Digital Blog Post C- Chapter 3

            There are many parts of Chapter Three of Transforming Learning with New Technologies that were related to the different types of learning. After reading the book I was very much drawn to active learning. The term active learning refers to students being physically and cognitively involved in the learning process. In other words students are personally doing something to compare and contrast ideas in the learning environment. I was particularly drawn to active learning because it is something I would like to implement in my classroom. I prefer a classroom environment where students can be hands on in most of the things they do. However, this chapter also makes it clear that hands on learning isn't always the best bet. You need to adapt to the lesson you are trying to teach because not everything can be taught by comparing and contrasting.

Another approach to teaching is teacher-centered or transmission teaching. Transmission teaching is when the major energy of the class goes from the teacher to the students. This method includes students reading textbooks, completing worksheets, and taking multiple choice tests and quizzes. Teacher-centered methods help to convey information to students who are expected to learn and use it. This method is also referred to as information processing or an acquisition approach to teaching and learning. After reading into this type of teaching I find that it seems appropriate under certain circumstances. While, I am all for students being hands on and learning their own way, I do agree that a quiz and some worksheets are needed from time to time to reinforce the lessons.  I enjoyed learning more about this form of teaching, because it has helped open my eyes a bit to the different ways of instructing a class.

My final point of interest was the inquiry learning style. In this method students are engaged in projects where they do authentic and active work by investigating relevant questions in the subject field. Inquiry learning allows students to use information in many different ways, more vast than those presented in a teacher lecture. Students do so through researching a hypotheses, collecting data, formulating conclusions and presenting their findings. An example of this is when students do science fair projects; they go through all of the steps of the scientific method and then present their data to their fellow classmates. I enjoy this type of learning because it can be used for many different classes, and lessons. As a teacher, I could assign students reading assignments, and have them study the text, followed by presenting their opinions and conclusions.




By: Laura Ruiz on bubbl.us

Maloy, Robert, Verock-O’Loughlin,Ruth-Ellen, Edwards, Sharon A., and Woolf, Beverly Park (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education, Inc.

Digital Badge #B -Chapter 2

Chapter 2 of Transforming Learning with New Technologies  explores the issues and trends you will encounter as a technology-using educator. Most of the technology we will use as educators is referred to as ITCs, or information and communication technologies. Theses ITCs are tools that encompass "virtually everything we encounter when sitting down to a personal computer" (Snyder, 2003, p.4). This list includes, but is not limited to: software, internet websites, web-based technology tools, and things like printers, mp3s, and smartphones. Many of these technologies are referred to as web 2.0 tools, and the things we use on these technologies, like blogs or wiki pages, are referred to as web 2.0 technologies. It is interesting to learn that there are so many different categories for the ITCs that we use in our everyday lives. It was already clear to me that all these technologies could be applied in the classroom, but this chapter has extended my thinking to consider what type of web 2.o tool I will use.
Another interesting tool explained in the chapter is the Rogers Innovation Curve, which depicts how individuals in business and management respond to change. I found Rogers model extremely interesting because it is very clear to see in my work life. The employees response to change can easily be measured using the Rogers Innovation Curve. I can also apply this model to the k-12 education, to see which way the teachers divide. According to the curve there are three ways that teachers can divide: "small group of technology innovators eagerly integrating computer and other technologies into their teaching, larger group of skeptics worrying about the problems of system crashes and inadequate equipment before they appreciate technology's potential to engage learners, [and] majority of undecided observers who would utilize technology sooner if they felt more confident about how to use it" (Malory, 2014, pg.26). Personally I would classify myself with the majority of undecided observers because I would like to feel comfortable with something before I present it in my classroom.
The final big point that was made in the chapter are the different types of teacher philosophy. There are two that are emphasized on in the book. They are student-centered teaching, and teacher-centered teaching. Student-centered teaching is where teachers are solely there to ask questions and challenge their students. Teachers start conversations, create puzzles, and  orchestrate different experiences for students so that students can learn the information through exploration and discovery. My philosophy is definitely student-centered as apposed to teacher-centered. I hope that my teaching will exhibit all the right traits of a student-centered classroom. This is because I want my students to be able to explore, and get results on their own, as apposed to teacher-centered teaching. Teacher-centered teaching is when the teacher is the only person talking. The teacher also uses test scores to determine who is learning and who isn't.
Overall, the points explained in this chapter were very clear and educational. The chapter helped me to understand the differences between ITCs, web 2.0 tools, and web 2.0 knowledge . The chapter also explained the Rogers Innovation Curve, which allows us to see how others respond to change. Finally, two different teaching philosophies were introduced, and while teacher-centered teaching sounds like it makes sense, it seems a bit old fashioned. My classroom will be a fun learning environment with a bit of each philosophy integrated into each lesson plan.

Citations:

Malory, R., O'loughlin, R., Edwards, S., & Woolf, B. (2013) Transforming Learning with New Technologies. 2nd Edition.
Boston, MA: Pearson Education Inc.
    

Digital Blog Post #A Chapter 1

Photo Credit to Dominion Dealer Solutions

Chapter 1 of Transforming Learning with New Technologies  made me realize that I am a bit lost when it comes to the broad spectrum of technology usage in the classroom. When I attended high school, smart boards had just been introduced in the Kendall, Miami school district. That being said there was only one class, out of eight, that had a smart board. There was a tremendous difference between technology in Miami versus here, in the Lee County School District. However, Lee County is just the tip of the iceberg, and this is made clear in Chapter one.
This chapter speaks about a technology-based learning environment , which "offers new possibilities for extending the classroom beyond the school day while building a greater learning community in the school"(Malory, 2014, pg.8). This would allow teachers to extend there classroom online so that students can post notes to one another, discuss questions that they may have,  and post their assignments online to a blog or the teachers website. This learning environment can also allow students  who need help to access online tutors, and converse with their fellow classmates about questions that they may have. In my opinion, having such a dynamic environment will intrigue students and make your course more interesting/appealing. 


Another thing that took me be surprise is that teachers can have a technology-based office where they manage and organize most to all of their professional work. Teachers can use many tools to assist in communicating with students and parents, also to help keep record of students attendance and homework, and lastly to keep track of educational expenses. The amazing thing is that all you need to accomplish this technology-based office is a laptop and internet access. The tools are easy to find and to comprehend, whether it be Microsoft word, or an email account. All teachers have to do is allow technology to help, and this will make their so much easier. This is exciting, because as an online student I already use many tools that I had no idea could help me in my career.
While teachers are incorporating so much technology, it is important to not loose sight of their digital identity.  A "digital identity as a teacher, refers to your technology talents and competencies-[basically] what you know how to do instructionally and professionally with computers and other new interactive technologies"(Malory, 2014, pg.15).Teachers should always strive to take their digital identities to the next level, a bit like credit scores. It is important that teachers also maintain a positive digital identity , something that they can speak of highly, and be proud of. I was unaware that this classification even existed until I finished the first chapter of our textbook. It is good to know that the skills I have acquired while using emails, blogs, social media, and Microsoft products (excel, word, powerpoint, etc.) will assist me in the future.

Photo Credit to thenextweb.com

                                                                      Resources
Malory, R., O'loughlin, R., Edwards, S., & Woolf, B. (2013) Transforming Learning with New Technologies. 2nd Edition.
Boston, MA: Pearson Education Inc.

Web20Classroom Blog, Teachers Take Care of Your Digital Footprint, TeacherHub.com, Retrieved January 13, 2015 from http://www.teachhub.com/teachers-digital-identity