EDUC 630 - Symbaloo Web Mix

The direct link to my Symbaloo page is as follows:

https://www.symbaloo.com/home/mix/13eOhEPiDe

I am not currently a full time teacher, however, I currently use some of these applications, and I would like to incorporate the remainder in my future classroom.

EDUC 630 - Social Media and Education

Through my own experience and by observing other teachers, I have witnessed various uses of social media in relation to education.  I have witnessed seventh grade language arts and science teachers use Remind as a way to engage students outside of class with extra credit questions and projects. I have seen sixth grade language arts and social studies teachers use Edmodo to communicate with both students and parents by reminding them of assignments and inviting them to school events.  Social media is being utilized more and more by teachers to expand the reach of the classroom by providing a near 24/7 connection to resources and communication by and between teachers, students and parents.

In my personal experience I have used Twitter to reach out to other educators and graduate students to request information, find resources and provide relevant topics of conversation.  Twitter is truly a great avenue for educators to reach outside their personal networks (the teachers they work with every day) to find new and innovative resources and ideas they can use to enrich the learning environment for their students.

Concerns regarding social media might include privacy concerns, students not staying on task, and inappropriate posts.  There are several applications that can minimize the impact of these issues.  Apps such as Twiducate and Edmodo allow the teacher to create an online community that the students access with a code.  That way no interlopers can slip through the perimeter like on Facebook when one student likes a random post and all of a sudden there are new people in the loop and advertising of all sorts popping up.

Many churches, large and small, have taken to social media to both communicate by and between congregations and recruit newcomers to the fold.  Churches use social media for communication between various groups within the church such as bible study groups, Sunday school groups, choirs, youth groups, singles ministries and married couple’s ministries.  They further use social media to start and keep prayer chains going providing much needed comfort to parishioners.  Finally, churches use social media to reach out to various groups in the community to provide much needed ministries.  For instance they invite children to Sunday school, advertise vacation bible schools and other church activities in an effort to reach the community for Christ.

Apps Review (Class Dojo and Remind)

Useful for My Own Use (If I had my own classroom!)

Class Dojo - https://www.classdojo.com/

Class Dojo has many positive uses for the classroom.  According to their website the teacher will create the online classroom.  Students will be given a login for themselves and their parents.  This provides a platform for open communication.  Teachers can communicate with students by posting agendas, assignments, encouraging videos, and progress reports.  Parents can be notified of participation rates, progress reports, and virtually any information the teacher wishes to convey.  It is difficult for parents and teachers to carve out time to meet and discuss learning agendas for students so the most useful aspect of this application is that it provides the platform for successful collaboration between the teacher, student and parent.

One of the most pleasant aspects of this app is that there were no surprises for me other than the ease of use for all parties utilizing the application.

Remind - https://www.remind.com/

Remind is a mobile app that enables teachers to stay in touch with their students without risking the exposure of their personal information on the internet.  Teachers can text, email or video chat with a single student or group of students anytime anywhere.  They can inform them about upcoming assignments, grades, team/class meetings or simply touch base with them to encourage or assist in the learning process.  If I had my own class, I would connect with both students and parents with the application.  Both to keep all parties informed about what is going on in class and to organize the students prior to a class session.  I can see this application being used by both academic teachers and extracurricular teachers (i.e. coaches) as well as Career Tech teachers.  This application is relevant for all grades, K-16.

Again, there were no surprises except that this app is so easy to use and relevant to all grades and subjects.

Apps Used in My Professional Life

My current use of apps professionally consists of using applications that apply to my education, (i.e., Microsoft Word, Blackboard and Email).  However, because I substitute teach I use a mobile app called Jobulator that notifies me when a teacher is going to be out.  I can then either accept or reject the assignment.  After the assignment I can provide feedback about what we did in class or how the class behaved.  I also use text messaging to communicate with the teachers throughout the day.  Occasionally, I use an app in the classroom, if a teacher requests it, such as MobyMax or EdPuzzle.

Churches and Mobile Apps

Medium and large churches have come into the fold of using technology, specifically mobile technology, in ways many never thought possible.  Churches use mobile apps to provide anytime, anywhere streaming of sermons, scheduling youth group events and bible study meetings.  They use mobile apps to do community outreach and support mission funds and projects.  Additionally, churches use social media to keep parishioners abreast of the goings on in the Church.  Mobile technology is becoming as prevalent in church as it is in the worlds of education and business.  It is helping to reach more and more people for the Lord.

EDUC 630 - Nature of Technology Use in Schools

Up until recently, I believe the nature of technology used in schools has been to utilize new technology as a replacement for sound instruction.  For some reason, educators and parents have come to the technology revolution with the idea that it will be the magic bullet to solve all education problems and overcome all learning hurdles.  However, all stakeholders are becoming more realistic about the possibilities and limits of technology.  We are finally accepting the fact that technology is a tool to improve instruction, not to replace instructors.  Educators are now beginning to use technology for a more individualized instruction model, in order to meet the needs of all students.

I think the barriers that exist when considering and utilizing technology are both funding related and teacher related.  It is expensive to upgrade classrooms, and indeed whole school districts, with appropriate technology.  Add to that that there are many teachers who have been teaching for many years who are reluctant to change the way they teach.  Additionally, there is a lack of pre-knowledge on the educator’s part regarding how to utilize technology properly.  Finally, there is a lack of professional development at all levels of knowledge for teachers and administrators.

Best Practices Blog

Best practices for an online model of learning include designing curriculum to be relevant to students, applicable to their everyday lives and difficult enough to be challenging yet not so difficult as to be discouraging.  Additionally, best practices include frequent assessment of the curriculum, instructor and student as well as frequent and multiple ways of communicating between instructor and student.  Finally, best practices would include creating online coursework that provides collaborative projects in order to create the necessary communal/social component shown to improve the learning experience.  According to the research of Consolacion Fajardo, suggests providing best practices for online learning include building faculty/learner relationships, manage the learning process, communicate professional expertise assess learning an teaching as the most important best practices (Fajardo, 2014).  All of these best practices lead to coursework that lends itself to interactivity and various technologies to deliver the curriculum.

One study showed that students preferred coursework that is interactive and incorporates the use of multimedia because they did not feel so disconnected from instructors and other students (Boling, Hough, Krinsky, Saleem, & Stevens, 2011).  Because the online learning platform is one student alone with technology it is essential to create an atmosphere in which they do not feel isolated.  There is nothing worse than being given an assignment that is difficult and then feeling like there is no one to seek advice or direction from.  Therefore, providing students with links to other students, instructors and resources in order to clarify instruction, theories and other information helps the student to overcome obstacles that would normally be rectified in a traditional classroom through a question and answer session or simply talking to the instructor after class.  A sense of community, or belonging, breaks down barriers so the student can comfortably and confidently pursue the learning process.

In today’s online education environment schools and instructors are working hard to create a balanced mix of asynchronous and synchronous delivery of curriculum by including various types of technology and applications that work together.  According to Boling, et al (2011), “the use of “multi-modal objects” in an online format is important for both course-content development and student learning.”  For instance discussion boards provide a wonderful outlet for ideas being developed by students, but there is no immediate feedback or back and forth instantaneous discussions.  There is a lapse in time between original posts and replies.  However, some course work utilizes video conferencing which does provide the opportunity for real discussions between students and instructors.  Some applications that help balance the delivery system are Google Hangouts, Skype, Twitter and text messaging.

Boling, E. C., Hough, M., Krinsky, H., Saleem, H., & Stevens, M. (2011). Cutting the distance in distance education: Perspective on what promotes positive, online learning experiences. Rutgers University, Department of Learning and Teaching. New Brunswick: Departmnt of Learning and Teaching, Rutgers University. Retrieved October 13, 2015, from http://www.sciencedirect.com.ezproxy.liberty.edu:2048/science/article/pii/S109675161100090X

Fajardo, C. (2014). Best practices for teaching accounting courses online. Journal of Business and Educational Leadership, 5(1), 28-38. Retrieved October 16, 2015, from http://ezproxy.liberty.edu:2048/login?url=http://search.proquest.com/docview/1644485521?accountid=12085

EDUC638 - Blog 4 - School Branding Campaign

My personal brand would be the “Facilitator”.  The go to person to get things done and make the necessary changes to improve the learning environment of our district.  An administrator who values the power of communication, and who believes that to facilitate change there must be open, two way avenues of communication.  An administrator who is in constant communication with students, parents and community members.  The school brand would be an extension of my personal brand by communicating that “Anything is Possible.”  As the “Facilitator” I would demonstrate to all community members that with effort and team work, anything is possible. 

The school’s campaign would be initiated by tweeting, Facebooking, and emailing positive achievements of students, organizations and teachers to the students, parents, community members and businesses in the district (Sheninger, 2014).  Thus encouraging their participation in activities and events taking place at the school or in the community for the school.  At every school event, those attending would be asked to create an account on an information website, set up by and for the school, in order to be kept informed of activities regarding the district.  This information would be used to both invite stakeholders to future events and provide feedback about past events.

At these events would stakeholders would experience multi-media and interactive presentations informing attendees of the “happenings” at school and around the district.  There would be mini-seminars or learning modules to demonstrate the technology being used in classrooms.  Students would be welcome to participate at all levels.  Further communication of the brand would be by following up with various social media platforms such as emails, tweets, Facebook posts and text messaging seeking ideas and input for improvements to the existing facilities and programs (Sheninger, 2014).

Face-to-face get-togethers with interested stakeholders would be planed, to brainstorm ways to engage students effectively to expand learning possibilities and experiences.  Every person would be welcome to share their ideas and opinions no matter how big or small.  For those who cannot attend, a link to a video conferencing site would be provided so they could participate (maybe Skype or Google Hangouts).  These town hall type meetings would be scheduled regularly in order to maintain the constant flow of ideas and communication. 

The messaging at all these events and conveyed through all these social media tools would be that “Anything is Possible”.  That is, if we as a community band together we can provide the needed resources for our students to obtain the quality education needed to be successful in their chosen professions or educational pursuits as well a productive and positive citizens of their community.

Reference

Sheninger, E. (2014). Digital Leadership Changing Paradigms for Changing Times. In E. Sheninger, Digital Leadership Changing Paradigms for Changing Times (pp. 105-114). Thousand Oaks, CA: Corwin. Retrieved September 3, 2015

Clark & Mayer - Book Chapter 13 - Computer-Supported Collaborative Learning Review Blog

According to Clark and Mayer (2011), there is no consensus as to the efficacy of the computer based collaborative learning (CSCL) model, because the subject is so new and broad that researchers cannot agree on what to research.  Some believe face-to-face collaboration vs CSCL research should evaluate the individual learning achievement while others believe it should focus on the group’s learning achievement.  CSCL uses different technological platforms for students to collaborate.  Students can participate synchronously or asynchronously.  They can participate by using discussion boards, breakout rooms, email, texting, video conferencing or wikis.  Regardless, Clark and Mayer (2011) provide some pointers on how to effectively use CSCL in the classroom which include providing social interdependence, outcome goals and dialog quality. (Clark & Mayer, 2011)  They provide further insight on how to build effective CSCL groups by including structured controversy into the project.  Structured controversy is simply debating theories, ideas and research in an effort to convince other team members of the accuracy of the research.  Including structured controversy into the project requires all team members to utilize independent analytical skills to successfully communicate ideas, thus helping the student to achieve the learning benchmarks desired.

Educators should not use collaborative projects simply because it is the latest rage in education techniques.  There is value in collaboration.  It teaches students to be independent thinkers as well as team participants.  It helps them to step outside personal views, and consider the views and opinions of others.  Collaboration projects provide opportunities for higher knowledge students to assist lower knowledge students, which in turn helps them to re-evaluate and re-enforce their own learning achievements.  Collaboration also helps students to develop social skills that will assist them as they move along in their educational pursuits as well as professional pathways.  Educators should take care when developing collaborative projects that include the four elements Clark and Mayer suggest.

This chapter on CSCL reinforced my views regarding technology and online learning.  I have always believed there is a significant place for online learning in society.  It provides alternatives for younger students who have for one reason or another not done well in the traditional classroom, and it has provides educational opportunities for adults who are trying to increase their knowledge and excel in their chosen profession.  This chapter did not change my view of online education, however, it showed me the possibilities of collaboration projects through the online learning platform.

Our ISD project trains teachers on how to implement and manage different technology in the classroom.  This chapter relates to the BYOD subject because collaboration projects are no longer limited to face-to-face interactions.  They use various types of technology, software and apps in order to achieve the desired learning objective.  Through BYOD teachers and students will be able to take advantage of CSCL in a more meaningful way.

The relevancy is clear.  This chapter has provided me with several different ways in which to expand the usefulness of CSCL.  It has also supplied me with the building blocks to create effective collaboration projects.

Reference

Clark, R. C., & Mayer, R. E. (2011). e-Learning and the Science of Instruction (3rd ed.). San Francisco, CA: Pfeiffer. Retrieved September 22, 2015