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.