Tetrad Response to Group

The tetrads for Timothy Jetter and Alicia Roberts were not posted.

Here is my response for Lakeisha Coleman:
We basically had the same information for what it enhances, reverses, and obsoletes. With one exception, Lakeisha writes that it replaced "dads" and I do not know what that is. She opened up my eyes to the USB drive retrieving filing cabinets. I never considered this before. I like her connection between a filing cabinet organizing information and a USB doing the same. I agree.

Tetrad for USB

Benefits of using a USB Flash Drive

Module 2 Technology Selected

The technology my group is using is the Floppy Disc.

Identify an Emerged Technology

 The blackboard, or chalkboard, has stood up to the test of time. Dating back to ancient times, students in Babylonia and Sumeria used clay tablets and a stylus to write. These tablets were wet and then written on again (Concordia University, 2009). Overtime clay tablets turned into slates or painted wood and eventually led to green steel plates, which we now recognize as chalkboards. In the 1980’s the dry erase board was invented and many schools used that instead of the chalkboard because it eliminated chalk dust, which causes allergies (Concordia University, 2009).  

 Now, the digital whiteboard is making its way into every classroom that can afford it. The digital whiteboard engages students, is easy to use, and provides more opportunities than just writing information on it (SMARTClassrooms, 2009). The chalkboard allowed people to write information and draw pictures on it so students can copy it. Visual learners benefited from seeing the information displayed in front of them. The digital whiteboard not only presents visual text and drawn pictures, but can also share animated videos, graphs, sounds, and more from the internet. Students can interact with these elements when they come up to the board. Here is a website featuring the digital whiteboard, made by SmartBoard: http://smarttech.com/smartboard. There is a big need in society for a greater use of technology because students enter a world filled with technology once they leave the classroom. The digital whiteboard provides students with the opportunity to be challenged during lessons and to provide them with immediate information about the world around them.

            Challenges that occur with this technology are due partially to the hardware of it. With original models, if more than one pen is picked up at a time, the board does not work. Additionally, we are moving into an age where typing is the number one component for transferring information. However, with the digital whiteboard, the only keyboard provided is the visual one on the screen, which can be difficult to use. Digital whiteboards mounted high on the wall are often too high for students to reach. Those on wheels lose their alignment when they are accidentally touched or pushed. Lastly, students often get used to looking only at the digital whiteboard and they are not looking at the teacher. Even when the teacher is speaking, the students are often looking at the board instead of the teacher.  

            This technology could be even better if multiple styluses could write on the board at one time. If there was an external keyboard that could be connected and used rather than a virtual keyboard, typing on the board would be faster. A lock feature for the wheels or a way to install it lower on the wall would also make the experience better. If there was a way to turn off and on the board quickly so that attention could be diverted to the speaker, this would help attention.

References

Concordia University (2009). The history of the classroom blackboard. Journal of News and

            Resources for Teachers. Retrieved from http://education.cu-portland.edu/blog/reference-

            material/the-history-of-the-classroom-blackboard/

 

SMARTClassrooms (2009, April 13). SMART Boards why are they so easy to use? Retrieved

from http://youtu.be/0U05WeXPGlk

Select an Obsolete Technology From the Supply Closet

The Nextel cell phone used for walkie talkie capabilities is an obsolete technology at the school at which I work. The Nextel cell phone was bolted to every classroom wall with security screws. They were supposed to be plugged in and left on throughout the day so that each classroom could communicate with each other, the therapy rooms, or the front office if needed. Everyone was instructed to do this by “bleeping” each other, which was a term that meant pushing a button to activate the walki talkie feature, then punching in the code of a phone from another room, and then talking through the speaker. The purpose of the phones was so we could communicate with other rooms without physically going to those rooms.

            There were many reasons this technology stopped being used. First, the phones were placed too high from the outlet for the plug to reach it. As a result, every room had to add an extension cord to use it. In a school for students with special needs and behavior problems, the cord was always a hazard. Second, in order for the phones to work, they had to be on. The phones were turned off in some classrooms because anyone who owned a Nextel phone and had the phone’s number could bleep it, even if that person was not part of our school building or staff. That means people who dialed a number incorrectly would bleep the rooms and some of the rooms had the phone number of a phone that was recently disconnected so anyone trying to still reach that person continually bleeped. This was distracting during the day. Third, in order to answer a call, someone had to hold down the button and respond, the same way a walkie talki works. This means teachers had to stop teaching in order to communicate with the caller. Fourth, it was a long process to look up the phone number of the room you wanted to communicate with, wait for the person to answer, and then communicate though the walkie talki. Many times people felt it was faster to just walk to the other classroom, especially considering that our school is not very big. Fifth, our school is used my other programs, who rent the building, during the evening and weekends. The students who attended those programs would use tools to pry the phones off the wall, and steal the memory cards and batteries out of the back of the phones. Or, they would use it so much, that it had to be reset, which would mean we would have to pry it off the wall to reset it. Sixth, the school no longer had enough money in the budget to pay the monthly fee for all of the phones. The two technologies that are used in replace of the Nextel phones are two technologies we already had in place: the school intercom and email. The school intercom only works between the office and the classrooms. Email can work between anyone with an email address in the school. The only way for a classroom to communicate with another classroom immediately is by physically going to that classroom. If there are staff or teachers who are friends we also call or text each other from our cell phones.

            In order for me to want to integrate a technology into my organization, the technology needs to provide an opportunity that is not otherwise possible without it. This could mean bringing a completely new variable into the picture. For example, the students could use an iPad to simulate a cash register to help students learn to make change for vocational practice. It could also mean making a difficult task easier. For example, using an iPad to create a picture collage by cutting and pasting pictures already saved in the iPad rather than manually cutting them with scissors and gluing them down.

 

Responses to Videos

Responded to
Devonee - https://plus.google.com/109581578406339641464/posts
Ena - http://ena-spoonfulofsugar.blogspot.com/
Jasmine - http://educ8842turnerj.blogspot.com/
Sanjay - http://onlineinstructing.wordpress.com/
Kelly - gasappwife.wordpress.com

Video Presentation

Butakov, S., Dyagilev, V. & Tskhay, A. (2012). Protecting students' intellectual property in the

web plagiarism detection process.

This qualitative research provides information about plagiarism detection services and how they are critical for learning management systems in online and distance schools. The plagiarism detection services help schools to catch plagiarism quickly. However, when schools use outside services, the information fed into them is able to be analyzed by these outside services. This means that if someone plagiarizes, the plagiarism detection service is also notified. Some schools consider this to be a breach of confidentiality because with that information, a school can be criticized for the amount of plagiarism that comes up in the system. Schools would like to keep the information fed into the plagiarism detection service private and deal with it within their own system. Suggestions are provided for how this can be achieved.

Falcon, R. (2010). Intellectual property rights and the classroom: What teachers can do.

            Retrieved from

            http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED525234

This is a qualitative research study. Falcon (2010) believes that intellectual property rights infringe on students' and teachers' abilities to collaborate and interact in an intellectual manner. Although Falcon's study provides information on how intellectual property laws can protect people, it shows how they disable people from working collaboratively and using each other's ideas to create new ones. Suggestions are made in order to change these laws that would help make them better for students and teachers.

Jane, A. (2009). Developments in intellectual property and traditional knowledge protection.

            Austrian Journal of Adult Learning, 49(2), 352-363

This mixed methods research provides an oversight of how intellectual property needs to be protected in the areas of law, society, and culture. More specifically, it concentrates on Indigenous people and their specific needs. It analyzes their communities and how their culture is effected by intellectual property theft and protection. It compares and contrasts recent developments with ones from the past and their success rates.

Jameson, D. (2011). Who owns my words? Intellectual property rights as a business issue.

            Business Communication Quarterly, 74(2), 210-215.

This qualitative study explores the fact that "most college faculty" look to plagiarism as an underlining moral issue rather than a business or legal issue (p. 2010). From a business or legal issue intellectual property is something that can be stolen. When it is stolen it is just like when a physical object is stolen from someone's home. This study also provides definitions for intellectual property and how it relates to plagiarism. It also explores intellectual property rights in different industries, such as music. 

Maiwald, M. & Harrington, K. (2012). Transfer of teaching materials between universities:

Where is the boundary between legitimate transaction and violation of moral intellectual

property rights? 54(2), 61-64.

In this quantitative study, Flinders University of South Australia's School of Medicine passed on their curriculum to Deakin University in Victoria, Griffith University in Queensland, and St. George's Medical School in the UK (Maiwald & Harrington, 2012, p. 61). Approximately two years later a staff member from Flinders saw a copy of the teaching materials being used at Deakin University and the materials did not include any recognition for the people who created the documents or were involved in the medical cases described (p. 62). It was also discovered that 90% of the lectures were copied from Flinders, but a few words were changed (p. 62). When Flinders tried to raise a complaint, the school responded saying that Deakin University was not violating any rules because the school agreed to give their teaching materials to them (p. 62). When the National Tertairy Education Industry Union became involved it was determined that Deakin University did break copyright and authorship laws as they apply to intellect property moral rights (p. 63). As a result, Deakin University has to include citations from who they received the material from and had to issue an apology (p. 63).

Stakey, L., Corbett, S., Bondy, A., & Davidson, S. (2010). Intellectual property: What do

teachers and students know? International Journal of Technology and Design Education.

20(3), 333-344.

            This mixed methods study provides both hard and soft data on what teachers and students know about intellectual property. The research analyzes how much technology teachers know because they must teach their students how to respect everyone's intellectual property rights. Students must also learn how to protect their own ideas and how to exercise their own intellectual property rights. A survey was distributed to a small group of students and teachers in order to identify misconceptions about intellectual property. The research shows that teachers and students have difficulty distinguishing the definitions and rights that fall under patents, copyrights, and registered designs.

Resources

American Association of University Professors. (1999). Statement on distance education.

Retrieved from http://www.aaup.org/report/statement-distance-education

 Butakov, S., Dyagilev, V. & Tskhay, A. (2012). Protecting students' intellectual property in the

web plagiarism detection process.

Falcon, R. (2010). Intellectual property rights and the classroom: What teachers can do.

            Retrieved from

            http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED525234

Jane, A. (2009). Developments in intellectual property and traditional knowledge protection.

            Austrian Journal of Adult Learning, 49(2), 352-363

Jameson, D. (2011). Who owns my words? Intellectual property rights as a business issue.

            Business Communication Quarterly, 74(2), 210-215.

Maiwald, M. & Harrington, K. (2012). Transfer of teaching materials between universities:

Where is the boundary between legitimate transaction and violation of moral intellectual

property rights? 54(2), 61-64.

Pamela McCauley Bush (2013). About Dr. Bush. Retrieved from

http://pamelamccauleybush.com/

Stakey, L., Corbett, S., Bondy, A., & Davidson, S. (2010). Intellectual property: What do

teachers and students know? International Journal of Technology and Design Education.

20(3), 333-344.

Moving Toward Dynamic Technologies

I believe I am on the static end of the static-dynamic continuum because the technologies I use in my classroom are more informative than they are interactive (Moller, 2008, p. 1). I need to brainstorm ways that I can use technology in my classroom in more of a dynamic way. In other words, to use interactive technologies that help students to build on their own knowledge (p. 1).

One of the reasons I am in this position is because of the limited technology available in my school. Due to this, I need to get more creative and more organized when it comes to integrated technology meaningfully into classroom time.

I think I can move towards the dynamic end by looking for interactive games that relate to lessons I am teaching and creating a computer schedule so students can take turns utilizing the games. The types of games selected would be those that help build on the academic skill knowledge of the students. I do not think this will completely bring me into the dynamic end, but it will help me to progress towards there.
Resource

Moller, L. (2008). Static and dynamic technological tools. [Unpublished Paper].

Module 5 Responses

http://ena-spoonfulofsugar.blogspot.com/2013/08/module-4-educ-8842-concept-map-static.html?showComment=1375556173346#c6610882841864685831
and
http://edtechdiffusionbydevonee.blogspot.com/2013/07/here-is-updated-version-of-graphic.html#gpluscomments

Module 4 Responses

http://edtechdiffusionbydevonee.blogspot.com/2013/07/graphic-organizer-of-student-engagement.html
and
http://gasappwife.wordpress.com

Engaging Learners with New Strategies and Tools

Content	Communication	Collaboration
Chat Rooms can be used to for teachers to explain content to students and as a result students will experience increased satisfaction and therefore social presence will increase (Swan & Shih, 2005, p. 129).	Chat Rooms can be used for teacher to student and peer to peer communication, and as a result students will experience increased satisfaction and therefore social presence will increase (Swan & Shih, 2005, p. 129).	Chat Rooms can be used for collaboration on assignments and as a result students will experience increased satisfaction and therefore social presence will increase (Swan & Shih, 2005, p. 129).
Problem-based learning is great for encouraging a learner-centered interactivity approach to real world problems (Durrington, Berryhill, & Swafford, 2006, p. 192). Go To Meeting provides video chat, audio chat, and people are able to type and show their desk top. This means presentations and data can also be shared.	Problem-based learning is great for encouraging a learner-centered interactivity approach to real world problems (Durrington, Berryhill, & Swafford, 2006, p. 192). Go To Meeting provides video chat, audio chat, and people are able to type, which means communication can be visual and auditory.	Problem-based learning is great for encouraging a learner-centered interactivity approach to real world problems (Durrington, Berryhill, & Swafford, 2006, p. 192). Go To Meeting provides video chat, audio chat, and people can collaborate through this by sharing ideas.
Grockit is an on-line social media community with an education feel. Students can study with friends, predict their performance on standardized tests through diagnostic testing, target weaknesses, find tutors, and watch video instruction. https://grockit.com/	Students must feel comfortable and respected in the online community and an instructor can create that atmosphere by showing the expectations for the course and setting guidelines (Durrington, Berryhill, & Swafford, 2006, p. 191).	Skype can be used to connect with people all over the world and collaborate with them under the same topic. http://www.skype.com/
Educreations allow both students and teachers to create video lessons with their iPad or their browser. The app is free to download. Teachers can use this to clarify information that students read or watched through video. http://www.educreations.com/	Email can be used to communicate and send direct messages.	ePals is used to connect with other learners in cultural-exchange and language learning projects. http://www.epals.com/
On-line educational games (for example, www.funbrain.com) or apps on the iPad can be used to reinforce skills being taught.	Message boards can be used to make public announcements, share information, critique information given, analyze new concepts, and provide feedback to other people.	OpenStudy is an interactive message board and chat room that has people logging in from 180 different countries. Students have the opportunity to log in and study with people. They can share study plans and collaborate for information. www.openstudy.com

Reflection

The technological tools learners are using outside the classroom should be brought into the educational process because students are already familiar with these tools. We are in a technological era where it is absurd if someone does not have experience with a computer, an Apple product, or a cell phone. Utilizing these in the educational process can enhance student learning. There are a number of tools and strategies that can be used to increase student learning. For example, the iPad has thousands of apps that can be downloaded for free to reinforce skills. Different apps mean different opportunities to reinforce skills without feeling like the same skills are being taught over and over again. Tools that especially work well in an on-line community are chat rooms and applications such as Go To Meeting, because they can mimic in-person learning. For example, Go To Meeting has a video portion and this allows for people to see others’ facial expressions.

Resources

Durrington, V. A., Berryhill, A., & Swafford, J. (2006). Strategies for enhancing student interactivity in an online environment. College Teaching, 54(1), 190−193. Use the Academic Search Premier database, and search using the article's Accession Number: 19754742

Swan, K., & Shih, L. F. (2005). On the nature and development of social presence in online couse discussions. Journal of Asynchronous Learning Networks, 9(3). Retrieved from http://sloanconsortium.org/jaln/v9n3/nature-and-development-social-presence-online-course-discussions 

Module 3 Responses

I responded to both posts for Module 3 on:

http://ena-spoonfulofsugar.blogspot.com/

and

http://marytolsoneds.blogspot.com

Assessing Collaborative Efforts

The point of collaboration is to address "issues that cannot be addressed individually." I think a big problem with collaborative learning is that instructors give assignments that require working in groups when collaboration is not necessary. For example, I for one have never worked in a group on a topic that I could not have researched alone. Many times the assignment is tedious and requires a lot of work that is easier split up amongst different people to save time, but the topic is not so intellectually stimulating that more than one brain is required.

When asked the question, "If a student does not want to network or collaborate in a learning community for an online course, what should the other members of the learning community do?" it makes me wonder if the collaboration is truly necessary. This video explains that not all students learn the same way, some need to be left alone:

However, if an assignment truly needs collaboration, it requires multiple people working together, the person will not request to be alone because the person will need the help of others.

If the instructor firmly believes that the assignment requires more than one person's help then the instructor can explain that. If one person can adequately accomplish his/her work without collaboration then I think the instructor should allow the person to work alone. It is not a challenge to the person and the assignment should be reconsidered for next year.

A collaborate learning community needs a different rubric than an assignment that requires individual work. George Siemens explains that the assessment of the project should include information on how many times a student logged in to work on a project or how many hours the student spent working with the others in the group (Laureate Education, Inc, 2012). This is because the collaboration portion is critical to the assignment, otherwise collaboration would not have been necessary. Other people from the class should also have the opportunity to rate the quality of the information presented and rank the usefulness (Laureate Education, Inc, 2012). This could also go into the grading of the individual and group. The varying skills and knowledge students bring to a course would be reflected in the rubric the same way it is during an individual evaluation, but in collaborative learning, it is more important how that individual shared that information with the group.

Resource
Laureate Education, Inc. (Executive Producer). (2012). Assessment of Collaborative Learning. Baltimore, MD: Author

Video Presentation: Post Storyboard on Blog

Please provide feedback for this, I do not know if I am going in the right direction. I am not sure if I should be explaining the articles.

Visual	Sound
Me	Definition of Intellectual Property
Me	Provide an effective and specific summary on Intellectual Property
Me	Explains 1st Article
Me	Explains 2nd Article
Me	Explains 3rd Article
Me	Explains 4th Article
Me	Explains 5th Article
Me	Explains 6th Article
Shows a short video of an impact Intellectual Property has on educational technology	Sound is included
Shows a graph explaining the influence of educational technology on Intellectual Property	Explanation of graph provided by me
Me	Asks a thought-provoking question