Week 6 - Audioboo Midterm

listen to ‘Learning Through Technology Class’ on Audioboo

Week 5 - Web 2.0 (Prezi)

I chose to review Prezi in greater depth following the exercise we did a week ago. I found Prezi to be a fascinating tool and a great resource for students to create meaningful, thought-engaging presentations that enable them to incorporate a host of tools and multimedia resources. Prezi enables its users an assortment of themes and styles to create presentations to their liking. Prezi prompts prospective users to create an account using their email or Facebook account and a user-created password. Prezi encourages users to purchase an ‘Enjoy’ or a ‘Pro’ account with greater user controls, features and support, but a free account with basic features is available to those who don’t wish to buy a premium account.

Prezi appears appropriate for all ages and levels of familiarity with technology. It offers a wide variety of different formats, themes and presentation tools as well as immense support and tutorials to guide those who aren’t familiar or need help with the resources. I found myself to get disorganized while creating my presentation due to the tools available and my inexperience using Prezi. However, I think that for students and educators, there is enough ease of use with Prezi that anyone can utilize it and be successful with it.

The Library of Congress offers educators a variety of lesson plans concerning topics such as the Constitution and the Bill of Rights. Prezi enables educators and students a wonderful resource to discuss the fundamental topics concerning who and what supported drafting and ratifying the United States Constitution. Students could utilize Prezi to elaborate on a particular member of the Federal Convention of 1787 who helped to create the Constitution. Students could also employ Prezi to discuss a particular amendment or make use of multimedia to illustrate their understanding of the Bill of Rights. Educators can make use of Prezi effectively to engage students and employ different educational resources to foster discussion and further learning.

NETS for Students

2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b. communicate information and ideas effectively to multiple audiences using a variety of media and formats. c. develop cultural understanding and global awareness by engaging with learners of other cultures. d. contribute to project teams to produce original works or solve problems. 

Under the scope of these NETS standards, Prezi would allow students to interact and collaborate with one another via their presentations. Prezi utilizes as host of themes and multimedia formats to effectively engross students in the lesson. Whether it’s the presentation itself, a Youtube video or a brief PowerPoint; there’s endless opportunities for educators and students to collaborate and engage with one another to make best use of this tool and to participate in the material.

Common Core Standards

CCSS.ELA-Literacy.SL.9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. 

Within the Common Core, this learning standard exemplifies the purpose of Prezi effectively. Prezi utilizes a variety of outside resources in a non-linear presentation format that allows students and educators to present information in a format that they see appropriate. With reference to digital citizenship, students need to be conscious of the sources and material they implement into their presentations, but Prezi presents itself as an incredible resource to illustrate information in a fun, informative and engaging manner.

Week 4 - Digital Citizenship: Voki & Prezi

Digital Citizenship is an important topic that needs to be conversed with between families, educators, administrators, and most importantly – students. Today, students have an immense number of resources available to them that; essentially, allow them to do whatever they wish. If they want their paper written for them, they can. I believe it’s imperative that educators and students familiarize themselves with good online practices which mean they should be weary of what they post online, who they talk to and where they gather information. The “Digital Footprint” that we leave behind spans far and wide and after watching the video we watched in class, I discovered some aspects about my online presence that I hadn’t thought about before. I tend to use my email and online banking accounts the most, and, for the most part, I hadn’t given second thought about that information becoming public. Furthermore, it’s our responsibility as educators to teach students, even before they begin to actively engage with the Internet, that whatever they post online, can have adverse effects on their livelihood.

 On ABCs Nightline, a story was published about high school students and the presence they leave behind on Facebook. Employers and universities are placing higher emphasis on checking a student’s social media presence before accepting them in their company or their school. What students and their parents may not be aware of is that their entire online existence can be monitored, stored or copied. It’s vital that students and their parents are taught about the dangers of being active in the online community. Parents should be conscious about their own activity but also about what their children are using the Internet for at their home. In Andy Oram’s article “Being Online: What You Say About Yourself or, Selves,” Oram makes reference to Shelly Turkle, a sociologist and psychologist who suggests that we create multiple personalities online, but sometimes, we don’t even acknowledge that we’re doing it. Still, in this Boston Globe piece, Kara Baskin presents an excellent point that we convey ourselves only in the way that we want to be seen to other people. We create personas on our social media that leaves us to appear one-dimensional or completely transparent. It’s essential that we’re all conscious of the image we portray ourselves in when we’re posting online or just creating a new status update on Facebook or Twitter.

 The Digital Citizenship debate is an important debate and is vital for educators and parents to understand for the safety of children, but also themselves. The Digital Footprint we leave behind is powerful beyond our belief. If hackers can break into the CIA’s main webpage, or send out malicious emails to everyone in the United States, what do you think they can do with your bank account number or your address? We all need to be mindful, especially as educators, that with technology becoming more prevalent and resourceful, there needs to be lessons on how to appropriately utilize the Internet.

Week 3 - PBS Documentaries

1. Compare and Contrast each documentary.  What was similar or different from the first one (Growing Up Online) made in 2008 to the newer one (Digital Nation) filmed in 2010?

The documentaries titled, “Growing Up Online” and “Digital Nation,” while similar in the overlying topic, did contain vastly different outlooks on the emergence and uses on technology.  In “Growing Up Online,” kids and teenagers are exposed to the internet, but sometimes, for erroneous reasons.  Many of the adults on the video were astounded to the Internet’s new capabilities and the opportunities that could be harnessed from it.  Unfortunately, to the dismay of many parents and educators, their greatest fears were being met that a lot of teenagers were simply using the internet for tasks unrelated to their studies, or, for sometimes, more dangerous purposes.  As Danah Boyd commented, a professor at Harvard’s Berkman Center for Internet and Society, the Internet is: “A continuation of their existence.”  While the dangers and unknowingness of the Internet still loomed heavily over many educators and parent’s heads, collectively, they believed that the development of technology in the classroom is essential to engage students.  As Mike LaSusa, a Principal at Chatham High School, stated: “We can’t expect the learner of today to be engrossed by someone who speaks in a monotone voice with a piece of chalk in their hand.”  Technology has enabled educators at Chatham to actively involve their students in their lesson plans via the use of technology (i.e. podcasts).  Unfortunately, while most parents and educators had yearned that students would benefit from the growing technology, students had always found a way to abuse the service by using it to post explicit and disturbing photographs, bully other children or utilize it to support an unhealthy habit or an appetite for information (i.e. Sara’s eating disorder).

In Digital Nation, however, the common theme remained.  Technology had become accepted into the classroom, but educators still struggled to get students to engage in the material, or succeed with the instructions given to them.  Multi-tasking has become such a regular routine in life that many young adults forget to really stop and think about what they’re doing.  As one MIT professor commented: “It’s not that students are dumb, it’s not that they aren’t try; I think they are trying in a way that is not as effective as it could be because of all the other distractions.”  Like “Growing Up Online,” the development of technology has benefited both educators and the “new generation” because how we share, interpret, store and learn new information couldn’t be easier.  This technology, however, has completely immersed some that they’ve become addicted or unable to cope without having their phone or laptop within arm’s reach.  Sherry Turkle, Director of MIT’s Initiative on Technology and Self, said: “Students need to be stimulated in ways they’ve never been stimulated before.”  Technology will never stop growing, furthermore, it’s our responsibility to control and utilize the technology appropriately.  We’ve grown entirely dependent on technology that we’ve forgotten how to think critically, use simple arithmetic or even how to write something down on a piece of paper.

2.  Your thoughts on multitasking.  Do you agree?  Can you multitask?  Do you disagree with the video on the topic of multitasking? What do you think our students think about multitasking today?

I don’t think there’s anyone who doesn’t multitask at any point during the day, any day.  Multitasking has become socially accepted as being productive or staying current.  With how quickly news and information travels today, it’s almost impossible not to multitask.  With the emergence of Smartphones and advanced technology, you can be reading a PowerPoint while browsing for an article on Google.  While I further understand it after viewing these PBS documentaries, I find that, even while writing these blog entries, I’m constantly multitasking.  Do I effectively multitask?  No, not all the time.  Could I?  Probably, if I put my mind to it.  I don’t disagree with the video, but, in fact, I tend to agree with the research that Stanford researcher, Clifford Ness conducted.  Ness concluded that multi-tasking led to less production, people’s analytical reasoning skills declined and people simply got distracted more easily.  I find that, if I’m writing a paper, I simply can’t avoid checking social media or reverting to another distraction to avoid doing what I need to get done.  Students, however, feel differently.  I feel many students think they can multitask effectively and it won’t have an effect on their schoolwork.  Ness’ research clearly shows the opposite.  If students are not effectively working on one task at a time, their minds wander and become distracted.  I find if I really want to get reading done, I’ll go into a room with no computer or any technological device and devoid myself of any distraction, and, I’ve found myself to get my work done faster. 

3.  Is there an addiction happening in society today with technology or is it just a new way of living?   Should we be concerned?

I think there is an addiction happening with technology today.  While we may not look at it as an addiction, there is clearly a problem happening with people’s use, and, sometimes, overuse of their resources.  Technology has developed at an alarming rate and has enabled us to do things we’ve never thought imaginable, however, this fascination has completely enthralled us into believing that we cannot live ordinary lives unless we have a phone or a computer within our reach at all times.  In Jennifer Soong’s article for WebMD, Soong concluded that we’ve become so dependent on technology, that maybe, we fail to recognize it: “We are now more wired than ever. Researchers from the University of Glasgow found that half of the study participants reported checking their email once an hour, while some individuals check up to 30 to 40 times an hour. An AOL study revealed that 59 percent of PDA users check every single time an email arrives and 83 percent check email every day on vacation.”  What I found, also in Soong’s article, was particularly astounding to me.  People, whom of which have recognized the abuse and addiction to technology, have instituted ways to reduce people’s reliance on technology: “Nearly two years ago, Scott Dockter, president and CEO of PBD Worldwide Fulfillment Services Inc., decided to take Casual Friday one step further, and created email-free Fridays, where employees are encouraged to talk offline to resolve issues, by picking up the phone or meeting face-to-face.  As a result, he saw an 80 percent email drop-off in the first year and noticed a reduction of unnecessary reports sent and excessive cc'ing.”  I believe a level of concern should be placed on the dependence people place on the use of the technology available to them. There seems to be an epidemic arising where people believe that, without their phone or a computer, they cannot perform simple life tasks or get work done. 

4.  Do video games serve a purpose in education or are they a waste of time?

Games, when used appropriately, can be an excellent resource for a student’s education.  As I had mentioned in one of my earlier blog posts, I struggled mightily with Algebra I, and my Dad, realizing that the classroom instruction wouldn’t help (and neither could he), purchased me an educational video game that really helped me grasp the material.  Video games, however, cannot be the sole resource to educate students.  Rather, games should be a supplemental resource to help students understand the material.  In the USA Today, an article was published “VideoGames Invade the Classroom, Score Education Points.”  In the article, an astounding figure was published that revealed how motivated students are in class: In its latest report, Indiana University's High School Survey of Student Engagement found that 65% of students are bored "at least every day in class." One in six reported being bored in every class.”  With the use of “SimCity,” the article suggest, students are enabled to build, interact and use problem-solving techniques to garner them through the communities they’ve established.  I think video games can be an excellent resource to complement what a student may be learning, but when it becomes the primary focus for students to grasp material, they begin to lack the necessary face-to-face interaction or collaboration skills necessary to be a functional citizen in today’s society.

5.  Do you believe that digital tools, such as Google tools and technology in general can save schools that are struggling?

Schools that are struggling shouldn’t need to rely solely on technology to help them recover from any mishaps they may be having with their students.  Can it help?  I believe the emergence of technology in the classroom can be a great, additional tool to assist students with learning, like video games.  However, if the school is struggling, the quality of the teachers in that school may need to be examined more closely.  If a student doesn’t feel personable with a teacher or is simply not motivated by his or her lessons and instruction, it may be something the teacher needs to do differently.  Technology shouldn’t be viewed as a “savior” or a “saving grace” to teachers who simply don’t know how to coordinate a classroom.  If a teacher can successfully incorporate themselves and technology in the classroom, that should be all a school should need to actively engage students.  To rely solely on technology means that, I believe, we’ve failed ourselves as educators and our ability to think critically or collaboratively to ensure that students are receiving the best possible education they can. 

6.  How did what you watched in the two videos support your feelings about technology or how did it change your views?

Technology has become an amazing, but yet dangerous resource for today’s 21st century.  I feel these videos really opened my eyes to how people are really utilizing these resources today.  Granted, I’ve used SparkNotes, and, in my younger years, I actively used AOL Instant Messenger.  These videos, however, really worried me about how some of today’s youth are really abusing technology and relying on it to, essentially, do everything for them.  The “Digital Nation” video was particularly astounding to me when they had discussed the video game craze in South Korea.  Kids were simply devoid of their family and social lives and completely debunking their schoolwork to play video games.  The Internet and today’s technology offers great and invaluable resources for people of all ages, but when we rely on it so heavily that we actually forgot ourselves, those that we care about and what’s actually important to us – rather than a video game and or an iPhone, then that’s what frightens me.

7.  Are kids and adults today ruining their digital footprints by sharing too much information online without realizing that it may be detrimental to their future? Should they care?

I think everyone needs to be conscious of what they post on the Internet.  As described in “Growing Up Online,” the Internet is the “Wild West.”  Nobody is in charge on the Internet.  While it’s an extreme example, Russ Warner’s blog details an example of a girl who posted on her Twitter account that she was alone at home for the evening – hours later, she was murdered.  This Socal Times article provides an excellent overview of the dangers and consequences of what is posted online.  People need to be cognizant that whatever is posted online can be viewed by anyone, and everyone.  People have lost jobs, friends or even relationships due to information that they posted online, and unknowingly, that information was leaked to someone they didn’t want to see it.

8. “Stranger Danger” and predator fears are often overblown by the media on shows such as Datelines “To Catch a Predator”.  What are the real dangers of technology in this day and age?

“Stranger Danger” and “To Catch a Predator” while overblow; these issues do, and most times, get addressed by the responsible authorities.  With the emergence of social media, people can interact with other people from all over the globe.  These interactions and conversations – while most of the time: friendly, educational and harmless, can sometimes lead to negative and derogatory relationships.  Like Ryan Halligan, who documented on “Growing Up Online,” was bullied, harassed and picked-on until he eventually committed suicide.  Technology, if not properly contained, has no filter.  Kids and adults are vulnerable to harmful, and sometimes, unwanted material.  It’s the responsibility of the person using this technology, or, if they are young, then their parents to monitor the reason for using the computer or to be using social media or messaging sites.  When you don’t think that someone is capable of viewing you blog, your bank account information or even your email – think again.  Hackers, pedophiles and others seeking to do harm are prevalent, and it’s the responsibility of the user to be aware of the dangers and warnings posted on the Internet.

Overall Final Reflection:

The emergence of technology has engrossed the 21^st century generation with a powerful resource that is incapable of being controlled.  A lot of discussion has been placed about incorporating technology into the classroom and allowing student’s having access to a variety of devices to do schoolwork and other tasks.  Furthermore, I think it’s important that, not only should technology be made available for students, but ample education needs to be provided on how to responsibly use the technology given to them.  It’s prevalent in today’s society that technology is socially acceptable in almost any sphere – at work, home and in the classroom.  You can’t escape the grasp and the outreach of technology. It’s our own responsibility to be conscious of how we utilize the Internet and how we’ve integrated technology into our lives.“Growing Up Online,” I found to be an amazing video.  While there were some scenes that were disturbing and I disagreed with, I found that many people like Autumn Meadows and Sara, who both utilized the Internet for what seemed to be undesirable motives, were able to garner great connections and resources to better their lives or control their emotions.  Even, too, on “Digital Nation,” I was happy to see that viable research was being done to monitor how technology is affecting our lives.  People actively plug away on their devices without a second thought onto how it’s having an effect on their minds or how they think.  I thought both of these videos were very informative and provided great insight on this ever-changing generation.  

Week 2 - Webinar

The webinar I chose to watch and evaluate is titled, “Engaging the Digital Generation: Insight from Kids,Teachers, and Parents.”  Hosted by Edutopia, who, partnered with the George Lucas Educational Foundation, states on their website: “The George Lucas Educational Foundation is dedicated to improving the K-12 learning process by documenting, disseminating, and advocating innovative, replicable, and evidence-based strategies that prepare students to thrive in their future education, careers, and adult lives.”  The webinar emphasizes the Digital Generation Project, which, as stated on its website, and by one of the presenters, whom of which will be discussed in further detail later in this review, the Digital Generation Project accentuates that: “Today's kids are born digital -- born into a media-rich, networked world of infinite possibilities. But their digital lifestyle is about more than just cool gadgets; it's about engagement, self-directed learning, creativity, and empowerment. The Digital Generation Project tells their stories so that educators and parents can understand how kids learn, communicate, and socialize in very different ways than any previous generation.”

1. 

This webinar presented listeners with numerous and enlightening presenters, including Nichole Pinkard, Founder of the Digital Youth Network, and, director of Innovation at the University of Chicago’s Urban Education Institute; also, Vicki Davis, a teacher, blogger and the IT director at Westwood Schools in Camilla, Georgia.  Scoop Jackson, an American sports journalist, and father of Jalen Jackson, who is profiled in the Digital Generation Project, gives his thoughts on his son’s participation in the Digital Generation Project. Also, Virginia, a student at the Westwood Schools, and a member of the Digital Youth Project, is given the opportunity to share her experiences.  Together, this collection of speakers gives an insightful and thoughtful interpretation of what it means to incorporate technology into the classroom. 

The webinar began with Nichole Pinkard, who prefaced the listening audience with the focus of her presentation being that, as educators, we’re preparing youth to become productive and engaged citizens.  As illustrated below, Pinkard demonstrated that the vast majority of our learning experiences have been accomplished predominately through the use of oral and print methodologies.  

Pinkard emphasizes that with the emergence of technology, learning opportunities are no longer geographically bounded.  Students have the freedom to interact and communicate with educators and other students across the world.  Pinkard, too, stresses that school is simply a node in a student’s learning portfolio.  Today, students have an immense assortment of resources to assist in their learning (i.e. boy/girl scouts and youth organizations).  Via the Digital Youth Network, students in one particular Chicago middle school have the opportunity to participate in a variety of technological and media arts-related school curriculums and after-school programs that challenge and educate students in music/studio production, graphic design and robotics.  

It’s these “new media artifacts,” Pinkard proclaims, that enable and assist educators in developing new media literacies and incorporating these new media skills into history/science fairs and film festivals. 

Following Pinkard, Scoop Jackson, whose son, Jalen Jackson, participates in the Digital Generation Project, spoke briefly regarding his thoughts about the integration of technology and new media in the classroom.  Jackson, who writes professionally, emphasized the dedication Jalen expressed to engaging the material in class.  Jackson, however, stressed the importance of storytelling.  Technology is advancing at an alarming speed, Jackson proclaims, that, stories have become lost.  Technology has deprived students of being creative and critical thinkers that stories have become stale and non-existent. 

Finally, the webinar concluded with a presentation by Vicki Davis and one of her students, Virginia.  Davis initiated her demonstration by making mention of a Wall Street Journal article published in 2008.  The Wall Street Journal concluded that Finnish teachers pick their own textbooks and customize their own lessons to fit the national standards, and that; essentially, these teachers are entrepreneurs thus making Finland the most educationally sound country in the world.  Davis and Virginia discussed at length that it’s not about the technology; it’s what the technology lets us do including such technologies such as Wikis, Personal Learning Networks (PLNs) and effective collaboration which allows students to interact with other students and become the orchestrator and leaders of their own classroom.  

Davis, to conclude her discussion, alluded to Gardener's Theory of Multiple Intelligences.  Illustrated below, you can see how these varying learning styles relate to technology and how you can incorporate them into the classroom.

While I don’t currently teach in a classroom, this webinar has given me a fantastic understanding of how integrating technology in the classroom can be greatly beneficial to ensuring the success of students.  As evidenced in the webinar, it seems appropriate that, if I were to be teaching today, I would feel comfortable and enthused about applying the techniques displayed by the presenters.  Through the elaborate use of gaming, Wikis and other media-based technologies; these advancements enrich a student’s desire to learn and enhance their creativity and leadership skills in the classroom. 

In today’s 21st century, the new-media culture is ever-changing.  From YouTube, Facebook or Twitter, there’s a wealth of information available to students and educators.  After browsing several webinars, I felt this webinar I chose would offer the greatest benefit to me.  The webinar was well-constructed and was presented in a timely and user-friendly manner.  Listeners were given ample time to ask questions and the presentation offered thoughtful illustrations and other documentation to support the presenter’s claims and research.  As evidenced in Audrey Stokes’ article, “Expert Article: Making the case for Teaching with New Media,” Stokes elaborates on the same foundations that the webinar presenters focused upon in their demonstrations.  Stokes argues that the use of social media in the classroom motivates students to become more engaged in the material and to become active participants in classroom discussions.  Furthermore, when students are asked to submit work via the use of technology, they are more likely to submit high quality work.  This example is evidenced clearly in the webinar via the Chicago middle school students given the opportunity to produce music and work in a production studio. 

In regards to the course outcomes, the webinar I chose clearly exemplifies the outcomes outlined by this course.  Through the effective use of digital media and gaming, students are more likely to be motivated in producing high-quality work.  By incorporating technology and new media into the classroom, students, when teacher-to-student interaction is not always available, will be more likely to succeed when faced with multiple avenues for learning. 

Through the use of emerging technologies such as blogs, wikis and other digital media, students can personalize their assignments to format their interests and intelligence levels.  This webinar demonstrated the effective use of new media technology in the classroom and how it can be most beneficial to aid students in the learning process.