Week 4: Technology Trends for e-Learning

e-Learning has come a long way from correspondence study, whether it be the "regular post office mail or electronic mail" (text, p. 95). It was interesting to see how e-learning has evolved through prerecorded media, two-way audio, two-way audio with graphics, video, and now to technologies used for online instruction. Web 2.0, used for sharing information, is commonly used to connect people in more ways than one. The abundance of resources available to use such as different E-mail sites, Blackboard, Blog sites, Dotsub, Wikipedia, Google Docs, Facebook, Youtube, DimDim, Skype, VoiceThread, GoAnimate and more open an array of communication possibilities. Using Web 2.0 has become a craft. One must discipline themselves on using these resources for a purpose and be able to explore in order to use these sites to its potential.

Being the technology liaison at my school, I've had the opportunity to bring some of these resources to our staff meeting. We used Comic Life to create yearbook pages for each classroom, iWeb for making on-site web pages, and Go Animate to show how standards can be shared in a fun way through animation. Although the interest was there for my colleagues at the meeting, the motivation to continue to use them was not there. Sometimes technology at my site has to be a forced issue. The two forms of communication that our staff does use daily is e-mail and iChat. There is even a divide within our staff with the amount of technology that is being used for learning. Teachers are having trouble getting onto the Internet and don't know how to troubleshoot the problem. Instead of learning to fix it or getting it fixed, they dismiss the use of Web 2.0.

This "digital divide" filters into the students at my school. Our main resource for computers is to type, create PowerPoint presentations, take reading tests, or go on educational websites. One reason for this is the firewall that blocks a number of sites that could be used for communication. Not only is there a lack of computer use at our school, but there is a lack of computer use in the homes of our students. Many of them do not have computers, or they have computers but don't have the Internet. I know our school has to do a better job exposing our students, but it makes if difficult when we only have computer lab time once a week or our laptops are being stolen out of our rooms (okay, enough complaining from me).

As for using Web 2.0 for my own personal use, taking the ETEC classes has really exposed me to many different resources for communication. I've used e-mail, have made a web page for family and friends, and consistently use Facebook to communicate. But putting together a blog, using Skype, DimDim, Goggle Docs, exposure to Go Animate, Camtasia, Blackboard, Podcasting, etc., was only done because of the classroom requirements. I am not one to search around for different communication resources. I usually check something out by reference. But just by exploring all the different Web 2.0 samples, it makes me realize how much I am missing out on.

The potential of these technologies for online learning is limitless, but like I said before, one must know the potential of the resource and have a purpose for its use. The sample that caught my attention was Dotsub. What a great resource to be able to translate videos through subtitles. My school would definitely benefit from this because of the amount of Spanish speaking parents and students we have. I also enjoyed the demo for VoiceThread. I can see that being used for student discussion in any content area. What a powerful tool to be able to see what the discussion topic is about and comment on that topic in a variety of ways. I also thought it was clever that one could even share through drawing.

Using Web 2.0 for information sharing is definitely "student-centered learning." It does promote "activine learning, collaboration, mastery of course material, and student control over the learning process" (text, p. 232). I can't wait to see what great resource someone is thinking of right now to support e-learning.

Week 3 - Clark vs. Kozma

Kozma:

The advancement of technology today supports Kozma's argument on learning with media. One shouldn't envision media as just "vehicles" for driving instruction. There are more unique attributes that media offers wherein the focus can be learner-centered. Simonson, Smaldino, Albright, and Zvacek (2009) state that a goal for "distance education programs is to make education more student centered through the prepackaging of instructional materials that students may use when convenient" (p. 80). The key word there is "convenient". Learning with media advantages include this ubiquitous idea wherein a learner can acquire information at anytime, anyplace, whenever it is wanted. E-mail, Skype, DimDim, Blackboard, Web Pages, etc. give learners this capability. In Hastings and Tracey's article (2004), they mention how only computers can access databases, assist virtual classrooms, and "can provide interactive, anytime, anywhere, learner-controlled training" (p. 29). As courses are designed to be more learner-centered, computers help to increase motivation because it gives the learner more time to interact with the content.

The array of different media also taps into the multiple intelligences of learners. Learning with media might be the key component for visual learners wherein different attributes of media varies teaching and learning possibilities. For example, the military used teletraining as one of its courses and found that they had statistically major gains in precourse and postcourse performances (Simonson, Smaldino, Albright, and Zvacek, 2009). Research was also done by Souder (1993) comparing interaction and achievement of distance learning and traditional learning. Evaluations were made using a questionnaire, and students who participated in distance learning bonded more with their classmates and instructor. Results also showed that they had higher achievements than those involved with traditional learning.

Although Kozma believes that learning with media is highly effective, he does understand that instructional methods and delivery medium is just as important. A course designer must consider each and think about the learners when choosing what media would be most beneficial to learn with.

Session 2: Reflection of DimDim discussion

From the discussion on distance education and e-learning yesterday, I like how Dr. Baek described distance education as being the umbrella, and falling under that umbrella would be e-learning. Distance education (DE) refers to "a tremendous variety of programs serving numerous audiences via a wide variety of media" (Simonson, Smaldino, Albright, Zvacek, 2009, p. 9). E-learning happens to be one means of DE, anything that would be electronic. That doesn't mean DE can only occur with the use of electronics, but that does seem to be the popular demand for DE these days. As electronics and technology rapidly progress, the definition of DE is changing.

I think there are different definitions of DE because it is being used for different purposes. Whether it be used in an educational, business, or government setting, each have its individual objectives and therefore learning might take place differently within that setting. For example, Moore's transactional distance theory looked at DE as either student-content, student-student, and/or student-instructor. Depending upon the learning situation, one might be heavier weighed than the others. In our course, I think the combination of each are needed for effective DE to occur. In a business setting, student-student might not be as effective as maybe student-content. DE can be emphasized as autonomous or interactive. I like the flexibility of DE happening at either the same-time, different-place (synchronous DE which might be more interactive) or different-time, different-place concept (asynchronous DE, which is more autonomous). The rise of technology has brought upon new ideas to DE, and depending upon the setting and learner objectives, theories of DE will continue to differ.

As for trends in e-learning/distance education in my work place, there isn't too much of it going on at the elementary level. There is a lack of technology use in our school community. Students or parents don't have the resources to learn at a distance. For my thesis project, I originally wanted to create an online source for the parents to refer to about my classroom and the school. But because of this lack, I had decided to create a DVD instead. I think there is a need for DE, but there is a greater need for certain hardware and software for DE to occur.

Comparing the use of DimDim to Skype, DimDim definitely had some key features. I especially liked the center that shared material such as PowerPoints and a screen shot of the host's desktop. That was very powerful in showing step-by-step instructions. I also thought the tools to collaborate in the center was interesting and could be used in a variety of ways (you would really have to monitor the group and how to use the tools). The mood features allowed the others to quickly send the host thoughts about the discussion. I'm not too sure I liked how only 3 people could speak at a time. There were times when I wanted to say something, but it would be too long to type out on the chat section. When I did respond through typing, I would miss out on what was being discussed. If I was the host, I think it would be difficult to keep up with discussion and reading all the messages, especially if many people were responding. At least with Skype, you can say what you want to say when you want to say it, and everyone would be listening so you wouldn't miss out on anything. I really like DimDim for presentation purposes but I think I like Skype better for informal discussions.

Introduction (week 1)

Hi there! My name is Heidi Dacio, and this is my second year in the ETEC program. I am a first-year first grade teacher in San Bernardino City Unified and am still getting used to it after being a fifth grade teacher for seven years. It's a different world down there, but it is so exciting to see little ones learn how to read. Along with this class, I am finishing up my design and development thesis. I hope to graduate this spring as long as everything goes as planned.

With all the hurdles education is going through right now, I plan to stay put in teaching at the elementary level. I enjoy being at my school and love teaching the kids. I've explored teaching teachers on how to integrate technology into the classroom, using different programs like the InterWrite software and hardware. I definitely want to get more experience with teaching kids before going down that route.

I decided to take ETEC 501 as my last elective for the program. I heard about it at the EdTech Conference this past November, and it sparked my interest. E-learning has been a big part in getting my master's degree. With working full time and a family, e-learning has given me the flexibility to learn at my own pace. Of all the classes I've taken over the past two years, online courses have always been my number one picks. I've become very familiar with using blackboard, e-mailing, creating blogs, and researching online. E-learning is ubiquitous and continues to be a common way of learning amongst myself and many others.