative newsletter. (So be it. I put a lot of creativity today into a presentation scheduled for tomorrow evening. ) With the college's version of MSPublisher unavailable while the campus is closed for the holiday, this seemed like a good time to try using one of the Open Office tools. I chose Writer by OpenOffice.org (OOo). The letter was composed using a personal letter template included in my version OOo Writer. I wrote the letter as a hypothetical Physics teacher in "Room 101" contacting students and parents early in the 2nd marking period.

Communication between teachers and parents is important because it reminds each party of the role they play together in supporting the child's education. It avoids surprizes at the end of the marking period, demonstrates respect for the role the parent has in the childs life, and can help address any issues any of the parties may feel need to be discussed. I plan to communicate with my student's parents or guardians early in the school year, and then on an approximately quaterly basis thereafter. If I employ a tool like Engrade.com (mentioned earlier in this blog and in the letter) then the communication can readily be more frequent. Nevertheless, I would anticipate sending periodic letters or newsletters to parents to keep us all engaged, even if they are not regularly checking electronic communications. With OpenOffice.org's Writer, I found composing the letter was quite simple, but no better than MSWord. In fact when I wanted to make slight adjustment to the paragraph spacing, Writer suddenly started underlining text that I didn't want underlined. I probably could have loaded more templates for a fancier layout, but frankly the hard-drive on this computer is filling up. Using Mac software was not listed as a permitted option in this assignment. If I were doing a real class newsletter, I would probably keep the letter simple, without much graphics, so as to minimize use of photocopier toner or printer ink, while maintaining a crisp look on any color paper that is available.

I spent many hours this week researching and preparing for a presentation on the Use of Simulations and Gaming to Enhance Authentic Learning. The research was interesting and I feel that the subject is far more important in a Teaching with Technology course, than the allotted 10 minute presentation allows. In a way, I'm glad to have taken the time to do the research, but realize that it took me far too long to prepare the presentation for the micro-lesson.

I learned that a key component of using simulations for authentic learning, is the act of Reflective Assessment. As in other learning experiences, including this one, Reflective Assessment is the time when we construct meaning from the experience, develop our critical thinking, and make a personal connection to the material and learning outcomes. When we read and comment on each others reflections, this gives appreciation to the learning experiences of others. Our emotional response when appreciated leads to more memorable and effective learning as well.

Indeed, of all the assignments in this course, including the ones still pending, I believe these reflections are the most valuable, as they represent the meaning constructed by myself. As a teacher, I will try to use the Reflective Assessment technique, along with teaching my students the stages of observation, analysis, and reflection which help make reflection powerful and professional.

There are many papers that discuss the value and practise of Reflective Assessment. The following article, Reflective Assessment by Lynn Dominguez (2006) was a fine place to start.

Using ProProfs to make tests and quizes

Building an online quiz on ProProfs.com was a breeze! I liked that they were so easy to create, categorize, and edit. It was simple to add text or a picture. (See capture.) Because the tool allows photos, videos, and text to easily be incorporated in the tool, much more authentic images can be presented to the student than in a traditional paper and pencil test. The ease with which multiple choice, short answer, binary, or essay questions can be incorporated, made this tool particularly useful. The immediate feedback is one of the best features of an online quiz, and of course this tool incorporates this, as well as a statistics on the usage of the quiz. From the creators account, you can readily see how various students performed. The certificate at the end is a nice added consequence for passing. Overall, this seems like a very nice tool, easy to use, ideally suited for incorporating generalized, and authentic test questions, with excellent feedback.
Ready to check your knowledge of wave properties? Click here

Week-12 Reflections put to the test

This week focused on assessment and on grading software. The image above is a screen capture of a sample page from engrade.com electronic grade book software. The evaluation provided here fulfills assignment A6EES to critique that software. First let me say that I am not a teacher, and have never used a gradebook, so this was my first exposure to one, albeit electronic. I thought the 12 minute video demonstration on the website was clear, concise, and explained the features well for both teachers and students. I created a free account then tried the software including creating a sample class, adding students, grade categories, weightings, and grades. Afterwards, I signed in as a sample student, read the grade report, and sent an message to the teacher. Finally, I signed back on as the teacher, received the message, reviewed the grades again, exported them to a spreadsheet and archived them. In all cases, I found the software to work well, have an intuitive feel, and to format the data in a common sense way. At one point I entered grades but did not see them show up. As it turns out I failed to click on the "Save Assignment" key. I could easily see using this tool in a real class to record student grades. I like the "Archive" feature that lets the teachers save past classes. I found the Extra Credit feature took a little getting used to, but worked well. Extra Credit can be awarded as EC assignments, or can be added to the grade of a regular assignment. The reports exported nicely to Excel as well. A nice optional feature allows the teacher to receive email notification of messages sent via engrade to the teacher from parents and students. As a parent, I very much like the idea that I would be able to regularly check my child's grades instead of waiting for report cards or contacting the teacher. Engrade emphasizes the security of the software, however one reservation I have with this tool is that engrade.com does not automatically sign off when the web browser is closed. A teacher would need to be disciplined about signing out before closing the web browser. Otherwise, an unauthorized user with access to the teacher's computer can easily change grades. Overall, I would say this is a very nice piece of software, with 5 years of field testing, that requires that everyone (teachers, students, and parents) remain alert and vigilant.

This week we also reviewed the ISTE (International Society for Technology in Education) 2008 National Educational Technology Standards for Teachers (NETS-T). In our collaborative groups we reviewed each standard and performance indicator and considered the applicability to each of our assignments this semester. We then build a matrix on our Group Wiki cross referencing the standards with our assignments with included reflections.

As mentioned at the onset of this week's reflection, our focus was to be on assessments. I found the emphasis on assessment to support learning to be a valuable refresher. However, I found it overwhelming to have 15 readings and videos, 5 written assignments, and preparation for a PPT presentation all assigned in a single week late in the semester while also trying to put together at least 3 semester long projects for this class.

A final word on assessment -- I feel it is a matter of basic fairness to be clear with students regarding how they're learning will be evaluated. Paradoxically, I remain perplexed regarding the assessment scheme for this course.

Week 11: Making Connections

This week I found myself recognizing and weaving new insights into Web 2.0 technologies, and technology assisted education into other facets of life and education. The day before the presidential elections, an article in Monday's New York Times (11/3/2008) examined Campaigns in a Web 2.0 World. The following night we saw a new president elected, probably in no small part, because of the organizing, communication, and collaboration skills he flexed through this technology. Three days later (11/7/2008) the Times reported on a "Web 2.o Summit" with the headline, "Al Gore and the Purpose-Driven Web". Is it just coincidence that these articles came out around the same time we've been reading about "Democratization of the Web" with Web 2.0? Or am I just taking notice? Either way, the transformative nature is coming to my attention.

Not to be outdone, the latest edition of Education Week's Magazine, Digital Directions, carried an article entitled, "Disruptive Innovation" repoprting on author Clayton Christensen's prediction that the rate of online high school courses will grow exponentially over the next 11 years, from low single digits now, to over 50% by 2019, transforming, who, where, and how teaching and learning takes place over the next decade.

Beginning this week, a small non-profit organization I work with is trying out these technologies as well, with a collaborative message board.

So clearly Web 2.0 is getting hyped-up these days. How real and deep the penetration will be in transforming social structures has yet to be answered, but the potential seems to evident.

Teaching with technology is weaving itself in an interesting way in my course requirements this week as well. I had proposed an interactive computer based simulation as a component of a student's behavioral intervention plan for a course in Applied Research in Behavior Management. The teacher requested that instead, I involve the whole class in the simulation based lesson, familiarizing him with the tools as well. Well, my Teaching Science to Adolescents course requires that I teach a lesson anyway, so I agreed. The lesson I plan to give next week integrates an interactive computer simulation lesson into a non-Regents high school science course. The school still relegates instruction like this to "the computer lab", whereas I would prefer to integrate the technology directly into the classroom. Nevertheless, I am looking forward to the challenge.

Separately, while preparing to deliver a brief on-line lesson for this course, I sensed that I've got the gist of using constructivist principles in the lesson. That lesson is scheduled for later this month. We'll see how it goes.

Finally, one of the videos scheduled for this week touched briefly on the dark side of the proliferation Web 2.o, including the implications for privacy. This issue was echoed in two personal conversations I had as well. One was with an instructor. The other was with a friend. Tonight marks the 70th anniversary of Kristallnacht. Personal experiences of this period of history reach deep into a family's and a people's history. Some believe such stories need to be shared with many. Others have reservations. Clearly the power to easily publish oneself and others calls for an extraordinary level of sensitivity and judgement. I'm not convinced our society is there.

Week 10 Collaborative Tools and Learning

During Week 10 we focused on collaboration and cooperation in the context of the Social Interactive Model (SIM) of learning. Some sources used these terms essentially interchangeably, while others sought to make a distinction. For me, an article by Ted Panitz (1996) in Deliberations seemed to distinguish the terms best, if not simply. Still the article did not offer enough examples to lead me to a point where I felt I could reliably make the distinction given an observation of the two. The language related to these two terms seems to still be fluid, used imprecisely and vary slightly by country (e.g. UK, Australia, and US). I did get the sense that collaboration connotes joint decision making, planning, refinement, and a synergistic form of working together, whereas cooperation referred more to a division of labor.

Perhaps the most stimulating resource of the week, was the We Think video by www.charlesleadbeater.net. The video provoked consideration of the potential transformational power of internet collaboration to potentially reshape virtually every social structure in our society-- not only education, but also business, government, economics, communication, communities, thinking, and even what we consider to be of value in being human. Furthermore, the idea of "mass innovation" seems valid and fertile in a world of intersecting and converging ideas across academic disciplines, cultures, industries, governments, and so on. Whew!

We also reviewed some examples of collaborative projects and software. I tested Yugma linked to Skype, and found that it worked well, but alas it does not yet offer audio recordings which are required by the instructor for this course. Our group did have more success with WiZiQ this week after two connection attempts, and learning to mute our microphones whenever not talking.

I thought the project based learning examples provided on the Edutopia pages helped me picture collaborative learning that might take place at the high school level. One interesting example that our group watched together involved a digital story photographed by children. Placing a camera and these tools in the hands of children can be an insightful window into a student's perspective, while giving them a unique voice and a powerful learning experience.

I found the SIM Quiz to be so-so. I did not do particularly well on it. I believe my performance had to do with the lack of a single clear explanation of the concepts of collaborative vs cooperative learning. Whoever made the quiz seemed to have one set of definitions in mind, and as I've already stated, the definitions of collaboration and cooperation still seem to be fluid in the general lexicon of education. So for example, one article indicated that the two terms are difficult to distinguish; another indicated that they are essentially interchangeable, and the authors of the quiz seemed to think they were not close in meaning. In another example, one source focused on the difference between the two terms in their emphasis on the finished product (cooperative), whereas the authors of the quiz didn't seem to hold that connotation. In the end, I find it less useful to spend time distinguishing the terms, and more valuable to understand the intention of good project based collaborative education. I appreciated that Paintz ended his article suggesting that we, "...view(s) education as a dialogue between the student and the curriculum." To me, this view demonstrates respect for students and links well to theories of developing cognitive skills.


In assignment HA5 this week, I extended my experience with the collaborative tool, Voicethread. I am impressed at the power, simplicity, and collaborative value of this tool, not only for educators, but for other communities as well. For example, I could easily see using this tool to collect ideas from members of a board of a non-profit organization, and even blending them with ideas from an interested public at large. For the assignment, I chose to create a Voicethread integrating ideas of collaborative learning together with learning Physics. I chose to incorporate a short video description of the European Organization for Nuclear Research (CERN) Large Hadron Collider. I then asked my hypothetical high school students to first consider various phenomena of physics they recognize in the massive project. Next, I asked them to consider the role collaboration is playing in this international experiment. I feel it could lead the student to consider the prerequisites, challenges, and imperatives of collaboration in the real world. Finally, I learned that Voicethread offers the user the ability to identify who does and does not have access to the Voicethread. Just like blogs, a specific list of invitees can be added, (such as a class) or one can choose to make the Voicethread public. This confirmed my belief that use of Web 2.0 tools does not necessarily mean publishing content to everyone on the web, and therefore increases the likelihood that I would see fit to use tools like this with a class of my own.

Week 9 - Reflections on Digital Story Telling

This week we were introduced to several variations of digital storytelling. The links to explanations by Dr. Helen Barret were my favorite. The Educause Learning Initiative sites filled in my sense of the role digital stories can play in education, and the 7 elements of good storytelling listed at www.storycenter.org filled in my sense of the literary and compositional elements that make for good storytelling.
As highlighted in the EducauseConnect article, I like that digital storytelling facilitates different learning styles connected to student interests and technology. Moreover I like that it helps students develop their abilities to "evaluate and use online content and electronic tools as a means of personal expression." For the first time I can recall, this week's lesson also included examples. I love examples, as they help me form a much better idea of the expected assignment.
I decided to involve my family in creating a digital story of my own. We chose to create a story around a day trip to a Sheep and Wool festival. After taking some photos, video clips, and a collecting a few other photos, I set out to build the story. I used iMovie for the first time, in order to assemble all the components. To learn the software, and then assemble the story took several hours, but is likely to go faster next time. When my family saw the finished product, they were all very excited. Here's a link if you are interested: My Wooly Digital Movie. By far the member of the family most excited by the technology was my 6th grade daughter. Now she wants to use digital storytelling for a report on the history of Halloween. Of course that means having to first really learn the content. Isn't that just the way it should be? Very powerful. Imagine how this technique could add to the learning experience of field trips. Imagine the insight teachers could get from seeing the field trip from the perspective of their student this way.
A second experience was with Voicethread. In the context of an on-line class session, the instructor directed us to respond to 7 questions. The time was limited. The instructor did not properly connect members of the group to each other electronically, and presented what I felt were confusing directions. The following day I found that the instructor had posted that class session on various public websites. I promised myself, that if I ever were to take it upon myself to publicize the work of my students, together with their names, I would notify them and ask their permission first. Many of us have seen the results of high-school students who use clandestine means to record their instructors and the post the recordings on the web. Public school teachers may have to expect that this might occur, as they are public servants expected to act professionally at all times. That students should need to be concerned that their professors will record their responses during a class, then post them on the web without consent, seems uncalled for.
Rather than posting a captured class session on the web, or assigning us to tell a digital story with strong emotional content from our point of view, and post it on the web, I believe a more appropriate way to teach this subject would be to assign students to create the digital story and submit it electronically without also requiring it to be posted publicly. Similarly, the Voicethread exercise might have been a more positive experience had they been confined to the Moodle system designed for online class sessions.

Week 8 Reflections - Online Tools

Our focus this week was on online tools to integrate into curricula. The readings offered a host of online tools and data sets for our consideration that teachers can use in their classrooms. We also experimented with a novel offline application of Microsoft Excel, using it to build a crossword puzzle. This approach offered a learning opportunity both in the use of Excel, and in content specific vocabulary. Already familiar with Excel, I used the assignment to give my 6th grade daughter a chance to have some fun while strengthening her understanding of terminology associated with cellular organelles. With just a bit of guidance from me, she built the crossword puzzle shown. (The answer key is at the bottom of the page.) I also used the online tool, Edhelper.com, to build another crossword puzzle, this time on the terminology associated with the study of waves. Reflections on the two assignments are included near the end of this blog.
Next, we were asked to search and identify an unlisted online tool set that we might recommend to others. I've often admired the approach taken by Ron Eglash in the Culturally Situated Design Tools he created for learning math through various subcultures. A teacher using these tools may need to drop some cultural bias to apply these tools which connect math to elements of African, African American, Latino, Native American, and Youth subcultures. These tools not only blend the learning of math, and software, but also cultural background and insight that students (and teachers) might not otherwise appreciate. The suite of Java enabled online tools use examples such as Alaskan basket weaving to learn the Cartesian coordinate system, Latino rhythms to learn least common multiples, African American cornrow hair braids to learn transformational geometry, and breakdancing to learn about rotation and sine functions. In addition to the cultural component the tools tap into different learning styles students may have. How great to learn about least common multiples through creating syncopated musical rhythms!
I want to comment on the WiZiQ collaboration tool we've been using in our group meeting. This continues to be a frustrating and poorly functioning tool for us. It claims to offer the advantages of a collaborative whiteboard and online meeting features, without installing special software, and is free to use. After our group of 4 graduate students have spent over 10 hours using this tool, it continues to be a poor performer. Poor audio quality, difficult connectivity, intermittent compatibility issues with standard browsers, awkward editing, and more. Our team has decided to pursue a better collaborative meeting tool. We'll keep you posted.

Now for the assignment reflections:

Reflection on Assignment A4
Excel Crossword Puzzle: Cellular Organelles

In assignment A4 we were asked to create a crossword puzzle using Microsoft Excel as an exercise teach both content related vocabulary words, and familiarity with the Excel software. I do believe in teaching software in the context which it will be used, rather than as an isolated topic. In this respect I applauded this approach. I am familiar with Excel, but in this particular case, I don’t believe creating the crossword puzzle did much to teach Excel. Spreadsheet software is a powerful tool for data organization and manipulation. This exercise trivialized Excel as a mater of formatting cell shapes, outlines and fonts. I have used Excel with my daughter in 3rd grade to create a multiplication table, to create a chores check-off list, and to teach input-output functions. I believe using and teaching Excel in the context of those applications reached more meaningful capabilities of the software.
That said, this week I asked my daughter who is now in 6th grade to make the Excel crossword puzzle using terms she has been learning in her science class. With a little guidance she created the puzzle, first on graph paper, then on Excel. She seemed to enjoy the project including formatting the cells, and I believe the project helped her learn the vocabulary better. The posted Excel Crossword Puzzle “Cellular Organelles” and the associated answer key were created by her, with my guidance. She enjoyed the learning experience, and hence learned the vocabulary better as well. While this was a fun project for her, if I really wanted to teach her some of the Excel capabilities, I would choose examples closer to those mentioned in the first paragraph.

Reflection on Assignment HA4
EdHelper.com Crossword Puzzle: Wave Terms

For the extension assignment, HA4, I built a crossword puzzle using the web-based puzzle making software, EdHelper.com available on the Puzzle-maker website. The crossword puzzle focused on terminology associated with the study of waves. There were both advantages and disadvantages compared to creating a crossword puzzle using Microsoft Excel.
The advantages with EdHelper.com included the ease and speed with which I created the puzzle. It was also possible to keep the cell numbers in the answer key, quickly create multiple puzzles from the same list of terms, have access to the puzzle and key from any computer with internet access, spell check, and use a built-in definition checking tool.
The disadvantages included a poorer quality of puzzle. That is, there were many connected boxes that did not form words. I also had to over-ride system generated definitions where I wanted to use my own clues. Moreover, EdHelper.com required a $20 annual subscription fee. (Fortunately a classmate allowed me to use her account for this assignment.) While much faster, the EdHelper.com program did not offer the creativity that the Excel method did in crafting the puzzle.
As a teacher creating a quick crossword puzzle for students, I would likely use the EdHelper.com puzzle maker. On the other hand, if I were facilitating a project for students to create their own crossword puzzles, I believe the Excel method would lead to a deeper learning exercise for students, and a puzzle that would be more fun for students to give to each other.

And finally... those crossword puzzle solutions!

Week 7 Reflections on Learning, Teaching and Technology

After submitting a heart-felt mid semester feedback assignment, this week continued with an online whole-class meeting, a torrent of articles on various learning theories, teaching theories, and instructional design. The emphasis drew heavily on constructivist theory and inquiry teaching strategies. This was amplified by a group WebQuest project on the constructivist 5E model of lesson planning, and added collaborative team meetings both in person and by telephone. Somehow this is was all designed to help us learn to use technology to support teaching. To say the least, it was intense.

Through the feedback assignment, readings, and whole-class meeting this week, I began to feel a genuine shift in my paradigm of the roles of instructor and students. It became clear to me that an instructor has their own struggles and responsibilities, and that building knowledge in this course will be my responsibility, as it ought to be, and perhaps with support and collaboration from classmates. If there is guidance from the instructor, that is a bonus. In a way, I've found this shift in perspective more humanizing both in my view of myself, and in my view of the instructor, and an instructor's role. With that humanization, has come a bit greater sense of empowerment, along with deep appreciation to my group partners for our ability to work and learn together.

Another recognition has been of the so-called "aircraft carrier syndrome", wherein new technologies often reduce productivity before enhancing them. I am becoming strongly convinced of the inefficiency of using the Web 2.0 tools we've been exposed to for live communication tools. They are classified as "beta" for a reason, and seem to be useful as experimental tools only, or when alternative forms of communication are not available. We saw a slideboom presentation stop functioning midway, presenters who could not connect during a whole-class presentation, a sliderocket presentation sharing tool that only works on a non-college computers, and then painfully slow, audio failures, and more. They all function so poorly, that I cannot imagine a serious classroom or business using these tools for anything other than novelties. This week out team agreed to meet in person for 75 minutes, and we were able to communicate much faster, and far more accurately than any Web 2.0 method we've come across so far. Our instructor explained that the new technologies teach us patience, and this proved true. I can not imagine what it would be like to have a room full of children or adolescents under the circumstances experienced this week, or that classroom management demand wouldn't become an even greater priority than patience. Web 2.o tools do not seem ready for those who want to do things quickly, thoroughly, or effectively.

Alas, the purpose of this blog is not to complain, but to be professional. The realizations listed above, including both human and technological fallibility are simply part of the learning experience I am reflecting on and expect to take with me from this course.

Following are several additional reflections we've been assigned to consider alongside the others on this week's events:


I learned that Instructional System Design Models aid instructors by helping give structure to planning and teaching. They help the teacher identify not only the content they will teach, but also the teaching and learning strategies they plan to employ, resources to use, and how to implement their teaching. I particularly like the D-P-A (Design-Plan-Act) system along with the 6-step DID for designing instruction beginning with knowing the learner, setting objectives, identifying teaching strategies and technologies, and evaluation all in an iterative design and revision process.

Four models of instruction that we considered were Behavioral (BM), Information Processing (IPM), Social Interactive (SIM), and Personal (PM). For each of these models, certain technologies align best based on the theory of learning the model emphasizes.

• For the Behavior Model, direct instruction tools that take a learner from knowledge acquisition to fluency and maintenance make the most sense. Example might be the use of flash cards, or electronic versions of these come to mind, as well as the direct instruction associated with computer aided instruction.
• For the Information Processing Model, tools that help with the clear visualization of concepts and experience of the learning content are likely align well. As such videos, simulations, and demonstrations are likely to work well. Following these with discussion involving the learner is likely to have added benefit.
• When teaching with the Social Interactive Model in mind, the instructor is likely to choose activities that emphasize the social and collaborative nature of learning. As such the instructor may choose group projects, such as WebQuests, discussion forums, or cooperative inquiry projects that lead to reciprocal teaching.
• The Personal Model emphasizes development of the individual learner's self concept. As such, technologies that focus more on the student's open inquiry pursuits are likely to match well, as are those where the learner can see themselves advancing. These may be WIPs, individual research, or even interacting with a computer simulation models or games to study the behavior of a system that interests the learner. Today, there are excellent simulation tools available ranging from "entertainment" software like SimEarth (R), to a wide range of other simulation models designed specifically for education.

Today, the Behavior Model is widely used for several reasons. First, because it is based on measurable, observable behaviors, it is the easiest to observe, verify, and reproduce. It is also the method that many teachers were educated with themselves. People tend to teach the way they were taught. The BM also situates the teacher in the lofty role as "the controller of learning". Many standardized tests may also reinforce this method of teaching, where the student (and teacher) are evaluated on the basis of giving "the correct answer". Web 1.0 technologies align well with this model. In this view, the web contains information, and it is the students role to receive it. A high level of multiuser collaboration is not necessary. At most, the computer can be used to verify (through a quiz or e-mail to the teacher) whether the desired behavior (answer questions correctly) was achieved.
I would says the IPM demands a bit more from the Web, perhaps including videos and audio, to increase the level of interaction. However the model is still based on the learner receiving knowledge, and Web 1.0 technologies largely satisfy this demand. The SIM model demands socialization by its very nature. This is clearly where the read/write multidimensional and social nature of Web 2.0 technologies align best. The PM requires activities like research, and probably, to an extent, the ability to publish in order help to develop self concept. Moreover the PM model might make use of tools such as RSS feeds for specific content delivery. Unless, internet gaming in considered, though, the PM may not require the high degree of socialization the SIM calls for, and therefore Web 1.0+ might be satisfactory.

In addition to WebQuests, this week we were also introduced to WIPs and Web Bits. These are all web based inquirylearning tools. WebQuests are typically used as a structured inquiry, collaborative, project based learning tools. WIPs have some similarities, but lend themselves more toward open inquiry instead of structured. The role of the WIP or instructor is simply to help the student formulate their own questions and plan of investigation. Web Bits are also open inquiry based tools, however they are generally shorter and more individualized than WIPs. As such they may be more pertinent when focusing on an IPM or PM based instruction.

In our WebQuest we explored constructivism deeper, and used the 5E instructional model in a lesson plan. The approach our group decided to follow was to take an existing structured inquiry lesson plan prepared for a concurrent course, and re-examine it in the context of the 5E instructional model. A discussion of our findings is included in our WebQuest results. We found that the 5E model aligned well with the MSMC lesson plan guidelines for a structured inquiry lesson plan corresponding to the sections of Introduction, Development, Guided Practice, Independent Practice, and Evaluation. However, application of the 5E model prompted us to enrich the lesson plan by using constructivist principles to focus deeper on the learners prior experiences, and to focus the discussion associated with the learner exploration more toward small group socialization than exchanges with the teacher.

If I were a principal of a school I would encourage inquiry and problem solving approaches to learning, as outlined with the 5E model. Students need to learn to answer their own questions - how to learn continually - more than they need to simply acquire a finite amount of knowledge. That said, the knowledge is not to be understated, as history is prone to repeat itself. But, students with inquiring minds can grow up to not only be more effective life-long learners, but importantly, to actively engage in the incredible world we are now living in, thriving and partaking in the exhilaration of learning all along the way.

Week 6 Instructional Reflections

This week's theme had to do with Instructional Design (ISD). A slew of instructional theories, models, strategies, and skills were touched on. We also gave feedback on the TWT course we are taking. I submitted a list of recommendations, mostly related to the organization of this course.

In addition to reflecting on the instruction of this course, I took particular notice of the use (or lack thereof) of technology instruction in the high school where I am observing classes. In one class, an AP-Physics course, the instructor introduced students to laptop computers they will be using for some labs. He readily acknowledged to the students that they are more likely to be familiar with the capabilities and problem solving on the laptops than he is. Oddly the classroom of these high achieving students does not so much as have an LCD projector in the room. Non-lab teaching is still all done with overhead transparencies, and a dry erase board. A world of simulations, animations, videos, and collaborative tools are not easily available for instruction.

In a class of non-regents general ed students, I noticed a far greater need for the audio visual, and interactive engagement that computer technology could be satisfying. These students need more than lecture and overhead transparencies to engage them. In an effort to lend a hand, I tried accessing physics simulations on the computer the teacher uses for computing grades. It turns out that I needed to put in a request for the building technical administrator to enable Java to run on the computer. I also learned that blogs and Wiki's are similarly off-limits on school computers. Apparently these restrictions are in place for security reasons.

I pressed on. I spoke to the department chairperson about putting in the request to enable Java. I also learned that for a "lesson using computers" teachers can make special arrangements to go to the "computer lab". Clearly, the school is not set up for pervasive use of technology in the classroom that is associated with higher LOTI levels. I'll hang in there a bit longer. I think that if we can get some simulations and videos in the non-regents classroom, the technology could take the students to a much higher level of engagement, interest, and understanding. It wouldn't be surprizing to see classroom management improve also, and along with it, the teacher's sense of satisfaction. Not even to mention assessments.

I also stumbled upon the district's 116 page Technology Implementation Plan. It was interesting to see that such a detailed 3 year plan is in place. It will be more interesting to see the extent to which it is executed.

Week 5 Linking people and ideas

For me, much of this week was about links - tenuous as some were. The week started with our class linking together on line with Elluminate (R). It worked, but not as well as an in-person class would have. I'd have gladly come to the campus to get more out of the 3 hours we spent. Nevertheless, most of the class linked up. The voice, chat, and whiteboard features enabled alot of ideas to surface. Group-1 did their presentation and included some features that would not be possible without computer connection. These included a quick survey and a pop quiz. Those interactive features made the connection to me that indeed more may be possible with a digitally connected classroom, than an in-person one. Kudos to Group-1!

The mind mapping and concept mapping exercises made a lot of connections for me as well. Not only in the diagrams themselves, which connected related ideas, but the very idea of graphic organizers as for visual representations of information made a connection. From a heiarchial chart, to a KWL chart, a pie graph, schematic diagram, fishbone diagram, flowchart, story chart, mind map, or concept map, these are all visual organizations of knowledge or ideas. They are tools we've used in industry, in physics, in literature, and other fields. I had never collected them all together in the concept of "graphic orgainizers". I see that visualizing information in these different ways can be so powerful (as opposed to say prose on a page, or verbalized). This also gives me a glimpse as to the power of gaming, or simulation software. Much of what we've done in the past on computers has been static (i.e. pictures or words). But the net-gen is more familiar with richly annimated dynamic representations of information. Could that lead to a powerful new level of learning?

Finally, this week continued the theme of critical thinking and evaluation of media, in a topic called, "media literacy". I believe this really is very important for a thinking society. I have had contact with Ithaca College's, "Project Look Sharp" and with Alan November in the past. It was nice to see this in the curriculum of a Teaching with Technology course, although, I have to admit, I didn't exactly see the connection to the mind-mapping assignments.

My greatest disappointment with this course has been with the organization. I beleive I could have learned more and better, and in less time, with a more structured organization. With all the tools we've been learning about for organizing ideas, I wish I could see them used to organize the material in this course better for me. The final connection may be, for me to use those tools in the classes I teach in the future.

Week 4 Reflections

I wish I could say this course is getting better. It's not. Maybe I am what was referred to in one source (I don't even remember which), as a "linear sequential thinker". At any rate, I am finding this course less and less valuable and even more frustrating as time goes on. (OK, It's past 1am. Maybe I'm tire too.)

I can't even count the number of hours we've spent on this course this week, and dare not think about the impact it is having on my other courses. I need to remind myself to keep thinking positive.

This week we had an on-line collaborative group meeting, an in-person collaborative group meeting, and numerous telephone calls and emails to put together the Newsletter project along with all day Friday working on that project. Thanks to Amy for assembling it from our input over the weekend.

Today, the day was spent evaluating websites. They were gold-plated websites, yet I had to go through a 50-point checklist for each one, including evaluation summaries and a summative reflection on the experience. Here is the reflection....

Web Site Evaluation Reflection

This is a reflection after evaluating three physics websites for teachers (and secondary students) using evaluation criteria listed in Kathy Schrock’s Critical Evaluation Survey: Teacher Sites (Schrock, 2008). All three sites were substantial bodies of content very likely to be used by a high school physics teacher, and offered to his/her students. They were published by reputable national institutions intended to take physics education technology to the next level in the richness of the learning experience. The evaluation exercise forced me to take an organized metacognitive look at the sites. Whereas I previously would have been satisfied with their content, the evaluation exercise lead me to examine the sites in a way that lead me to confidently use and recommend these sites while maintaining the highest professional standards. It also helped me understand the particular strengths each web site offered. For example, the PhET site (Podolefsky, Adams, Reid, & Harlow, 2008) lends itself to the richest and strongest inquiry based learning experience of the sites evaluated. The Teacher’s Domain (Teacher’s Domain, 2008) site had the most to offer in terms of directly connecting the content with the associated learning standards for specific grade levels in New York State. The examination of the MITOpenCourseWare site (Lewin, 1999) led me to appreciate the power of direct instruction available through the resources no high school could hope to have available otherwise. The credentials of each of these sites are of the highest caliber. The evaluation lead me to a position where I feel I can confidently use these materials in my classrooms, my own professional development, and with my future colleagues.

References

Lewin, W. (1999). Video index for lecture 10: Hook., MIT Opencourseware | Physics | 8.01 Physics 1: Classical Mechanics, Fall 1999: MITOpenCourseWare.

Podolefsky, N., Adams, W., Reid, S., & Harlow, D. (2008). Wave Interference [Electronic Version]. PhET: Physics Education Technology. Retrieved September 21, 2008 from http://phet.colorado.edu/index.php.

Schrock, K. (2008). Critical evaluation surverys and resources [Electronic Version]. Kathy Schrock's Guide for Educators. Retrieved September 21, 2008 from http://school.discoveryeducation.com/schrockguide/eval.html.

Teachers' Domain, Amplitude, published August 9, 2007, retrieved on September 21, 2008, from http://www.teachersdomain.org/resource/lsps07.sci.phys.energy.amplitude/

Week 3 Reflection - The Net Gen Lives

After an intense two week introduction to the applications listed last week, this week was a bit of a breather, and an opportunity to start seeing these in context.

The readings, video clips, and exercises were designed for us to glimpse the cultural context of the "digital learner" in today's schools. I could go on to reflect on the cultural shifts described in the study material, or the imperatives for creative, and collaborative learning that today's students expect using technologies that engage them. Instead, I'd like to tell you about two new blogs I set up this week, after starting this one.

One blog was for members of a team I volunteer with. The idea was to set up a private blog for the team members to share ideas about the group's long term plans. We are planning a fireside retreat in 4 months, but I thought preparation via an asynchronos discussion on the blog might get us going. The other members of the group are brilliant organizers, very well educated, and over 60 years old. It's been close to a week, and none of the other members have quite figured out how to connect to the blog. I'll walk them through it when I get a chance.

The other blog is a "family blog". It is a private place where my daughters, my wife, brother-in-law, and wife's parents can share with each other reflections of our days. My older daughter was born in 1997 (now 11), and so would qualify for membership in the Net-Gen. As boomer parents, we've been quite protective of her exposure to "screen time", but "allow her" to use the computer for a few minutes nearly daily. Shortly after I set up our family blog, my daughter was bubbling with excitement to get started, and within a few minutes, and our cautious supervision, she had her first g-mail account. When I got home the next day, I checked the blog. To my surprise, not only had she logged in and posted to it, but in addition to the text, was an image she'd taken of herself (copied above), as well as a creative and digitally enhance video she'd made expressing her excitement about hoping to finally get a chance to use a real blog. I was amazed. The creativity and enthusiasm for collaboration that reached this 11 year old, (and in this respect, I don't consider her much different from her cohorts) truly illustrated the point. Teachers couldn't spend enough at their local dollar stores, on stickers, pencils, and other rewards, to buy that level of engagement. Clearly, for better or worse, technology engages today's students. Teachers would be wise to employ it. Even if that means stepping out of their "comfort zones".

Last Monday (9/8/08) our Teaching with Technology class had its first on-line session together. The excitement of my kids, and the children of others, at seeing the technology, and learning something from their parents was compelling. So does this mean that as teachers we need to stay ahead of our students in order for them to learn? When it comes to technology, I don't believe that is necessary. But I do believe Don Knezek, ISTE CEO, 2008 put it well: "Teachers must become comfortable as co-learners with their students and with colleagues around the world. Today it is less about staying ahead and more about moving ahead as members of dynamic learning communities."

Week 1-2 Reflections at Midnight

It's Sunday 9/8/08 just about midnight and I am feeling both excited and disappointed in this course. I'm disappointed because I have spent an extraordinary amount of time on this course (instead of with my family) and with the feeling like everything was coming at me at once. I feel excited, because I know a lot of it can be very useful. If fact I feel it is so useful, that I've enlisted a group of friends with whom I am sharing tidbits of what I learn each day. So far they have been delighted!

PDF printing: I learned how easy it is to create and save PDF files (using CutePDF).

Blogging: I learned how easy it is to set up a blog, and that it can be a valuable tool for reflective thinking -- alone, and with others.

Wiki: I learned that a wiki is a tool that can far surpass email for coordinating events between groups of people. I am involved in numerous volunteer efforts, and can see the value immediately for organizing. A memorable point was when I realized that I might be able to use a wiki to gain insight from physics students and physics teachers, all of which might help me become a better teacher.

Personal Web Site (PWS): I found that refining a website can take a lot of time, but it will form a good basis for assembling an e-portfolio down the road.

Changes in Learning Culture: The videos and presentations related to Web 2.0 and the highly interactive nature of today's adolescents was enlightening. I was surprised that fantasy-based learning surpassed reality based learning, but can now recognize that in my own daughter's education.

Level of Technology Implementation (LoTi): I was surprized to learn that much of the technology I've seen in schools, really just touches the surface, and that much higher levels can be achieved.

Whole Class Meeting: I appreciated having met the members of the class, the instructor, and my group personally. It helps me recognize the real people behind all those discussion posts.

Group Meeting: The group meeting was clearly the most memorable moment of this course so far. I so appreciated having connected with them by voice so that we could talk together.

Problems and Frustrations: I was working full time the first week and the second Monday class meeting was lost to Labor Day, so it felt like too much at once to get a handle on. Moreover, trying to do work on the MSMC campus was frustrating because the server moves are causing the school system to run extraordinarily slow. I don't know what "Tapped-In" is going to be used for. I can't distinguish written directions by my instructor from advertising statements. I worry about the security of my computer getting compromised, by all the accounts I set up. WiZiQ did not work as expected. I'm still not sure where assignments are supposed to go (DF or PWF).

I know that when I first started looking for physics resources on the internet last year, I was overwhelmed by the quantity of excellent (and lousy) material that is out there. At this point, I need to have faith that the overwhelming feeling will come together by the end of this course, and more importantly, when I start teaching. Given the number of things I've learned this week (and had difficulty with), I can readily see how many teachers would be discouraged by these technologies, and give up on most of it. I'll hang in there though.

Just starting to blog

Strange to feel like I'm just becoming literate. This is my first blog. I am creating it as an initial assignment in a Teaching with Technology course. It should be fun to see the progression of my own learning between now and the end of the semester.

As an mechanical engineer, to me"technology" often related to physics, and humankind's forming and use of physical objects in the world. I am finding that in education, the term is more narrowly interpreted to refer to electronic technology, and usually more specifically, to computer software.

Computer software knowledge can be useful and fun, but I've always thought of it as fleeting knowledge that quickly becomes obsolete.

So the question is, "By the time I'm teaching Physics in a year or two, will people be blogging anymore?"