Week 10 Educational Techlologies Blog (NETS & ISTE Standards)

Week 10

Educational Technologies Blog
For this week's assignment, we had to discuss two technologies related to digital citizenship, ethics and netiquette which have potential to enhance adult education. 

NETS: Digital citizenship for students.

NETS for Students is an excellent tool for students to comprehend cultural, human, and communal concerns about technology and ethical behavior and practice legal. The student will have the ability to utilize technology in a responsible manner, be responsible, and practice the safe use of critical information and technology. Students will have a positive outlook against the use of technology that structures collaboration, learning, and output. Digital citizenship for students establishes individual responsibility for lifelong learning and displays leadership (Ribble, 2008).

ISTE Standards’: Digital ethics for students.

 Technology to assist adult learners with digital ethics enables online students the ability to guard their education, great digital citizens, discernment builders, commission learners, creative maker, computational mastermind, intelligent reporter, and an all-around team player. These benefits can improve adult education in digital ethics (Ribble, Bailey, & Ross, 2004).

A rationale for why you selected each technology?

I chose NETS because it is a digital citizenship tool designed to help students embrace the ability to practice online right ethics and the full responsibility for their actions online. Digital citizenship is imperative in the use of online education and makes learners aware of the importance of respecting others online and guarding critical information that could be stolen and used online (Ribble, 2008). I chose ISTE because it is a digital ethics tool used to teach students excellent digital citizenship skills. ISTE Standards provides online students clear guidelines on digital citizenship, ethics, and etiquette to support and assist students, teachers, and administration in their learning, educating, and control roles in technology (Ribble, Bailey, & Ross, 2004).

Two examples of how you might incorporate each technology into your professional practice.

To integrate NETS into the online setting, I will encourage students to make and share digital presentations, and boost students to create a project. Helping students to create a digital presentation presents the opportunity for teachers to have the discussion with online learners the importance of following the rules and regulations of copyright infringement. Students that create a project allows them the opportunity to develop information literacy skills (Ribble, 2008). Integrating ISTE into an adult online setting will allow instructors to create assignments to help students sharpen their decision-making skills, creative thinking, and problem-solving techniques. ISTE will help instructors design and create digital age learning assessments for online learners (Ribble, Bailey, & Ross, 2004).

References

Ribble, M. S., Bailey, G. D., & Ross, T. W. (2004). Digital Citizenship: Addressing Appropriate Technology Behavior. Journal of Learning & Leading with Technology, 32(1), 6-9.

Ribble, M. (2008). Passport to Digital Citizenship. Journey Toward Appropriate Technology Use at School and at Home. United States/ Canada: International Society for Technology in Education.

Emerging Technologies Week 9 (Micro Access and Hot Potatoes)

Emerging Technologies Week 9

For this week's assignment, we had to highlight two technologies that enhance assessment. My two technologies are Microsoft Access and Hot Potatoes.

Microsoft Access

Microsoft access is an information management tool. MA is used to help students store information for analysis, reporting, and citation. When compared to Microsoft Excel and other spreadsheet applications, MA is the best for storing significant amounts of data and manage related data more effortlessly. Microsoft Access stores related information together and stores relevant information together, creating connections between different things (Southern Oregon University, 2009).

Hot Potatoes

Hot potato is not open-source. Hot potato has six applications where instructors can develop short answers, multiple-choice, crosswords, jumbled-sentence, matching/ordering, and gap-fill exercise for the internet. Hot Potatoes is free of charge that can be utilized for any project or purpose. To access Hot Potato, you can download the program online. Before instructors create an exercise on hot potato, they must first decide what they want their student to achieve (Sewell, Frith, & Colvin, 2010).

A rationale for why you chose each technology

I chose Microsoft Access because this is a tool that online educational students can benefit from accessing for reports, dissertations and end of the quarter assignments. MA allows students to store significant amounts of data, just this quarter alone I have over 100 peer journal reviewed articles  I utilized for the two classes. Therefore, the use of MA would have come in handy when looking for items that have connections (Southern Oregon University, 2009).

I chose Hot potatoes for this week’s technologies to enhance assessments because hot potatoes is a free download instructor do not have to pay to utilize. Hot Potatoes enables the instructor to make a short answer, multiple-choice, crosswords, jumbled-sentence, matching/ordering, and gap-fill to gauge students on educational content (Sewell, Frith, & Colvin, 2010).

Two examples of how you might incorporate each technology into your professional practice.

To integrate Microsoft Access into the classroom, I will create a Microsoft Access class database that allows students a bi-weekly and monthly reports. The second way I will use MA is to build a class calendar to keep up with upcoming assignments and school breaks (Southern Oregon University, 2009). To integrate hot potato into the classroom, I will use multiple-choice and short answer test to enhance the assessments and test students to ensure they are grasping the concepts of the class content (Sewell, Frith, & Colvin, 2010).

References

Sewell, J. P., Frith, K. H., & Colvin, M. M. (2010). Online Assessment Strategies: A Primer. Journal of Online Learning and Teaching, 6(1), 2010.

Southern Oregon University. (2009). Best practice in online course design and delivery. Ashland, OR: The SOU Distance Education Center.

Week 8 Educational Technologies (Sto Ne 400, Cro Nos 3D, Texting , and Emailing)

Educational Technologies Week 8 Blog

(Cro Nos 3D & Sto Ne 400) Open technologies

For this week's assignment, I will expand on two open technologies and two distant educational technologies. The two open technologies are Cro Nos 3D and Sto Ne 400, and the distant technologies are text messaging and emailing. Cro Nos 3D is a top-notch state of the art color 3D scanner. The Cro Nos 3D can scan in full detail large and small items (Haller, 2013). The Sto Ne 400 is a scanner that allows the user to copy critical pieces for the restoration of its originality, or close to the original piece. The software enables the pieces scanned to be enlarged, reduced, cut loose and break through editing of the scanned model (Matteotitti, 2016).

(Text messaging & Emailing) distant technologies

The distant educational technologies for this week’s assignment are text messaging and emailing. Text messaging is used extensively in universities and college campuses. Text messaging or texting is brief messages sent from cell phone to cell phone. Students primarily use text messaging to other students. However, students are more inclined to use text messaging and instant messaging when reaching out to staff and instructors for educational reasons (Lauricella & Kay, 2013). Emailing someone happens via the internet from a smartphone, tablet, or computer. Emailing is a way of communicating with classmates and professors for class information. A student can also use emails to reach out to the teacher in cases of emergencies. There are several benefits of emails it is convenient, and the cost is minimal (Kim, 2008).

I selected Cro Nos 3D and Sto Ne 400 as a tool for my crime scene investigation class to help students scan skulls, and put together important pieces missing from the crime scene in hopes of connecting the dots and discovering what happened at the scene. I selected text messaging and emailing as a tool for communicating in class crucial information between classmates and the instructor.

Ways I will use Cron Nos 3D, and Sto Ne 400 in the classroom to encourage group work and use as a way to test students on their knowledge of scanning a small and large object and restoring information to its original form. Emailing will be utilized in the classroom as a way to send information to classmates and a way of receiving information from the instructor. Texting in the classroom will be used as a way to report absences and ways students can contact the instructors about emergencies and issues that might occur.

References

Haller, S. (2013). Meeting Patient Needs with world-class imaging. Mattawan, MI, MPI Research.

Kim, C. M. (2008). Using email to enable e3 (effective, efficient, and engaging) learning. Distance Education, 2(29), 187-198.

Lauricella, S., & Kay, R. (2013). Exploring the use of text and instant messaging in higher education classrooms. Research and Learning Technology, 21, 1-17.

Matteotitti, V. G. (2016). Ston Ne 400 Professional 3D Scanner. Retrieved from Scanner 3D: http://www.scanner3d.it/brochures/stone400-eng.pdf

           

Week 7 Educational Technologies (Chess and Crossword Puzzles)

Games (Chess & Crossword Puzzles)

Games are useful in the classroom they improve reading comprehension and critical thinking skills. The use of games in the class presents opportunities for instructors to make course content relevant and engage students. The benefits of games include having fun and feeling good, encourages family time, memory and cognitive skills, lowers blood pressure, speeds up response time, reduces stress, improves the immune system, and boost child development (Hamari, Koivisto, & Sarsa, 2014).

                                Chess

Chess educates the mind and prepares it for life. Chess encourages improvement in the areas of mathematics and reading and advances test scores. The game of chess promotes self-esteem, social skills paperwork ability, and problem-solving skills. Chess is an excellent tool in the classroom and builds a sound judgment. Chess gives students the power to prepare instead of relying on luck. Chess gives players total satisfaction realizing, the more they play, the more they receive rewards (America's Foundation for Chess Research Study, 2009).

                                           Crossword Puzzles

Crossword puzzles have a positive effect on student retaining critical information. Crosswords strengthen and broaden students vocabulary verbally and visually. Crossword puzzles work perfectly with several classroom teaching and learning styles lessening the chance of fatigue for students. Accomplished and brilliant college students prefer other learning methods like crossword puzzles and chess over lecture. Instructors can utilize crossword puzzle to review course material for testing (Davis, Shepherd, & Zwiefelhofer, 2009).

I selected crossword puzzles and chess as an alternative tool for classroom instruction because games in place of classroom lecture offer a more relaxed classroom dynamics and help students to utilize critical thinking skills to solve problems in and out of class (Hamari, Koivisto, & Sarsa, 2014).

Examples of how I might incorporate crossword puzzles and chess into my professional practice. To include chess, I would use chess into the curriculum to assist students to elevate their problem-solving skills and apply exercises where students can play each other to enhance their critical thinking skills (America's Foundation for Chess Research Study, 2009). To include crossword puzzles, I will create a crossword puzzle that includes class content and allow students to solve for extra credit work. Another way to incorporate crossword puzzles is to divide the students into groups and allow them to answer the puzzle, the students who finish first with the right answers is considered the winners (Davis, Shepherd, & Zwiefelhofer, 2009).

References

 

America's Foundation for Chess Research Study. (2009). Educational Benefits of Chess - Brief Review of Academy Literature. Teaneck, NJ: Inland Chess Academy.

Davis, T. M., Shepherd, B., & Zwiefelhofer, T. (2009). Reviewing for Exams: Do Crossword Puzzles Help in the Success of Student Learning. The Journal of Effective Teaching. An online Journal developed to teaching excellence, 3(9), 4-10.

Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does Gamification Work? A Literature Review of Empirical Studies on Gamification. 47th Hawaii International Conference on System Science, pp. 3025-3034.

Week 6 Mobile Learning Technologies

                            Mobile Learning Technologies

Mobile learning technologies, have potential to enhance adult education. Bringing new and improved technologies into the classroom is important. The use of mobile technologies is more lightweight than hardback books or PCs. The use of mobile learning in the classroom is a way to diversify many types of learning activities as part of instruction. Lastly, mobile learning can hook and engage the alienated adult learner (Baran, 2014). For this week’s assignment, I will discuss IPad and location-aware apps.

                                                           IPad

IPad enhances adult education in many ways. The first way is, Apple offers over 65,000 apps and growing. There are many educational apps instructors can use for classroom instruction. Students are more inclined to use tablets instead of computers in the classroom. However, they prefer Ipads. Publishers of hardback books have teamed with Apple to sell digital versions of textbooks. IPad improves the literacy and communication of adult students. The app iBook helps instructors develop interactive books with 3D quality. IPad have great battery life with the capability to travel anywhere because of its lightweight IPad are easy to use, and they offer video chatting and recording. Lastly, students can use IPad to utilize social media for research and sites like Facebook, Twitter, and Google searches. I selected the IPad because it is easy to access and the apps will help adult learners enhance their communication with classmates and people online (Karsenti & Fievez, 2013). Ways I would incorporate IPads into my professional practice, start with one lesson in the classroom and then build. The second way is to offer students the free online book, Universal Design for Learning: Theory and Practice.  

                                      Location-Aware Apps

Location-aware apps transfer online information based on their physical location. This application can show you your position on the map and offer nearby restaurants, bars, clubs, or any place you seek. This app alerts your friends on social media of your location prompting them to come and join you for dinner or drinks if nearby. Since the development of this software, some colleges and universities are using this location-aware app to help students on campus. The app helps students on campus find a friend and locate resources in the library needed for classroom instruction. I chose location-aware apps as a way to help adult learners utilize location-based content and experiential learning. Ways I would incorporate location-aware apps into my professional practice is engaged in team building exercise and implementing geolocation by encouraging every student to use the app to find the users location on a web site or the web app.

                                                     References

Baran, E. (2014). A Review of Research on Mobile Learning in Teacher Education. Journal of Educational Technology & Society, 4(17), 17-32.

Jeng, Y.-L., Wu, T.-T., Huang, Y.-M., Tan, Q., J., S., & Yang, H. (2010). The Add-on Impact of Mobile Applications in Learning Strategies: A Review Study. Journal of Educational Technology and Society, 13(3), 3-11.

Karsenti, T., & Fievez, A. (2013). The iPad in education: uses, benefits, and challenges. Quebec, Canada: Creative Commons.

Week 5 Educational Technologies (Facebook and LinkedIn)

Week 5 Blog

Educational Technologies Blog

This week’s assignment focuses on networking technologies that will enhance adult learning. The first networking technology I will discuss is LinkedIn. LinkedIn is the largest business-focused social networking site around. LinkedIn was developed to engage people professionally; this site is free allowing professionals to find clients, colleagues, and network with other individuals with a similar occupational background. The second networking technology is Facebook. Facebook is a widely-used networking site with over a billion users. Facebook allows customers to connect with classmates and new friends; it also reconnects users with old friends and family. Users can share family pictures and videos with friends while surfing the site to find out the latest news and friend update status. Facebook can be an educational tool useful for classroom instruction. Instructors can create a class Facebook page that connects all students where they can post useful information to classmates, ask questions, and communicate with the professor (Moore, Graham, & Lee, 2014).

Why I chose Facebook and LinkedIn as my networking technologies are, they both work great together and separately as a tool sufficient for classroom use. Facebook helps classmates to interact outside the classroom, create group activities, and watch videos useful to class assignments. LinkedIn helps students post resumes, and other critical information needed to catch the attention of prospective employers (Moore, Graham, & Lee, 2014).

Incorporating Facebook and LinkedIn into my professional practice takes time, people and patience. Using social networking can create a dialogue with students guaranteeing they receive the correct message. Utilizing social networking in professional practice gives the understanding that there are differences in the way we all communicate. To create a flow in my professional practice, I will design an app and link all social networking profiles (Kling, 2007).

References

Kling, R. (2007). What is Social Informatics and why Does it Matter? The Information Society an International Journal, (23), 205-220.

Moore, M. L., Graham, L., & Lee, S. (2014). A look at the Research on Computer-Based Technology Use in Second Language Learning. Journal of Research on Technology in Education, (34), 250-273.

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Week 4 Technologies

                               YouTube

For this week’s assignment, we were asked to research multimedia resources for enhancing the educational process and application resources for the educational process. For multimedia, I chose YouTube and Facebook. YouTube should be part of eLearning community because:

(1).  YouTube is easy to blend.

(2).  It promotes and engages students in discussing topics

(3). Creates a learning community

(4). A fantastic idea for mobile learning

(5). Promotes microlearning

(6). Encourages students to enhance their skills of note-taking

(7). Student’s can make their YouTube video (Hurt & Moss, 2012).

                                   Facebook

Facebook, provides language development, interpersonal communication, group collaboration and ICT skills. Language developments provided through Facebook enables students to conversate with others through written response, therefore, promoting writing skills. Interpersonal communication helps students with future employment by advancing their personal developmental skills. Group collaboration taught through Facebook by providing a forum for students to interact and engage with friends, therefore, collaborating with others in a group. ICT Skills, Facebook teaches students the skills of ICT without the step-by-step instructional hassle (Hurt & Moss, 2012).

             FOSS and GNU

The two application resources for educational process is,

FOSS and GNU. Foss is free software that helps students develop knowledge, ideas, and expertise. The objective of Foss is, encourage students to share information and complete their technology projects. Foss shares two movements, the first is free software, and the second is an open source. The free movement allows an intellectual freedom to students, and the open movement offers an abridgment of the student to student collusion. GNU is free software developed in 1983 for the purpose of encouraging people to work together with the control of self-computing. The developer shared the software with others in hopes they would analyze the source code, modify the software if needed, share the data with others, and publish the revised version of the software version they edited (Bonk, 2009). 

I chose Facebook and YouTube for this week’s technology because these tools have changed the game in education by taking learning out of the classroom and into cyberspace where students can share learning across the globe. How I might incorporate Facebook into my professional practice is create a Facebook page for the class where they can exchange ideas, ask questions and receive a special assignment. The second way is to encourage video conferencing among classmates for the purpose of completing a group project. How I might incorporate Youtube into my professional practice is, find instructional videos to change the pace of the classroom dynamics. Secondly, if teaching a lesson on variations in the criminal justice since the 80s, instead of talking about the changes I could show a YouTube video that talks about the changes and shares video on the changes that have occurred (Hurt & Moss, 2012).  

References

Bonk, C. J. (2009). The World Is Open. How Web Technology Is Revolutionizing Education. San Francisco, CA: Josse- Bass.

Hurt, Nicole E.; Moss, Gregory S.; Bradley, Christen L.; Larson, Lincoln R.; Lovelace, Matthew;         Prevost, Luanna B.; Riley, Nancy; Domizi, Denise; and Camus, Melinda S. (2012) "The                      ‘Facebook' Effect: College Students' Perceptions of Online Discussions in the Age of Social                 Networking," International Journal for the Scholarship of Teaching and Learning: Vol. 6: No. 2,           Article 10. Available at:https://doi.org/10.20429/ijsotl.2012.060210