Most recent public comments by Michelle Claypool https://nowcomment.com/users/41068 https://nowcomment.com/documents/106534?scroll_to=1051890 https://nowcomment.com/documents/106534?scroll_to=1051890 I think that Ito is discussing the future of education. What she is talking about, I feel, is what we are moving towards as a society. Unbundling content, instruction, and credentialing is the future. With the MOOC’s student can learn anything at any time. I am a big fan of the FLIPPED classroom that she discusses in this video. Credentialing I do think might be an issue still, however, I feel that it could be figured out if this catches on. I agree that connected learning will provide students with a deeper and more meaningful understanding of the content. I think that once students can decide what they want to learn and they are motivated to learn it, they are going to be successful and retain that knowledge. Once they understand how to make the connections, the all the knowledge is at their fingertips. Fri, 03 Aug 2018 22:10:55 -0400 https://nowcomment.com/documents/106534?scroll_to=1051887 https://nowcomment.com/documents/106534?scroll_to=1051887 Students being able to make connections is pivotal in learning. I do feel like they need a base knowledge, but I feel like as they get older, students should be able to start making connections on their own. It’s definitely not enough that they can just do a Google search and be done with it. They need to know if the sources are accurate, how to connect the information, and what to do with the information. For that, teachers can guide them into making those connections. I do not teach secondary or primary students, so I would not be able to say for sure. However, I do feel that by the time students are junior and seniors, they should be able to be more independent with their learning. Especially now that students have all of this information at their disposal with the internet; they should be guided in order to understand how to use it properly. Fri, 03 Aug 2018 21:51:25 -0400 https://nowcomment.com/documents/106534?scroll_to=1051845 https://nowcomment.com/documents/106534?scroll_to=1051845 The internet is empowering for those that have had the pleasure of always having it at their disposal. They can learn what they want at the exact time they want to know it. If they have a question they don’t necessarily have to wait until class the next day, they can just watch a YouTube video on it or have Google find them the answer. This assumes that the student is driving their own learning and they are motivated to find out those answers. Essentially, it kind of takes teachers out of the equation a bit. Students do not have to rely on them as much and can be pushing their own learning as they feel motivate to do so. Fri, 03 Aug 2018 18:07:48 -0400 https://nowcomment.com/documents/104916?scroll_to=1036886 https://nowcomment.com/documents/104916?scroll_to=1036886 Becky, My main concern with private companies is that they are in it for the money. Do they really care about the students? Or just turning a profit? I did not realize they have the turn over that you describe. That makes it very unfortunate and puts the students and families in very difficult situations with practically no options. Even though private companies do not have to jump through all the hoops that schools and administrators do, I am concerned with their motives. Thu, 07 Jun 2018 19:29:04 -0400 https://nowcomment.com/documents/104916?scroll_to=1036882 https://nowcomment.com/documents/104916?scroll_to=1036882 Ryan, I agree that once private businesses have those innovative ideas, they are going to be able to effectively scale them. They have a better sense for that than schools and administrators. They are in the business of creating business, schools are in the business of educating students. Private companies are going to have a better sense for what works and is going to work for them. Sun, 10 Jun 2018 14:06:27 -0400 https://nowcomment.com/documents/104916?scroll_to=1036881 https://nowcomment.com/documents/104916?scroll_to=1036881 I think personalized education is an amazing idea. I think that it lets kids self-regulate themselves and puts them in charge of their own education. I think that allows teachers and students both the freedom to not feel bogged down by curriculum, even though they would still be following a curriculum. I like that it lets kids advance at their own pace, so students aren’t being pushed through too fast or too slow. Also, I think it takes away the embarrassment factor that comes along for students that do not understand content. I really like this idea for education! Thu, 07 Jun 2018 18:52:17 -0400 https://nowcomment.com/documents/104916?scroll_to=1036819 https://nowcomment.com/documents/104916?scroll_to=1036819 The policy barriers that Hughes points out are spot on, I think. The system is setup is for learning that happened a long time ago. They need to be updated and set for the digital age of learning. Bringing innovation into schools is a great topic. There are so many barriers that need to be broken down in order to be able to do that. Weiss points out that technology-enhanced education is going to be a way to break down those barriers. I think that she is right and education technology is the way to the future, it just needs to be brought into curriculum properly. Popovic points out the policy changes that need to take place. The adaptation that needs to happen throughout the educational process. Finally, Zolt discusses school districts unwillingness to change. There are plenty of rural schools or even urban schools that are finding it difficult to jump on the technology band wagon either because of monetary reasons or because of staff or administrators that do not want to evolve. Breaking the barriers is going to be a difficult process. There are so many barriers and individuals to get past in order to fix the process. Thu, 07 Jun 2018 15:41:34 -0400 https://nowcomment.com/documents/104916?scroll_to=1036808 https://nowcomment.com/documents/104916?scroll_to=1036808 It is interesting that Zolt puts an emphasis on writing, whereas Hughes put an emphasis on Math and Popovic put an emphasis on Science. Students and teachers, through writing, are allowing themselves to be more creative and express themselves. Students read in all subjects, and different forms of writing allows them to create their own pieces and express their individuality. I like that she says that students can produce their own writing, collaborate with their peers or with their teachers, and to understand technology to further their own learning. There are so many ways to use technology and writing and to be able to assess students understanding of writing that through the use of technology teachers will be able to further students’ knowledge and enable them to further their own. Sun, 10 Jun 2018 14:00:30 -0400 https://nowcomment.com/documents/104916?scroll_to=1036791 https://nowcomment.com/documents/104916?scroll_to=1036791 Two of the key elements of a digital learning environment are that they are collaborative and purposeful. Ensuring that they are both collaborative and purposeful will ensure that they are successful. Collaboration among individuals is going to help with communication and enable individuals to understand what is the purpose, what should individuals be getting out of the learning environment. If the learning environment does not have a purpose, then it just might as well be a game for students. Sun, 10 Jun 2018 13:53:57 -0400 https://nowcomment.com/documents/104916?scroll_to=1036790 https://nowcomment.com/documents/104916?scroll_to=1036790 I think that his description that “education is a data-driven science” is not really accurate. In one sense I guess it could be true. How many kids are graduating, What are they doing after graduating, Where are they going to college?, that is some data that can be taken from the education field. Education is much more than that on a daily basis though. It’s students making friends, learning how to navigate their peer network, getting encouragement, working in teams, learning how to self-motivate, those are just a few examples. He makes it sound like it is very robotic and there is only one thing to gain from education and that is the data that is coming out of it. I think this assumes that teachers treat their teaching like it is mechanical. The teachers are only worried about the data that is coming from what they are doing on a daily basis, not that they are worried about the students. And that students are only learning what they are presented with and nothing more. Thu, 07 Jun 2018 13:10:20 -0400 https://nowcomment.com/documents/104916?scroll_to=1036787 https://nowcomment.com/documents/104916?scroll_to=1036787 I like how Zoran mentioned that students gravitate towards games. At every level, a student is going to be pulled towards the game environment. The ability to have a game that can be distributed nationally, then collect data on that from around the world, is quite amazing. A barrier would be that all schools would have to be prepared to participate in this type of learning. They would need high-speed internet and the tools, like computers or whatever they have to have to be involved in the game. A risk would be that all students that are not able to participate would sway the research in a different direction. Sun, 10 Jun 2018 18:28:14 -0400 https://nowcomment.com/documents/104916?scroll_to=1036786 https://nowcomment.com/documents/104916?scroll_to=1036786 The Department of Education is figuring out how to change and adapt. They recognize that what they are doing is not working. The government is trying to think about the best way to institute a federal improvement system that takes the place of what has not been working in the past. Trying to institute a new form of assessments for students that starts at the national level and works its way through the states is something that the department is trying to get underway. Now that they require all of the grant recipients to make their information public, it allows other schools, administrators and faculty to view what is happening around the country. It will only empower others to make better choices and changes regarding student learning. Sun, 10 Jun 2018 18:26:27 -0400 https://nowcomment.com/documents/104916?scroll_to=1036785 https://nowcomment.com/documents/104916?scroll_to=1036785 I really like Hughes’ definition of personalized learning. The personalized learning that he describes allows the learner to go at their own pace. It gives the teachers the opportunities to assess the students to ensure that they are moving along as to how they should be. Giving the students the opportunity to improve on their own can be very motivating for them. It allows students to take control of their own learning. Also, I think that it allows the students that are not performing up to grade level to improve at the pace that they can. They still are seeing improvement personally so it is still motivating for them, as well. The type of learning that Hughes describes is personalized learning. I think his definition feeds off of Coiro’s definition that it is a top-down approach, the teacher is still controlling the learning by performing assessments but the student is moving through at their own pace. After they demonstrate understanding, the teacher will give them a new set of assignments to move through. Sun, 10 Jun 2018 21:20:51 -0400 https://nowcomment.com/documents/104916?scroll_to=1036507 https://nowcomment.com/documents/104916?scroll_to=1036507 I think private companies have the opportunity to trial and error learning innovations much easier than schools. They have the luxury of assessing new material or creating new tools for learning, testing it to ensure that it works and then offering it up for schools to enhance learning. As far as individualizing learning, I agree with the video when he explains about asynchronous learning and working at their own pace. The students are not bound by their peers on how fast they move through a subject or bound by the teacher, they can move at their own pace. I think that this helps motivate them. For instance, when my daughter was in third grade they had a reading program that was at their own pace. This program had them take quizzes after they read a book and they would get points based on what level the book was it and how long it was. After each month, they could get prizes for the points they earned or they could save them up for bigger prizes at the end. They would have an assembly after each quarter and the students would get acknowledgement for the level they were at. So if the student cared about getting prizes or being acknowledged, they were going to work hard and read more books. Moving at their own pace allows them the opportunity to be where they are comfortable. Sun, 10 Jun 2018 21:16:16 -0400 https://nowcomment.com/documents/104690?scroll_to=1035253 https://nowcomment.com/documents/104690?scroll_to=1035253 Susan, I think it would be difficult to move all schools in this direction, especially ensuring they had resources to make it work. The financial conundrum that all schools seem to be under would make it very difficult for small rural schools. I know there are grants that they could get to alleviate the cost of the technology, but that would not help with training and resources. I feel like something else would need to happen state or federally to put schools on the path of full technology immersion. Mon, 04 Jun 2018 01:36:58 -0400 https://nowcomment.com/documents/104690?scroll_to=1035252 https://nowcomment.com/documents/104690?scroll_to=1035252 I agree Susan, the support is what is going to clinch it for teachers. If they do not have that support and are able to seek out resources, they probably will be more hesitant to use it. Fri, 01 Jun 2018 11:12:13 -0400 https://nowcomment.com/documents/104693?scroll_to=1035249 https://nowcomment.com/documents/104693?scroll_to=1035249 It did not even occur to me that these were only on Mac's until I read your comment, Susan. That is definitely a debilitating factor for these hypercards. I wonder how many people even had computers back then. I think that these were very empowering for people though, too. All users had to do was type in a name or click on a section of the screen and they could find the information they were looking for. That was high tech and very organized back then for something that just controlled words and black and white images. I agree and wonder what those creators think of the hypercards today. I imagine they were probably involved with creating hypertext project later on. Sun, 03 Jun 2018 20:20:13 -0400 https://nowcomment.com/documents/104693?scroll_to=1035245 https://nowcomment.com/documents/104693?scroll_to=1035245 I agree Dr. Hicks, people have to be aware. I, personally, have never heard of these. I went to a very rural school that did not even have computers in 1986. We were taking word processing/typing courses then. That is one of the things that I really like about this doctoral program. It really opens up everyone to learn and see what others are doing in the same areas. We are all learning, there is so much out there to help us and so many people that want to help us learn with greater cause. Wed, 06 Jun 2018 16:48:29 -0400 https://nowcomment.com/documents/104693?scroll_to=1035242 https://nowcomment.com/documents/104693?scroll_to=1035242 As far as power goes with hypercards, I think that both teacher and students have it. I may be wrong, but I feel like the teacher has to make the original stacks or at least show the students how to make stacks. Then link the ones together that they want the student going to or viewing. After that, I feel like the power shifts to the students. Once the students know how to do it or see how it is done, I feel like their power would take over and they would be the ones linking and creating. So, I feel like this power starts with the teacher then ends with the students. Fri, 01 Jun 2018 11:00:31 -0400 https://nowcomment.com/documents/104693?scroll_to=1034886 https://nowcomment.com/documents/104693?scroll_to=1034886 The description that the creator of hypercard gives is that it is “software erector set,” it lets people with no programming knowledge “program” their own information. I had honestly never heard of hypercards before, so I thought this was pretty advanced for its time. Hypercards are interesting because they allowed individuals to change the software and customize it to what they wanted. Normally, in software from the 80’s, individuals were limited on what they could do by the software itself. These hypercards allowed the users to link themselves however they deemed fit. The “programmer” could link whatever they wanted, however they wanted. They are engaging because the buttons could be programmed to make noise or the pictures could be programmed a certain way to link to each other. It is a very interesting way of organizing. Wed, 27 Nov 2019 10:36:05 -0500 https://nowcomment.com/documents/104690?scroll_to=1034840 https://nowcomment.com/documents/104690?scroll_to=1034840 Hi Susan, I thought that quasi-experimental design could not be chosen randomly. I guess I thought that it could only be experimental if it had any sort of randomness to it. It wouldn't be the first time that I was wrong though. :) I did notice that this study was one of the acceptable options for extra credit, so there had to be others. So it seems like they would have had to have been self-motivated to complete the study. You are right, there were many variables in this one. I think your concerns are pretty spot on too. The researchers did not really go into detail on the visuals too much. Were they just photos or were they videos that they interacted with? I would have liked to have read some more details in this one. Michelle Wed, 27 Nov 2019 10:36:05 -0500 https://nowcomment.com/documents/104690?scroll_to=1034834 https://nowcomment.com/documents/104690?scroll_to=1034834 The technology for this study was described as laptops for technology immersion. The teachers received support, professional development, and other resources to incorporate the laptops into their classrooms. Reading and math were the two areas the students were tested in to evaluate if they improved. I believe that this sort of assessment puts a lot of power in the teacher’s hands. The teacher has to encourage the students to use the laptops. They have to incorporate these laptops into everyday teaching, so they have to have the resources available to make the transition from traditional teaching to technology-enhanced teaching. I think that the amount of power that the students have depends on how the teacher is teaching. I feel like this is a give and take situation, where the teacher has to give the students the opportunity to take over their own learning. Wed, 27 Nov 2019 10:36:05 -0500 https://nowcomment.com/documents/104690?scroll_to=1034833 https://nowcomment.com/documents/104690?scroll_to=1034833 This study was framed as an experimental study. The study involved 42 middle schools, with 21 being part of the control group and the other 21 being part of the treatment group. The researchers in this study wanted to view the effects of technology immersion on students’ academic achievement. This study was a longitudinal study taking place over three years. One of the advantages of framing this study as experimental is that it can be repeated with other schools at other times. The repeatable nature of this study would be fairly easy to recreate. Thu, 31 May 2018 13:43:54 -0400 https://nowcomment.com/documents/104690?scroll_to=1034801 https://nowcomment.com/documents/104690?scroll_to=1034801 The technology for this study is describes as interactive computer-based multimedia. The research team wanted to see if the addition of multimedia in science courses would increase student achievement. They added interactive multimedia instruction (IMI) to some learning modules that they designed in order to evaluate the students’ progress in the science environment. This study positioned teachers as still relevant and very necessary. Both groups received traditional lecture style learning, while the treatment group had the interactive multimedia replace part of the lecture. Students do not have a lot of power in traditional lecture style learning. The teacher may or may not be asking questions to keep them engaged. However, in the interactive multimedia learning, students had all the control. Students were able to move throughout the program, go back and forth, decide when they were ready to take the tests, and take the tests multiple times. Thu, 31 May 2018 11:39:17 -0400 https://nowcomment.com/documents/104690?scroll_to=1034800 https://nowcomment.com/documents/104690?scroll_to=1034800 This study was framed as a quasi-experimental design. The study involved 152 students taking a pre-test, post-test, and a control group. A disadvantage of using the quasi-experimental design is that the groups are not random, so the two groups they used in this study are very uneven, 113 in control, and 39 in treatment. When comparing these students in the end, it is more difficult because of the non-randomization that the quasi-experimental design brings. An advantage of this type of design is that it lets the researcher test the effectiveness of the program pretty quickly and easily. Once the study is designed, the researcher is able to test the results between the two groups and infer their conclusions from there. Thu, 31 May 2018 14:09:36 -0400 https://nowcomment.com/documents/104690?scroll_to=1034771 https://nowcomment.com/documents/104690?scroll_to=1034771 The technology involved in this research was microcomputer based instruction (MCB). The researchers wanted to study the visual aspects of learning. The content was featured on the MCB and students viewed and interacted with the various segments. This use of technology takes teachers out of the learning equation. As long as it is setup properly and the students are engaged in that type of self-pacing learning environment, teachers do not need to be in the room. This type of learning places students in control of their own learning. Wed, 27 Nov 2019 10:36:05 -0500 https://nowcomment.com/documents/104690?scroll_to=1034770 https://nowcomment.com/documents/104690?scroll_to=1034770 I believe that the Canelos et al study was an experimental study. The study involved the 180 students signing up, then the students were randomly placed into the groups. The study involved one control group along with nine treatment groups. An advantage of an experimental study is that the researchers have all of the control. They created their ten groups, including the control group, and they gave them only the information they wanted them to have in each group. Thu, 31 May 2018 14:04:04 -0400 https://nowcomment.com/documents/104454?scroll_to=1032829 https://nowcomment.com/documents/104454?scroll_to=1032829 Ertmer suggests that beliefs that are established early are more difficult to change. So, if a teacher grew up without using computers or any form of technology, than it is going to be more difficult for that teacher to use technology in their classroom. ISTE Standards suggest that educators will continually adapt and seek out new and best practices for the classroom. These seem like two opposing ways of looking at it. I do agree that it does take a while to change the beliefs that have been ingrained in a person for a long period of time. However, Ertmer suggests that through the experience and influence of others that practice will change, which in turn, would change beliefs. This goes along with ISTE standards of collaborating with colleagues in order to improve practice. I think this is the reason that administrators push professional development, in order to get teachers to be communicating with others and learning new ways of performing in the classroom. Sun, 27 May 2018 15:24:26 -0400 https://nowcomment.com/documents/104454?scroll_to=1031955 https://nowcomment.com/documents/104454?scroll_to=1031955 I think that standards for teachers could do many great things. If there were standards in place for training, that would help teachers tremendously. It seems like there is no time for training, but schools receive grants for new technology often. However, by having the teachers have to learn it on their own, get intimidated by it, or frustrated with not knowing how to apply it in their class, it can be overwhelming. It is like saying that the administrators are half on their side by giving them this amazing technology, but then no resources to apply it to their education practices. By having standards and policies in place that aided teachers in learning new technology and changing their beliefs, it would help out morale. It can be very de-motivating for teachers to be told they have to learn something or institute something new into their curriculum without even knowing much about it or where to start. Sun, 27 May 2018 23:38:35 -0400 https://nowcomment.com/documents/104244?scroll_to=1030800 https://nowcomment.com/documents/104244?scroll_to=1030800 Susan, I like your idea of providing examples for teachers to use TPACK in practice. It would be really nice to have different ideas out there of what other teachers are doing at the same level or even for the same classes. I think that very higher education it would not necessarily be more challenging, it would just provide greater options. An instructor would have to have a greater understanding of how they would like to proceed with a certain task because there is a lot more flexibility in higher education. Sun, 20 May 2018 19:04:26 -0400 https://nowcomment.com/documents/104244?scroll_to=1030799 https://nowcomment.com/documents/104244?scroll_to=1030799 I feel like the basis for TPACK is great and very relevant (Content, Pedagogical, Technological), but the overlapping components seem a little redundant (Technological Content Knowledge, Pedagogical Content Knowledge, Technological Pedagogical Knowledge). For instance, with pedagogical content knowledge, the teacher is already going to know what their student’s prior knowledge is through the pedagogical knowledge bracket. It feels really repetitive and unnecessary to state. Like the authors state, “they all have roles to play, individually and together.” However, it seems like they are being repetitive with the overlapping components. In the article, it is interesting that they chose whiteboards to use as an example of what is in a majority of classrooms. Now, they do not even use whiteboards really. There are smartboards and projectors that most of the teachers that I speak with use. Adding the 21st century framework to TPACK would be a very strong, If teachers were more creative and had trans-discipline tendencies it would be make them more of an asset to schools than they already are. If teachers were given the flexibility to be more creative in their positions, that would help tremendously. I feel like many times, they are so bogged down by the administrative aspects of their position, that their creativity kind of takes a backseat to their daily requirements. Sun, 20 May 2018 21:22:16 -0400 https://nowcomment.com/documents/104240?scroll_to=1030792 https://nowcomment.com/documents/104240?scroll_to=1030792 I think that when we have teachers that exhibit the trans-discipline aspects, they are better teachers. Teachers that can apply their knowledge in new and different ways. I feel like teachers get more excited about education when they can put their own spin on it. That excitement transforms the students education and gets them involved and excited about the learning. Thu, 24 May 2018 19:01:32 -0400 https://nowcomment.com/documents/104240?scroll_to=1030791 https://nowcomment.com/documents/104240?scroll_to=1030791 Creativity is shown in so many aspects and can be seen in so many different fields. It is amazing and very motivating (I have a degree in art, so I feel a little biased on this). My art teacher in high school would give us a subject and that is what our assignment consisted of. My physics teacher would give us an assignment that we had to make a boat out of a very specific set of materials. But we were free to be creative and build our vision for how we thought we would be successful. It's classes and assignments like those that let students show their expressions and motivates them to show everyone what they can do. So, in the end, I do think that creativity needs to play a larger role in education. Thu, 24 May 2018 19:01:32 -0400 https://nowcomment.com/documents/104240?scroll_to=1030788 https://nowcomment.com/documents/104240?scroll_to=1030788 Susan, I like your comparison of the two. Applying the TPACK and 21st century frameworks together. That is a very interesting way to put it. I guess they are pretty equal when they are broken down like that. Sun, 20 May 2018 18:26:17 -0400 https://nowcomment.com/documents/104240?scroll_to=1030787 https://nowcomment.com/documents/104240?scroll_to=1030787 Trans-disciplinary thinking and TPACK are not necessarily equal in my opinion. Trans-disciplinary thinkers are generally very creative people that can and would be very successful in terms of the TPACK framework. I think that trans-disciplinary individuals are definitely creative individuals. They bring a lot to the table. Thu, 24 May 2018 19:01:32 -0400 https://nowcomment.com/documents/104240?scroll_to=1030785 https://nowcomment.com/documents/104240?scroll_to=1030785 TPACK and creativity are equal in my opinion. Creativity is being defined in this video as novel, effective, and whole. These are all components that make up the TPACK framework. Generally, the technology is new, teachers find an effective use for it, and it makes the curriculum whole. So, I do feel like they are equal and creativity can be used as a descriptor of TPACK. Thu, 24 May 2018 19:01:32 -0400 https://nowcomment.com/documents/104240?scroll_to=1030780 https://nowcomment.com/documents/104240?scroll_to=1030780 Honestly, I really did not know much about TPACK before starting this doctorate program. However, I do find it very interesting to learn more about it as we go along. TPACK and 21st Century Literacies are not equal, but they are very similar in what they stand for. TPACK has a framework that involves technological knowledge, content knowledge, and pedagogical knowledge. While 21st century literacies have a framework of foundational knowledge, meta knowledge and humanistic knowledge. Although they are not equal, they are very similar. Thu, 24 May 2018 19:01:32 -0400 https://nowcomment.com/documents/103411?scroll_to=1027517 https://nowcomment.com/documents/103411?scroll_to=1027517 I think that by not having proper training it puts unfair pressure on the teachers though. Also, on the students, if it is involving them. I realize that it works out over time, but it would take less time and teachers would be more efficient if proper training was involved. Many of the schools in my area were getting grants for huge technology programs. However, once they got the equipment, the teachers were ill-prepared and did not understand what they were supposed to be doing. Most of them just did it the old way because that is what they were comfortable with. Thu, 24 May 2018 19:01:31 -0400 https://nowcomment.com/documents/103411?scroll_to=1027511 https://nowcomment.com/documents/103411?scroll_to=1027511 Hi Susan, I like that you said "learning must be moving, deepening, and relevant." What a great way to put it! I feel like mainly the responsibility of this is the teachers to keep the students moving and deepen their understanding of topics. However, some of the responsibility falls on the students, as well. They have to have the desire and motivation to be able to deepen their own understanding and look for ways to make the topics relevant for themselves. You are right that some teachers lack creativity and they just get through the day by doing the same old thing. I really do not get that. If a teacher is not excited about teaching than how can they expect the students to be excited about learning? Fri, 11 May 2018 11:56:22 -0400 https://nowcomment.com/documents/103416?scroll_to=1027492 https://nowcomment.com/documents/103416?scroll_to=1027492 What a great idea about using it during an OSCE. I think that would be a excellent use of this kind of technology. There are a few apps out there that can control manikins, but I don't think there are any that can control the particular one for QCPR. To implement this into an OSCE would allow the facilitator to just have control. I am definitely going to look to see if there is anything out there for that. And don't even get me started on the lack of realistic kids dummies for CPR testing. It's hard to believe that they practice on some of the stuff they do. :) Sat, 12 May 2018 16:11:24 -0400 https://nowcomment.com/documents/103416?scroll_to=1027490 https://nowcomment.com/documents/103416?scroll_to=1027490 I think that most people have not heard of it. It's pretty new but still a few years old. I think it is just too expensive for most places to use. However, at some point cost alone is not enough to outweigh the benefits that it is providing. I think the instant feedback is the main benefit to it. Without that, the students might as well be using a dummy to practice on. They appreciate that they instantly know what they are doing right and wrong and what they can do to fix it. Sun, 13 May 2018 15:13:42 -0400 https://nowcomment.com/documents/103416?scroll_to=1027487 https://nowcomment.com/documents/103416?scroll_to=1027487 Hi Adam, I like that your workshop attendees are able to practice what was just taught to them during the time. That way they are able to put it into place and hopefully have a better concept of how to use it and the applications that it can provide for them. I had never heard of Articulate Storyline before. I just actually looked it up and it looks like a very cool program that has a variety of uses. Looks like the users can be very interactive with it. And I think that is the key to online material, interactivity. I really like your polling ideas too. My son has a teacher that lets them use their phones in class and he does random polls throughout to make sure everyone is participating. It's easy to setup something where he can ask questions and they answer using their phones. I think it helps keep them focused on what they are learning about. Even though it is a face to face environment, it lets them use technology and the students appreciate that, I think. Great job on your post this week! Fri, 11 May 2018 11:31:56 -0400 https://nowcomment.com/documents/103411?scroll_to=1025026 https://nowcomment.com/documents/103411?scroll_to=1025026 I think that this framework assumes that students are going to be engaged in the new technology. It assumes that students do not want to do it the “old way” and that they are going to love it because it involves technology. I think that it, also, assumes that they are going to not dread working with the new technology and that it is going to be something that they want to do. Sometimes as adults, I feel like we get in this mode where just because it is techie we assume students will love it. That is definitely not the case. I even see this with my own kids, when I think they will really like something and they never use it. Students have to be able to apply what they are learning in technology outside of the classroom and use it to enhance their current practices, be more efficient at what they are doing, and help transform their way of thinking. Wed, 27 Nov 2019 10:36:05 -0500 https://nowcomment.com/documents/103411?scroll_to=1025025 https://nowcomment.com/documents/103411?scroll_to=1025025 I think that the framework for using technology in education assumes that the teacher understands how to use it correctly and better than the students. I feel like if, as a teacher, you are introducing new technology into the classroom, that you really have to know the ins and outs of the technology. If students cannot understand it quickly and pick it up easily, they are going to not want to do it. So, the explanation that the teacher provides is going to make-or-break the success of that technology. Thu, 24 May 2018 19:01:31 -0400 https://nowcomment.com/documents/103416?scroll_to=1025024 https://nowcomment.com/documents/103416?scroll_to=1025024 I have the luxury of being in a simulation lab, so our learning sessions typically involve new forms of technology for educating medical students and other learners in the medical field. I am going to use an example of CPR because I am a Basic Life Support Instructor. They used to teach and some places still do, CPR on half-torso dummies that acted as a person. Now, they have a new tool in CPR technology called QCPR. These high-tech CPR manikins help to ensure the students are enhancing their learning. Instead of not really understanding how far they need to push down when doing compressions, learners are able to see in real-time how they are doing. A tablet comes with the manikin that allows the facilitator to see exactly how far down the learner is compressing, how fast they are going, that they are lifting off the chest properly, their hands are in the correct place, and if they are giving breaths, that they are getting enough volume pushed into the lungs. This QCPR manikin is a substitute for any of the older CPR dummies and it lets facilitators augment the education by using it. In addition, the education is transformed because of the modification of the high-tech manikin and redefined by allowing the learners access to the real-time data of their encounters. The QCPR manikin is a great tool in CPR teaching because it gives the learners a better sense of how to actually perform CPR correctly. Just watching a video and taking a test does not ensure that one knows how to perform CPR on a human being. The data that can be collected using this tool is infinite, as well. It would be interesting to test the learners before the class started using the QCPR manikin and then again afterwards to see improvement or a decline. I think that would be a great project to help understand if the videos and hands-on practice of CPR is really helping students learn. The only downfall to these manikins is that they are expensive and the dummies that have nothing to them are cheap. That is why not many institutions use QCPR. Wed, 27 Nov 2019 10:36:05 -0500 https://nowcomment.com/documents/103409?scroll_to=1024256 https://nowcomment.com/documents/103409?scroll_to=1024256 I do think that research is going to help with the advancement of technology in the classroom. The more research that is done on the benefits or non-benefits of using it in the classroom, the more educators will be able to understand how to efficiently use it and what they should be using it for exactly. More and more research is being done on a daily basis. Sun, 06 May 2018 21:13:20 -0400 https://nowcomment.com/documents/103409?scroll_to=1024254 https://nowcomment.com/documents/103409?scroll_to=1024254 I think that the cautious optimist scenario really applies here. Teachers are slowly trying to integrate more technology into the classroom and push students to use it daily. My school is very rural and half the students, at least, do not have computers or internet at home. The school supplies computers during class, which allows all students to stay on pace with technology and learning. Sun, 06 May 2018 21:11:02 -0400 https://nowcomment.com/documents/103409?scroll_to=1024253 https://nowcomment.com/documents/103409?scroll_to=1024253 Susan, I think this is a great way for students to learn. My kids have used Khan academy for years now in school and they love it. Allowing the students control of their own learning gives them a sense of self, I think. My youngest son's science class is like this. As soon as the students finish all of their online lectures and quizzes they are finished for the semester. He allows them to work at their own pace and parents have opportunities to check on their students progress to ensure they are on pace. There is still 4 weeks left of the semester and he is finished for that class. It motivates some students to get through it and pushes them to succeed. Wed, 27 Nov 2019 10:36:05 -0500 https://nowcomment.com/documents/103409?scroll_to=1024252 https://nowcomment.com/documents/103409?scroll_to=1024252 I think at this point the technology assumes that the students will organize their thoughts and complete the steps. They can be more independent with their learning. They do not need to wait on the teacher to advance to the next level, they can move at their own pace and be self-guiding with their learning. Sun, 13 May 2018 16:22:03 -0400 https://nowcomment.com/documents/103409?scroll_to=1024251 https://nowcomment.com/documents/103409?scroll_to=1024251 Susan, I agree that the use of Khan academy kind of assumes that teachers are willing to surrender their classroom to technology teaching. The teacher would have to have the desire to teach their class this way and the students would have to be receptive of it or it would not work. Sun, 06 May 2018 21:03:25 -0400 https://nowcomment.com/documents/103409?scroll_to=1024250 https://nowcomment.com/documents/103409?scroll_to=1024250 I think that this use of technology assumes that the students actually want to learn and use it. A vast majority of kids today are very proficient with the use of technology, however there still are those students out there that do not want to use it. I think that the use assumes that the students will get right to work and be motivated to succeed at their course. It, also, assumes that multiple students will not be "stuck" all at the same time and need his help. That can be demotivating for the students if they have to continually wait for the instructor to help them. Sun, 06 May 2018 21:01:15 -0400 https://nowcomment.com/documents/103406?scroll_to=1024249 https://nowcomment.com/documents/103406?scroll_to=1024249 Ryan, I wonder if the reason that most instructors do not use technology exclusively in their classrooms is because many are older. I hate to be stereotypical here, but many instructors that did not or have not used it in their schooling will not use it in the classroom to teach their students. I think that instructors could work tech skills into every class offered out there. The instructors have to be willing to be creative and figure out how to get the students more involved. Sun, 06 May 2018 20:50:32 -0400 https://nowcomment.com/documents/103406?scroll_to=1024248 https://nowcomment.com/documents/103406?scroll_to=1024248 I do feel that we are doing something different today. It's not just the same old regurgitated routine over and over. Kids today have never known the world without the web and devices. A five year old can navigate an I-Pad better than most 50 year olds. Technology is shifting in the classroom to embrace the fact that kids are so more receptive to learning new ways of doing things when technology is involved. My setting is a little bit different because we have a bigger budget than K-12 schools. We are making the shift to virtual reality/augmented reality in the lab. With medical education it is safer to teach and learn with any sort of simulation materials. Our setting is shifting to as real as possible scenarios, that seems to be augmented reality situations. Wed, 27 Nov 2019 10:36:04 -0500 https://nowcomment.com/documents/103406?scroll_to=1024247 https://nowcomment.com/documents/103406?scroll_to=1024247 I agree Adam that Web is completely different and how students and teachers use it in the classroom is changing the face of education. There are so many options for educators to embrace the Web with their students. Most students appreciate that, I think because it is something that they are constantly dealing with so they know how to move around and operate in it. The Web is something that they are comfortable with and they expect to use it in most courses. Wed, 27 Nov 2019 10:36:04 -0500 https://nowcomment.com/documents/103406?scroll_to=1024246 https://nowcomment.com/documents/103406?scroll_to=1024246 I think that over the past two decades this scenario has really played itself out. Students and teachers alike, have shifted instruction away from traditional lecture style classrooms to some sort of technology based instruction. It could be anything from typing games, math problems, science tests, Spanish q & a's, even band can be taken with technology assistance in the classroom. I am not in the classroom teaching, but I do see this with my kids school education. All of those examples above are things that they deal with regularly. In Science class they answer questions on their smartphones. Instead of trying to not use the phones in class, most of the teachers encourage it. In Math they play games on their phones, they are all linked to each other. I think the technology will continue to grow and students will push teachers to change their instruction because they will want their education to be relevant. Sun, 06 May 2018 22:44:42 -0400 https://nowcomment.com/documents/103406?scroll_to=1024240 https://nowcomment.com/documents/103406?scroll_to=1024240 I think Cuban is correct that the impulse for productivity, especially as new technology is introduced, is always and will always be there. With all of the requirements put on teachers by each state, it is difficult for them to complete all of the tasks that have be done on a regular basis. I feel like administrators see new technology as a way to increase efficiency for teachers without providing them with training to be able to alleviate any of their workload. Essentially, the technology does not end up getting used in the ways that it would help educators because they do not understand how it can help them. Money ends up getting wasted and the technology gets outdated. Sun, 06 May 2018 20:25:33 -0400 https://nowcomment.com/documents/103406?scroll_to=1024237 https://nowcomment.com/documents/103406?scroll_to=1024237 Ryan, I completely agree with how difficult the age gap can be sometimes to work with. It is fairly obvious when you run into someone who did not grow up with computers and cannot really function on the same level as those that have grown up with them. I think there is always going to be a technology gap though. There are some high schools that are teaching with virtual reality in their classroom. Perhaps that is going to be something that our generation did not have the luxury of growing up with and we will be behind when it starts to take over. Wed, 27 Nov 2019 10:36:04 -0500