- Twitter - This transformed the way questions are asked and answers are given. Immediate responses. Developing a network increases the knowledge base. A truly dynamic application, cross platform, cross browser.
- Collaboration - Realizing the power of collaboration, more shared workspaces are emerging. Immediate collaboration, immediate content creation.
- Netbooks - Not laptops, not notebooks, but NETBOOKS. Small, powerful devices that could become even more important in the future. Economical, portable.
Thursday, December 31, 2009
Tuesday, December 22, 2009
“Things do not change; we change.” – Henry David Thoreau
New perspectives are fostered through change, through innovation. As our students change, so must we also change. Professional development is changing also. Providing focused technological workshops on Web 2.0 tools, Twitter, Delicious, Shareaholic, Microsoft PowerPoint 2007, Microsoft OneNote, Evernote, and Films on Demand and portable MP3 players, technologically enhanced or “SMART” classrooms has introduced new and different technological tools for teaching and learning. Immediate immersion into technology has provided many participants real world examples that can be quickly replicated in their classrooms.
From Netbooks to tablet pcs, to e-book readers, to pocket high definition video cameras – the technological spectrum is changing and professional development has changed also. We evaluate new and emerging technologies for teaching and learning. Faculty have the opportunity to explore technology and pedagogy.
We know where we started. We keep one eye on the present and one eye on the future.
“To improve is to change; to be perfect is to change often.” – Winston Churchill
Think of the first time you saw a COMPUTER. ... Now, think of the first time you saw the computer in a CLASSROOM.
"Computers in the classroom! What are they thinking? They'll never work. Who will keep them working? I don't have time to learn COMPUTERS!"
But, look at us now. We are computer literate. We are using computers - technology - to improve teaching, to facilitate learning. We keep searching for easier, more intuitive software applications to use. And, we find answers. And, more questions. And more answers.
How upset would you be if they were to take all of the computers out of the room? How upset would your students be? Could you still teach? Would they still learn?
Innovation distinguishes between a leader and a follower - Steve Jobs
Be an innovative leader, be an innovative educator, take a chance ... make a difference!
Monday, December 21, 2009
NOTE: Had a wonderful opportunity this weekend. Spent time in a good "conversation" with part of my Twitter PLN. This posting was, and continues to be, inspired by the conversations. (Oh, and if you'd like to join in on the conversation, http://twitter.com/dpeter)
Part of the "common" vocabulary we find ourselves using is something 1.0, 2.0, and 3.0. I've always been curious and wonder what this distinction means. We have read articles on XXX 1.0, 2.0, and 3.0.
So, I started thinking, "What was Teaching and Learning 1.0"? This is, to me, PC (pre-computers). This is the "traditional" one-room school house. This focused on mastery of CONTENT.
Teaching and Learning 2.0 is WC or WT (with computers or with technology). We find technology in more and more aspects of the classroom, of teaching and of learning. Teaching is accomplished WITH technology. Learning incorporates and integrates technology into the process. It becomes problematic to imagine teaching and learning without technology. Technology has become ubiquitous and integrated into the fabric of education. This focused on CONTENT acquisition and APPLICATION.
Between 2.0 and 3.0 (maybe Teaching and Learning 2.5?) we find content being created, categorized and shared. Applications are being created and updated with remarkable speed, making their use seamless and intuitive. Shared spaces are emerging that promote and encourage collaboration locally as well as internationally. This focused on the INTEGRATION of content.
Teaching and Learning 3.0. Here is where things begin to blur. As the technology advances, becomes smaller, more powerful the uses of technology change, morph, shift, and adapt. The presence of technology becomes a norm instead of an exception. The type of device (netbook, notebook, laptop or smart phone) becomes less and less significant - it is the presence of the device, the way in which the device is being used that makes the difference between 2.0 and 3.0. The physical spaces needed for the 2.0 and 1.0 world are now ill-defined - we can use technology almost anywhere. This focuses on the INTEGRATION, MASTERY and APPLICATION of content.
Teaching and Learning 3.5. Smaller devices promote truly lifelong learning. Media, digital media, is available anytime. Checking the accuracy of information is not limited to the sources available, but to the search engines depth and breadth. Technological advances continue to extend our thinking to new frontiers. What's the next device? I'm not quite sure. But, I believe, that as we have responded to the changes and advances in technology, we are slowly shifting from technology as a separate and distinct element of teaching and learning - there is a connection between teaching, learning and technology that will push contemporary notions of learning and teaching.
Sunday, December 20, 2009
- Still amazed at the power and reach of Twitter. I've used Twitter as part of my personal professional development.
- The ability to use delicious to help aggregate and share digital resources is understated. I've been using TAGS to help me find and share a group of URLs.
- The netbook is fast becoming one of the more portable, powerful, ubiquitous and transparent devices.
- Google Docs is becoming an easy way to share documents, presentations, spreadsheets and other documents. I can share a URL, and when the document is updated it is available to all with the URL.
- Google Reader. I've subscribed to blogs, and Google Reader lets me find, search and share interesting things.
Monday, December 14, 2009
"Talk to someone. They're the best book."
"What? No book?"
"Read a book if you'd like, but it's more important to talk with teachers. Ask them questions. Have them tell you a story. That's the best book on teaching."
I have used this for professional development workshops, discussions on interaction and interactivity, the role of media, the importance of technology, classroom technology and many others.
Bates, A., & Poole, G. (2003). Effective teaching with technology in higher education: Foundations for success. San Francisco, CA: Jossey-Bass.
While Brookfield's books are not recent, they do remind us of some of the core beliefs for teaching. Is this trend for Brookfield indicative of a desire to focus, or refocus, teaching on core beliefs or principles?
Does this indicate also a need to integrate the four lenses in the contemporary, techno-centric, learner-focused classroom?
I'll look at this trend. Brookfield is always interesting and appropriate for all classrooms. Makes one stop and wonder.
Wednesday, December 09, 2009
Telephones, or smart phones, are quickly becoming the next mini-computer. I can surf the web, download applications, check email, compose email, take pictures (and videos), share them. The always on, always connected world of the smart phone has the greatest potential to shrink our world. I can reach out to a large group IMMEDIATELY. And, the group is now EVERYWHERE in the world. The world, this community is getting more connected.
Collaboration. People realize that there is more power in the group than the individual. Being able to ask questions and confirm my ideas or present me with new ideas is powerful. I am amazed at the speed of asking questions and receiving answers – sometimes a multitude of answers – from my colleagues.
The PLN (Professional Learning Network) is, in my opinion, the most dynamic part of the horizon. Using many social media tools (Twitter and Ning, as examples) I am able to learn and grow as a professional. The members of my PLN are colleagues and collaborators who share the passion of education – for students of all ages, and all educational venues.
Regardless of the technologies that may come and go (as many do) there are, or will be, at least two constants: first, innovation is key and critical to everything; and second, collaboration is a necessary part of advancing knowledge.
We will continue to find new and different ways to use existing materials. We will continue to demand easier and more intuitive programs and applications. We want it now, and we don’t have a lot of time to invest in learning intricacies or the subtle nuances. We will continue to expand and explore teaching and learning strategies. The desire for knowledge will fuel our drive to create, assemble, deconstruct and reconstruct knowledge.
We know that there is power in the group, in the collective, in the community. Whether our community is small or large, local or international, we are driven to connect with others.
What’s over the horizon? Depends on where you are standing. What do YOU see?
Monday, December 07, 2009
- Baxter Magolda, M. (2004). Making their own way: Narratives for transforming higher education to promote self-development. Sterling, VA: Stylus Publishing.
- Berkun, S. (2007). The myths of innovation. Sebastopol, CA: O’Reilly Media.
- Bonk, C. (2009). The world is open: How web technology is revolutionizing education. San Francisco, CA: Jossey-Bass.
- Brown, J., & Duguid, P. (2002). The social life of information. Boston, MA: Harvard Business School Press.
- DeBono, E. (1999). Six thinking hats. New York, NY: Back Bay Books.
- Gardner, H. (2006). Changing minds: The art and science of changing our own and other people’s minds. Boston, MA: Harvard Business School Press.
- Gardner, H. (2006). Five minds for the future. Boston, MA: Harvard Business School Press.
- Godin, S. (2008). Tribes: We need you to lead us. New York, NY: Portfolio.
- Healy, J. (1998). Failure to connect: How computers affect our children’s minds – for better and worse. New York, NY: Simon and Schuster.
- Heath, C., & Heath, D. (2007). Made to stick: Why some ideas survive and others die. New York, NY: Random House.
- Jarvis, J. (2009). What would google do? New York, NY: Collins Business.
- Li, C., & Bernoff, J. (2008). Groundswell: Winning in a world transformed by social technologies. Boston, MA: Harvard Business School Press.
- Penenberg, A. (2009). Viral loop: From facebook to twitter, how today’s smartest businesses grow themselves. New York, NY: Hyperion.
- Penn, J. (2007). Microtrends: The small forces behind tomorrow’s big changes. New York, NY: Twelve.
- Roam, D. (2008). The back of the napkin: Solving problems and selling ideas with pictures. New York, NY: Penguin.
- Rosenberg, S. (2009). Say everything: How blogging began, what it’s becoming, and why it matters. New York, NY: Crown.
- Sawyer, K. (2007). Group genius: The creative power of collaboration. New York, NY: Basic Books.
- Shirky, C. (2008). Here comes everybody: The power of organizing without organization. New York, NY: The Penguin Press.
- Stross, R. (2008). Planet google: One company’s audacious plan to organize everything we know. New York, NY: Free Press.
- Tapscott, D. (2009). Grown up digital: How the net generation is changing your world. New York, NY: McGraw Hill.
- Tapscott, D., & Williams, D. (2008). Wikinomics: How mass collaboration changes everything. New York, NY: Penguin.
Sunday, November 29, 2009
Who determines our expectations? Sometimes we expect, or demand, more from ourselves. We allow ourselves to be shaped by stakeholders. What do we offer our students? Do we offer them our best?
Do our expectations change over time? The longer we teach, the greater our experience becomes. Our expectations may be shaped the unique dynamics of the classroom, of the students. We are the sum of our experiences.
What SHOULD we expect? Nothing than the best, from ourselves, from our students.
Friday, November 20, 2009
• Bring instructors into the central business of the college, LEARNING, as efficiently as possible
• Improve student engagement (performance, persistence) especially in the first year
• Foster and encourage quality instruction
• To establish a learning community for faculty
• To encourage self- and group-reflection on the principles and practices of good teaching
• To provide tools, resources, and expert guidance to improve the quality of teaching
• To assist faculty in designing enriched learning environments for our students
Wednesday, November 18, 2009
Friday, November 13, 2009
Wednesday, November 11, 2009
Brookfield, S. (1995). Becoming a critically reflective teacher. San Francisco, CA: Jossey-Bass.
Brookfield, S. (2006). The skillful teacher: On technique, trust, and responsiveness in the classroom. (2nd Ed.). San Francisco, CA: Jossey-Bass.
Elbaum, B., McIntyre, C., & Smith, A. (2002). Essential elements: Prepare, design, and teach your online course. Madison, WI: Atwood Publishing.
Gillespie, K. (Ed.). (2002). A guide to faculty development: Practical advice, examples, and resources. Bolton, MA: Anker Publishing.
Palmer, P. (1998). The courage to teach: Exploring the inner landscape of a teacher's life. San Francisco, CA: Jossey-Bass.
Seldin, P., & Higgerson, M. (2002). The administrative portfolio: A practical guide to improved administrative performance and personnel decisions. Bolton, MA: Anker Publishing.
To know that a free society is where the exchange of ideas is welcomed, encouraged and tolerated - that's why I served. (US Army 1984-1996)
Monday, November 09, 2009
Friday, November 06, 2009
Brookfield, S. (2006). The skillful teacher: On technique, trust, and responsiveness in the classroom. (2nd Ed.). San Francisco, CA: Jossey-Bass.
Sunday, November 01, 2009
Saturday, October 31, 2009
- DAY 0 of 31: Using mobile technology to learn – 09/30/2009 http://quality-instruction.blogspot.com/2009/09/using-mobile-technology-to-learn.html
- DAY 1 of 31: Using digital assets in teaching and learning – 10/01/2009 http://quality-instruction.blogspot.com/2009/10/using-digital-assets-in-teaching-and.html
- DAY 2 of 31: Social learning or learning socially with social media – 10/02/2009 http://quality-instruction.blogspot.com/2009/10/social-learning-or-learning-socially.html
- DAY 3 of 31: Delicious as a digital resource aggregator – 10/03/2009 http://quality-instruction.blogspot.com/2009/10/delicious-as-digital-resource.html
- DAY 4 of 31: Using Google Reader to gather and sort information – 10/04/2009 http://quality-instruction.blogspot.com/2009/10/using-google-reader-to-gather-and-sort.html
- DAY 5 of 31: Twitter as a collaborative tool – 10/05/2009 http://quality-instruction.blogspot.com/2009/10/twitter-as-collaborative-tool.html
- DAY 6 of 31: So, why use social media? – 10/06/2009 http://quality-instruction.blogspot.com/2009/10/so-why-use-social-media.html
- DAY 7 of 31: Why Google Documents? – 10/07/2009 http://quality-instruction.blogspot.com/2009/10/why-google-documents.html
- DAY 8 of 31: Using Slideshare for presentations – 10/08/2009 http://quality-instruction.blogspot.com/2009/10/using-slideshare-for-presentations.html
- DAY 9 of 31: Best practices for technology in the classroom – 10/09/2009 http://quality-instruction.blogspot.com/2009/10/best-practices-for-technology-in.html
- DAY 10 of 31: Screencasting – 10/10/2009 http://quality-instruction.blogspot.com/2009/10/screencasting.html
- DAY 11 of 31: Collaboration and technology – 10/11/2009 http://quality-instruction.blogspot.com/2009/10/collaboration-and-technology.html
- DAY 12 of 31: Microlectures, microteaching – 10/12/2009 http://quality-instruction.blogspot.com/2009/10/microlectures-microteaching.html
- DAY 13 of 31: Web 2.0 – 10/13/2009 http://quality-instruction.blogspot.com/2009/10/web-20.html
- DAY 14 of 31: Using different technology, or using technology differently – 10/15/2009 http://quality-instruction.blogspot.com/2009/10/using-different-technology-or-using.html
- DAY 15 of 31: Evernote as a digital organizer – 10/15/2009 http://quality-instruction.blogspot.com/2009/10/evernote-as-digital-organizer.html
- DAY 16 of 31: Technology and quality – 10/16/2009 http://quality-instruction.blogspot.com/2009/10/technology-and-quality.html
- DAY 17 of 31: My blogging statement – 10/18/2009 http://quality-instruction.blogspot.com/2009/10/my-blogging-statement.html
- DAY 18 of 31: Netbooks – 10/19/2009 http://quality-instruction.blogspot.com/2009/10/netbooks.html
- DAY 19 of 31: Using Flip video cameras to extend the classroom – 10/19/2009 http://quality-instruction.blogspot.com/2009/10/using-flip-video-cameras-to-extend.html
- DAY 20 of 31: Deep learning – 10/20/2009 http://quality-instruction.blogspot.com/2009/10/deep-learning.html
- DAY 21 of 31: Mindmapping – 10/21/2009 http://quality-instruction.blogspot.com/2009/10/mindmapping.html
- DAY 22 of 31: Twitcam – 10/22/2009 http://quality-instruction.blogspot.com/2009/10/twitcam.html
- DAY 23 of 31: Blogger, Tumblr and Posterous – 10/24/2009 http://quality-instruction.blogspot.com/2009/10/blogger-tumblr-and-posterous.html
- DAY 24 of 31: Google calendar and task management – 10/25/2009 http://quality-instruction.blogspot.com/2009/10/google-calendar-and-task-management.html
- DAY 25 of 31: Defining faculty development – 10/25/2009 http://quality-instruction.blogspot.com/2009/10/defining-faculty-development.html
- DAY 26 of 31: Technology use and integration – 10/26/2009 http://quality-instruction.blogspot.com/2009/10/technology-use-and-integration.html
- DAY 27 of 31: My definition of technology – 10/28/2009 http://quality-instruction.blogspot.com/2009/10/my-definition-of-technology.html
- DAY 28 of 31: Gathering and Sharing Digital Assets with Web 2.0 Tools - 10/29/2009 http://quality-instruction.blogspot.com/2009/10/gathering-and-sharing-digital-assets.html
- DAY 29 of 31: Tweetmic for audio instruction – 10/30/2009 http://quality-instruction.blogspot.com/2009/10/tweetmic-for-audio-instruction.html
- DAY 30 of 31: Traditional technologies – 10/31/2009 http://quality-instruction.blogspot.com/2009/10/traditional-technologies.html
So, does THIS technology still have a role in education? in the digital age? There is still something to be said about the tactile roles in learning - paper and pencils/pens fill this role. We can USE digital technologies to make this easier, more efficient, faster ... but putting pencil to paper still has worth.
Paperless? Digital? Parts of teaching and learning might be ... but there is still the need for paper and pencil.
Friday, October 30, 2009
So, a text-based message can be accompanied by a voice message. Pretty cool. I'm still figuring out uses ... for instruction ... for professional development.
Thursday, October 29, 2009
I've used Delicious more, probably, to gather and annotate URL's. My delicious account (http://delicious.com/dpeter19) is growing. I use this to collect and share URL's (or web or digital assets) in professional development workshops. I don't have to worry about my bookmarks being "stale" as my delicious tags and bundles continue to grow.
Shareaholic is just a multi-application application. Find a URL and send it to many places, Twitter, email, Delicious, FriendFeed and MORE. Simple and easy to use. I use this to send URL's to email addresses and Twitter, FriendFeed for example.
I'm starting to use Diigo a bit more. The Firefox toolbar makes this easier.
How do I manage the avalanche of digital data, and find things? Delicious. How do I share things immediately via Twitter, email, FriendFeed and others? Shareaholic.
Wednesday, October 28, 2009
Instructional technology is used to instruct. It presents curriculum to students. It may be used in small groups, seminars, labs, and lectures. The control of this type of technology rests with the teacher, and not with the students.
Educational technology is used in the process of education. It may be used by both teacher and student. Control of this technology is shared, between teacher and student. This type of technology can be used in any setting, any curricular context.
Traditional technologies that are naturally associated with the classroom space, chalkboard, pencil/pen, paper are common place and should not be considered to be exclusively instructional or educational.
With the pervasive presence of computers (whether netbook, laptop, or smart phone), this technology may be approaching traditional technology status. Digital assets, digital media, digital projection are finding greater uses in education, as well as life, and as such may soon approach traditional technologies.
Technology is shifting. Technology is becoming present in every aspect of teaching and learning, and is used in different and differing ways.
Instructional technologies are: desktop computers, multimedia projectors, graphics cameras.
Educational technologies are: small, lightweight, portable computers - netbooks, smart phones.
For further reading:
Anglin, G. (Ed.). (1995). Instructional technology: Past, present, and future. (2nd Ed.). Englewood, CO: Libraries Unlimited.
Bates, A., & Poole, G. (2003). Effective teaching with technology in higher education: Foundations for success. San Francisco, CA: Jossey-Bass.
Januszewski, A., & Molenda, M. (Eds.). (2008). Educational technology: A definition with commentary. New York, NY: Lawrence Erlbaum Associates.
Monday, October 26, 2009
Two questions that always seem to be asked. The more I think about the questions, the more I find different answers. We always rush to embrace the latest technologies, and sometimes we are successful, sometimes we are not as successful as we would like to be. I've always felt and believed that technology is not a primary part of teaching OR learning. Technologies always look enticing. But, do they REALLY improve teaching and learning?
The act, or art, or science of teaching and learning involves, first and foremost, a teacher and student - people. They must communicate, negotiate, collaborate, question and answer. Granted, technology MAY play a role, but the act of teaching starts with people.
Technology should be an asset to help, to facilitate, to manage - to process learning. Technology can help in the processing, the presentation or the delivery of learning content. Technology can NOT teach or learn - it helps, it assists, it supplements the process.
So, the questions still are (1) does technology HAVE to be used? (2) does technology improve teaching? learning? It still depends. There are no absolutes - only more questions.
Sunday, October 25, 2009
Professional development may be scheduled or unscheduled. It may involve a small-group (8 or less), large group (12-25), or one-on-one. The size of the group influences the breadth and depth of content coverage.
Scheduled or organized professional development may address topics of an institutional nature. Organized professional development fosters networking, deliberate networking, and is characterized by breadth and DEPTH of reflection and interaction.
Unscheduled or "just-in-time" professional development is ideal for specific situations, or questions. Professional development of this type can provide hands-on use of technology, for example, in a specific classroom that the teacher uses. This type of professional development addresses immediate needs of the faculty with immediate answers. Building connections around a classroom issue, technological issue, or curricular issue, this professional development can deepen faculty awareness and experience.
Quality professional development will be defined as hands-on, student-centered, active, organized small group workshops focused on enhancing and improving classroom instruction, student engagement, building faculty learning communities and offering instructional strategies grounded in contemporary pedagogical theory. Faculty who are familiar with the topic may conduct or facilitate professional development workshops. Workshops may also be conducted or facilitated by others as well. Workshop participants will include faculty and adjunct faculty who are responsible for teaching. Each workshop will model best practices and provide strategies for implementation. Workshop size will be limited to permit the best interaction among participants.
I can add Google tasks to the calendar, and link these tasks to Gmail. I can track calendar events on my iPhone and add, update, or delete events from any calendar.
Saturday, October 24, 2009
Thursday, October 22, 2009
Set up the webcam, log into twitter, press broadcast - THAT'S IT! (And, twitter will tweet the URL for anyone to view.)
The video is only what the camera is focused on - in the case of a presenter, that was all I saw. Can't see the "screen" or audience. BUT, there is an embedded chat window. I was able to ask questions in real time, and hear the answers.
Possibilities? Yes. Limitations? Depends on what you call or label a limitation. But it is something worth looking into. And remember - what is recorded is there FOREVER in the digital archives of the world. Remember your digital footprint!
Pedagogical Approaches for Promoting Critical Thinking in Information Literacy, Technological Literacy and Information Technology
Literacy is much more than skills taught, received or developed within an academic setting. It can be said that information literacy can contribute to “a productive, full, and satisfying life” (U. S. Department of Labor, 1991, p. i). Without an acceptable degree of information literacy and technological literacy, individuals who are seeking employment or advancement may be limited in their array of choices.
The pedagogical approaches to enhancing, improving and integrating information literacy both across the curriculum and into discipline specific curriculum include “the realms of critical thinking and ethical usage of information” (Spitzer, Eisenberg and Lowe, 1998, p. 26). Blending traditional curricular approaches of reading, writing and speaking with critical thinking should become the rule, if we are to view information literacy as an inclusive, rather than exclusive perspective (Doyle, 1994). This integration produces students who are competent and prepared to not only enter the workforce, but also succeed as a part of the workforce.
In the case of information literacy, it is more than keyboarding, composing, surfing and viewing. These skills, when developed, “enable the construction of higher orders of meaning, nuance, and inference” (Daley, 2003, p. 36). Through developing information literacy, we are beginning a journey. We choose to make the journey and want to experience all that we can along the way. The approach to literacy is based, in no small part, on the desires, needs and perceptions of the end user. Whatever approach we take, we know that we must become literate. The approaches need to be flexible and include “other literacies: visual, media, computer, network, and, of course, basic literacy” (Spitzer, Eisenberg and Lowe, 1998, p. 26).
Technological literacy becomes a subset of information literacy. An individual who becomes information literate will, from necessity, become technologically literate (American Libraries Association, 2000). Technology becomes a means to an ends: through the use of technology, one can become information literate much easier and quicker because of the mere presence and availability of technology. Education should focus on enhancing critical thinking skills. Technological literacy will produce a greater sense of information literacy. Information literacy, when refined, produces critical thinking. We should focus less on requiring critical thinking skills, and more on acquiring critical thinking skills (Kurfiss, 1988). Once students understand the process of critical thinking, and we provide them instructional opportunities to develop their skills then, and only then, will they begin to understand critical thinking.
The benefits of technology to teaching and learning
With the increasing presence of technology in our classrooms, and the comfort of students using technology, it is important for faculty to understand the pedagogical implications of integrating technology into their classrooms (Gilbert, 1995; Watts and Hammons, 2002). It is important to provide a model classroom for faculty to see best practices exemplified, and observe how the various technologies can be integrated in teaching and learning. A truly model classroom can provide tangible evidence of the “inter-relationships of the various types of audio-visual materials” (Dale, 1946, p. 37). This multi-modal delivery system (synchronous and asynchronous audio video origination and receive), is ideally suited to the variety of learning styles and may increase both student engagement and academic achievement. Equipped with the range of equipment available in other classrooms, faculty are now able to teach in this space in the same manner as in another space – the physical arrangement of this room is not the primary driver of teaching – the use of the equipment in this room by an experienced faculty member transform this into the ideal learning space. Faculty development efforts and programs must focus on the integration of technology into teaching (Chism, 2004; Ehrmann, 1995). Instructional or educational technology should be “integral to teaching practice” (Chism, 2004, p. 43) and not viewed as an add-on to teaching (Bates, 1995; Bates and Poole, 2003; Grasha and Yangarber-Hicks, 2000).
Instructional technology can influence and improve learning (Gilbert, 1996; Kulik, Kulik and Cohen, 1980). These types of technologies can improve teaching and learning by increasing teacher and student efficiency and reaching different learning styles (Flecknoe, 2002). Through increased exposure to and competence with technology, faculty can select those technologies that improve “the quality of teaching and learning [and] student motivation” (Gilbert, 1996, p. 12). With the variety of instructional technologies available, a well-prepared instructor can move students from concrete examples of learning to more abstract examples of learning with a greater emphasis placed on the use and integration of technology within the teaching and learning environment (Dale, 1946).
Describe the ways technology might expand teaching and learning opportunities:
Teaching methods in most community colleges are more traditional, and do not normally include the integration of technology (Schuetz, 2002). For those faculty who do adopt instructional technology, the past experiences with technology have demonstrated some level of efficiency and thus render them appropriate for teaching (Gilbert, 1995; Gilbert, 1996). The presence of technology, the insistence of students to use technology, and the ever-evolving workplace environment are driving the inclusion of technology into teaching and learning. To respond to the external and internal stakeholder’s perceptions of the efficacy of technology demands that technology become commonplace in higher education (Nantz and Lundgren, 1998). To place this technology in a space that may not have been utilized to it’s capacity demonstrates the desire to use all spaces for teaching and learning. In a space of such magnitude and physical grandeur, technology is a natural extension and asset.
Imagine the possibilities of increasing the use of technology in teaching, and imagine the impact of teaching with technology on student engagement (Grasha and Yanbarger-Hicks, 2000). The pervasiveness of technology in the workplace demands that we provide technology in the classroom. While most faculty support and participate in professional development opportunities, most professional development does not include the integration of technology into teaching (Chism, 2004; Schuetz, 2002). The presence and availability of newer technologies for teaching and learning are integral in demonstrating the viability of programs and the desire to prepare graduates for success (Moquin and Travis, 1999). This technology has the potential to change the learning experience in a positive manner (Green, 1999), and demonstrate the commitment to educational innovations.
Critical thinking activities
Promoting critical thinking is the result of deliberate curriculum design. Critical thinking should be an integral part of instructional strategies. Students are presented with problems and must solve them, or arrive at a solution. They must discern accurate information and identify ways that the information provided will help them arrive at a solution. Students must “think logically … analyze and compare … question and evaluate” information presented within a course or unit or assignment (Carr, 1988, p. 69).
Critical thinking activities focus on the acquisition of skills that:
• Encourage students to identify relevant information (Mahaffy, 2006), and learn how to “detect and avoid fallacious reasoning and … analyze deductive and inductive arguments” (Kurfiss, 1988, p. iii);
• Encourage students to research effectively and efficiently (Mahaffy, 2006) by supporting arguments or conclusions with research (Kurfiss, 1988) and
• Encourage students to communicate effectively their conclusions (Mahaffy, 2006) by reading and writing (Kurfiss, 1988).
Critical thinking, as a curricular element, focuses on assignments, rather than content (Kurfiss, 1988). This is not a discipline specific pedagogical process, but an instructional methodology.
American Libraries Association. (2000). Information literacy competency standards for higher education. Chicago, IL: Association of College and Research Libraries. Retrieved April 9, 2007 from http://www.ala.org/ala/acrl/acrlstandards/standards.pdf.
Bates, A. (1995). Technology, open learning and distance education. London: Routledge.
Bates, A., & Poole, G. (2003). Effective teaching with technology in higher education: Foundations for success. San Francisco: Jossey-Bass.
Carr. K. (1988). How can we teach critical thinking? Childhood Education, 65(2), 69-73.
Chism, N. (2004). Using a framework to engage faculty in instructional technologies. Educause Quarterly, 27(2), 39-45.
Dale, E. (1946). Audio visual methods in teaching. New York, NY: The Dryden Press, Inc.
Daley, E. (2003). Expanding the concept of literacy. Educause Review 38(2), 32-40. Retrieved April 3, 2007 from http://www.educause.edu/ir/library/pdf/ERM0322.pdf.
Doyle, C. (1992). Outcome measures for information literacy within the national education goals of 1990: Final report to national forum on information literacy: Summary of findings. (ERIC Document Reproduction Service No.: ED351033). Retrieved April 2, 2007 from http://eric.ed.gov/ERICDocs/data/ericdocs2/content_storage_01/0000000b/80/23/4a/12.pdf.
Doyle, C. (1994). Information literacy in an information society: A concept for the digital age. Syracuse, NY: ERIC Clearinghouse on Information and Technology. (ERIC Document Reproduction Service No.: ED372763). Retrieved April 2, 2007 from http://eric.ed.gov/ERICDocs/data/ericdocs2/content_storage_01/0000000b/80/27/35/b8.pdf.
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Wednesday, October 21, 2009
A concept map and a word cloud are similar - the map may have relationships, the word cloud may not - a map has connector lines, a word cloud is just that, a cloud.
I've used wordle for creating word clouds (http://www.wordle.net/), mindomo for concept mapping (http://www.mindomo.com) and bubbl (http://www.bubbl.us) for mindmapping.
Some examples: (these links will open a new window)
A wordle I created (http://www.wordle.net/show/wrdl/1236704/Blog_Tag_-_Effective_Teaching%2C_Quality_Instruction_and_Professional_Development)
A concept map I created (http://mindomo.com/view.htm?m=58e4574363134a36818619f64b591502)
Tuesday, October 20, 2009
After thinking and reflecting on my personal learning styles, I think I am a deep learner. I am always seeking some connection between the present and past learning. Sometimes my connections are MY connections, and they don't make much or little sense to others. But, that's alright with me. Learning is personal. What I learn is as much affected by HOW I learn and WHY I choose to learn. As a deep learner, I am expanding my concept map - more connections, better meaning and understanding.
I am a constructivist in that I construct knowledge.
I learn from others, I learn in the company of others, I learn.
Deep learning is networked learning. Deep learning is learning in a social context. Deep learning is collaborative. Deep learning seeks to integrate all into one common experience.
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Monday, October 19, 2009
Can they extend the classroom? I believe they can extend learning and enhance learning opportunities. They have the potential to transform teaching and allow media rich assignments. Intuitive to use, they focus on teaching and learning. Technology is intuitive and easy to use.
The netbook is a powerful piece of technology. Having a portable computer in the hands of students can greatly impact teaching and learning. The 1:1 Laptop issues, one per child, should make us all reconsider the role of technology in the classroom. How would the landscape change if all students had access to technology? If that same technology were portable? If the technology were AS powerful as a desktop machine?
Technology is changing. Technology is changing teaching and learning. First we used desktops, then laptops, then notebooks ... changes in technology have now given us the netbook. Can the netbook work for everyone? for every subject? for every student? for every teacher? If the topics were laptops, or desktops, would the questions be the same? would the answers be the same?
What's the difference?
Sunday, October 18, 2009
My blog is my reflective space ... thoughts and ideas ... it's where I talk about an idea. This is my professional journaling space. This blog is in it's third year. And, attempting to define or discuss effective teaching, quality instruction and professional development is truly a blog-worthy topic.
Blogging daily has presented a unique set of challenges. Several days were long, and travelling ... posting on that particular day was delayed, but still accomplished. Creating the list of topics gave me structure. Writing or blogging about the topics has let me communicate ideas. Blogging daily has provided me opportunities to think, to reflect, to communicate, to share and to continue to define effective teaching, quality instruction, professional development and technological perspectives for each.
Friday, October 16, 2009
Does technology impact quality? Just because we have access to technology may not improve the educational experience equally. Some may be distracted by technology, some may become flustered.
Can technology improve quality? Perhaps. Does quality determine technological uses? Perhaps. We can use technology to improve education. It all depends on how we use technology.
Thursday, October 15, 2009
View my public Evernote notebook http://www.evernote.com/pub/dpeter/public_notebook/#Thumbs/
I use Evernote to start ideas, to take those first notes for something longer. It travels with me. And, with the iPhone application, Evernote is truly a transparent, pervasive digital organizer.
Granted, it is important to use different technology. As the technological landscape continues to change and evolve, we as users must change also. What worked yesterday may not work today. Understanding the dynamic nature of technology is important. We must always seek ways to use technology, to use different technology, to improve teaching and learning.
We must seek ways to use technology differently. Students change, and our uses of technology must change also. Teaching and learning are not time or location specific - and out uses of technology must reflect this.
Tuesday, October 13, 2009
I've used Twitter, Twitpic, Twubs, Blogger, Ustream.tv, Slideshare and Delicious this week.
I have communicated, collaborated and created ... all using technology. I've thought about using different technologies, and using technology differently.
Monday, October 12, 2009
Do we need a full hour for a lecture? Do we need to lecture? Something to think about.
Attended session on FlipVideo cameras. Interesting use of FlipVideo cameras. Good, engaging presentation. Need to think about professional development sessions.
Attended session on student engagement and instructional technology. Reaffirming session. Provided confirmation of what's happening.
Attended really informative session on "Online Teaching Certification." Very well conducted and informative. Found good ideas to think about. Certification process is thorough.
Attended session on "Microlectures." Well attended. Will look at microlectures for professional development.
Sunday, October 11, 2009
Attended a session on new and emerging technologies. Good session that both demonstrated new technologies and provided instructional strategies for using the technologies in the classroom.
Attended a session on using Jing. Created a quick screencast, uploaded it and then embedded it into a blog. Jing software is intuitive to use and can quickly create a screencast. This may provide both faculty and students the ability to create content.
How will we use these new technologies to collaborate? The technologies allow all types of content to be created, distributed and shared anywhere. User created content uses this wide variety of formats, whether digital audio, digital video or other media formats.
Can the content be used to collaborate? Or does the technology become the means for collaboration? I've seen dynamic content, I've used a range of technologies. Granted, there are certain technologies that promote or enhance collaboration. These are synchronous, or perhaps asynchronous, collaborative technologies.
We can share documents, some real-time, with others. Collaborate or communicate. Collaborate or co-create content. Are there other methods to collaborate or co-create? Does technology expedite the process?
Saturday, October 10, 2009
PowerPoint presentations with video images may personalize the presentation. Instead of viewing slides, or listening to slides with audio narration, adding video may provide the connection between presenter and audience.
Is this media effective for teaching ALL subjects? all learners? I believe that video has the potential to improve teaching for SOME students, but is screencasting the ideal media?
Friday, October 09, 2009
- Use technology to clarify.
- Use technology to explain.
- Use technology to demonstrate.
- Use technology to personalize instruction
Thursday, October 08, 2009
- Presentations: PowerPoint - ppt, pps, pot, pptx, potx, ppsx; OpenOffice - odp, pdf; Apple Keynote - key, zip or pdf.
- Documents & Spreadsheets: Microsoft Office - doc, docx, rtf, xls; OpenOffice - odt, ods, pdf; iWork Pages.
And, I can embed the Slideshare presentation on my blog, or any other media.
Wednesday, October 07, 2009
Documents created with Microsoft Office can be uploaded to Google Documents. Granted, there are size limitations, but this web based application is an alternative to flash drives or other storage devices. My delicious urls for Google Docs http://delicious.com/dpeter19/googledocs.
The ability to track changes in the word processor, collaborate with individuals, control access save, print and export documents makes Google Docs an ideal tool for collaboration.
The presentation software is similar to Microsoft PowerPoint. Presentations can be viewed online, by multiple individuals from multiple sites. To see an example of a presentation, visit
A Google account and a computer - that's all you need. No need for a printer! Collaborate, share and store in the Google Documents environment. There's probably more, and I'll continue to use Google Documents and explore.
Tuesday, October 06, 2009
What if our answer was ... because I can connect with ... to grow professionally ... to find out what's going on [out there] ... because technology is changing ... to respond to the students ... to teach deeper ... to learn more.
Why do I use social media? No matter where I am [ok, depending on the strength of the nearest or most accessible cell tower] I can connect. In the world where technology continues to change and evolve I can stay up WITH technology, or be left behind. I can quickly [relatively speaking] find the recent trend in teaching and learning, in professional development or educational technology.
Why do I use social media? It brings the world into a smaller community, where time and distance are NOT obstacles or impediments.
How do I use social media? It depends ... really ... and continues to evolve.
So, why do or don't YOU use social media?
Monday, October 05, 2009
As of NOW, I am following 823 people, and have 857 following me. Some come and go, and the numbers ebb and flow. But THEY are my collaboratory ... my group of experts ... my sounding board. From Australia to Indonesia to Long Island and the United Kingdom (and other points in between) they are the ones I can ask a question of, and get multiple answers. They help ME as much as I help THEM.
We collaborate on the exchange of ideas, of thoughts ... needing clarification, explanation and sometimes refinement. Though we are separated by time (time zones) and distance, our collaboratory is the without boundaries, without walls - it is here and now. (Collaboratory - see Wikipedia)
Follow me on Twitter at http://www.twitter.com/dpeter
Sunday, October 04, 2009
One feature that lets me integrate Google Reader with other applications is "SEND TO." If I find an interesting article, I can share the article with Twitter, FriendFeed (and other applications) simply. Google Reader collects feeds, and can push or share them with other applications. Readtwit (http://www.readtwit.com/) will pull the URL's from my twitter account and collect them as a separate feed in Google Reader.
The more I find, the more I have to read - but there isn't more time. Google Reader helps me organize my feeds, and Readtwit feeds URLs from Twitter to Google Reader. My rss feeds are organized. Order and organization through technology.
Saturday, October 03, 2009
Delicious is a social bookmarking application. Find a web page and "tag" the page. Tagging is the strength of delicious. Tagging allows me to search my bookmarks, group them by a particular tag. I can "bundle" different tags together and collect or aggregate them together. And, with the pages having multiple tags, it's possible to aggregate them differently, based on different criteria.
Sharing tags or bookmarks is easy. By adding individuals to my "network" their bookmarks are available. I can use and integrate their tags into my folksonomy or add my own tags. With the Firefox plug-in for delicious, adding bookmarks is easy. The web based application for delicious lets me access my bookmarks from any browser.
Never again do I have to search through a long scrolling list of bookmarks. Delicious lets me collect my digital web based resources. http://delicious.com/dpeter19
Friday, October 02, 2009
Social media provides me access, instant access, to a community of experts. I ask a question, and almost instantaneously, I have an answer. Then another, and another, and someone repeats or restates my question. The circle of discussion cycles, and recycles. Social media provides me a venue, a mechanism to learn socially (with my community).
Social media provides me opportunities to learn, to engage, to connect with a larger group. Outside of those I come in contact with daily, or with some degree of regularity - how do I connect with a larger group? Social media connects me with the larger body of learners, and through interactions with the members, I engage in social learning (in the company of others).
How do I use social media? To learn. To teach. To connect - and more.
Thursday, October 01, 2009
The same digital assets have the ability to extend, enhance and enrich teaching. Assets to explain and exemplify the most complex instructional concept are available. Digital assets are contemporary. They can be updated almost instantaneously. As teaching changes, the curricular material used in teaching should change also - from printed assets to digital assets.
Digital assets also support anywhere, anytime, anyplace learning AND teaching. Learning and teaching can occur without a physical space. Imagine accessing MORE assets - as they are needed.
Digital assets should be used more - teaching and learning today and tomorrow demand it and depend on it for success.
Wednesday, September 30, 2009
We need to adopt new technologies ourselves, to teach with, and to learn with. Technology has changed education, and education has changed technology – but have the same changes occurred in teaching? In learning? That’s the challenge for all of us – to use mobile technology to learn and to teach. Are we ready?
Thursday, September 24, 2009
- Twitter provides instant connection to other students
- Twitter provides instant connection to faculty
- Twitter provides access to a community of experts
- Twitter provides instant access to resources worldwide
- Twitter provides just-in-time-learning
- Twitter promotes learning anywhere, anytime and anyplace
- Twitter is mobile and supports mobile learning
- Twitter promotes ubiquitous, pervasive and transparent learning
- Twitter can provide updates to students
- Twitter can provide personalized updates to students
- Twitter can be used to check-in on students
- Twitter can provide reminders to students
- Twitter can prompt participation
- Twitter can provide feedback immediately
- Twitter can support just-in-time-teaching
- Twitter promotes ubiquitous, pervasive and transparent teaching
Wednesday, September 23, 2009
Tuesday, September 22, 2009
I hope to change the process of education. Education is a process, a fluid and dynamic process. Change in education can only be fleeting, and if it is successful, this change can have a lasting impact. Changes or innovations in education may include the printed book, the pencil, television, slides, computers, and digital media. Changes also include homeschooling, charter schools, and magnet schools. Changes lead to other changes.
Change is transformational. Transformations are the result of innovation.
Friday, September 18, 2009
- Collaborate more. Find more opportunities. Create more. Share more.
- Create and enhance opportunities for professional networking. Share. Co-create. Collaborate.
- Promote integration of new and emerging technologies. Explore new technologies and new software.
- Identify strategies to use technology in teaching and learning.
Monday, September 14, 2009
- Twitter - http://twitter.com/ - Micro-blogging web based application. Multiple client applications. (follow me on twitter at http://twitter.com/dpeter)
- Twitpic - http://twitpic.com/ - Upload/send pictures via Twitter. Tag images. Comment on images. Web based application.
- Picasa - http://picasa.google.com/ - Upload pictures. Create online photo or image albums.
- Google Reader – http://google.com/reader - RSS feed reader. Send feed items via email or Twitter. Comment and tag feed items.
- Google Documents – http://docs.google.com – Web based application. Word processor, Presentation Software, Spreadsheet, On-line Form creator. Create, share, upload, download forms.
- Firefox - http://www.mozilla.com/en-US/firefox/personal.html - Web browser. Numerous “Add-ons” that can customize browser.
- Delicious – http://delicious.com – Web based bookmark collector, aggregator. Tag bookmarks. (my bookmarks are at http://delicious.com/dpeter19)
- Evernote - http://evernote.com/ - Web based application, client application. Organize notes, tag notes. Create virtual notebooks.
- Screenr - http://screenr.com/ - Record, share, upload screen video recordings. Integrates with Twitter.
- TweetMic - http://tweetmic.com/ - iPhone application for recording audio files. Upload audio files. Share with link via Twitter.
Wednesday, September 02, 2009
- Has the technology changed in response to the digital media? or
- Has the digital media changed in response to the technology?
Bonk, C. (2009). The world is open: How web technology is revolutionizing education. San Francisco, CA: Jossey-Bass.
Follow the discussion on Twitter with #worldopen tag
Thursday, August 27, 2009
Questions to think about:
- How can a technologically rich pedagogy alter teaching and learning?
- If pedagogy changes, does it change because of technology?
The traditional classroom is changing. The learning space becomes dynamic, and may include any space, whether physical or virtual, where learners gather and where learning occurs. Technology becomes a primary contributor to this shift. Through technology (whether email, chat, or any number of social network platforms) time and space become blurred. "Ideas of one learner or instructor may be shared with anyone anywhere on this planet and at any time. As this occurs, educational information and resources will no longer be local but global" (Bonk, 2009, p. 44) (EMPHASIS ADDED). Learning is NOT restricted to a physical classroom, curriculum is as current as any media that is created or being created.
"While learning is being opened up to masses of people that previously did not have access, it is also opening up in new forms to those who already did. Learners of all ages are increasingly engaged in formal as well as informal learning, which is highly mobile and often ubiquitous" (Bonk, 2009, p. 49).
Questions to think about:
- How does mobile technology create mobile learners?
- Can structured learning be mobile as well?
Questions to think about:
- Can technology be an effective agent for change in education?
- What does change in education require from technology?
Bonk, C. (2009). The world is open: How web technology is revolutionizing education. San Francisco, CA: Jossey-Bass.
Follow the discussion on Twitter with #worldopen tag
Wednesday, August 26, 2009
- Technology is a medium for teaching and learning.
- The medium is fluid and dynamic.
- Technology can be used to present curricular content using multi-media.
- Technology can create an environment for all types of learners.
- Technology should be transparent in teaching and learning.
- To prepare for the 21st Century, technology should be pervasive in classroom and out-of-classroom opportunities for teaching and learning.
- Technology should be available for use of all students who choose to employ technology.
- Teaching with technology presents a multitude of strategies for use.
- Technology can empower.
- Technology can enrich learning, teaching, the learner and the teacher.
- Technology can bring together ideas and peoples.
- Technology can create, develop, maintain and challenge communities of learners and teachers.
- Technology can extend knowledge, create new knowledge, and communicate knowledge.
- Technology provides immediate connections.
Monday, August 10, 2009
- Uses curricular content in instructional context, builds on relevance of curriculum to life and relationship of life to curriculum
- Focuses on relevant change or growth or reflection where evaluation is process driven, rather than product focused
- Focuses on collaboration, networking and sharing for short term, midterm and long term
- Focuses on information retrieval, information relevance and knowledge construction
- Focuses on creation of new content, in new media, for new purposes
- Is a professional or personal learning community (PLC) or network (PLN)
- Is an environment that is immersive, participatory, social and collaborative
- Blurs and blends the classroom space (virtual and bricks and mortar), roles and expectations
- Is mobile, portable and not impacted by time, space and location
- Recognizes and acknowledges that technology is becoming integrated into all aspects of life, truly ubiquitous, pervasive, transparent and mobile
Wednesday, August 05, 2009
- being prepared, and being flexible - knowing the curriculum, knowing the students and able to adapt and adopt the lesson as necessary. Technology can help organize the curriculum. Technology, specifically media, can provide a greater range of flexibility and possibilities.
- focused on learning - creates an environment that celebrates learning as the process and not only the product. Through integrated technology, the focus can be on learning and the learners. Providing technology to address specific needs.
- based on how students learn - responding to the unique perspectives and styles of the learner. Learning can be supplemented through a careful and deliberate use of technology.
- student-centered - students are the focus for learning. The ubiquitous and pervasive presence of technology in the hands of students can reshape learning, and shift the focus from teaching to learning.
- authentic - relevant, integrated experiences where knowledge is applied. Learning, as well as teaching, focuses on application, integration, and construction of new knowledge to new situations.
- improving -creating change, whether permanent or transitional. Both teaching and learning address change in the individual, change in knowledge, skills, abilities, and so much more.
- learning - a process, a continuum, a cycle. Through teaching, people learn. Through learning, people are taught.
- creating opportunities - never ending, life long. Teaching should never be a means to an end. Teaching is change, is adaptation and more.
- social change - empowering the learner. Teaching enriches the human spirit and empowers the learner and the teacher.
Tuesday, August 04, 2009
Sunday, August 02, 2009
- is a way to meet colleagues with similar interests,
- is focused on developing teaching abilities and interests,
- provides immediate solutions to immediate problems,
- answers questions by making me think,
- improves my critical thinking skills,
- makes me more reflective about my teaching and student learning,
- is continual throughout the academic year,
- is structured,
- may be unstructured,
- may be cohort-based,
- may be small-group,
- acknowledges what I know,
- helps me identify what I need to know,
- provides content knowledge and skills,
- enables me to grow professionally,
- models best practices,
- increases my awareness of new and emerging technologies,
- engages me in the process of professional development,
- integrates technology,
- is social,
- is collaborative,
- is transparent,
- is relevant and is focused on topics for today's teaching and learning,
- can be flexible and presented in different modalities and with different medium and media,
- is current and updated,
- is fun and exciting,
- creates a sense of wonder in me as a participant and learner,
- helps me learn,
- provides me with appropriate resources for future success,
- and continues to evolve.
Wednesday, July 29, 2009
Friday, July 24, 2009
Students are capable of using technology to extend the classroom. They are more confident in using technology than many faculty members. Technological applications should be used to reinforce workplace skills. Instructional uses of laptops should focus on providing opportunities to collaborate with other students. The greatest potential use of laptops provides opportunities for collaboration and communication. It is not the simulations, the tutorials, and the presentation software that provide an environment for students to work together. The technology is the environment that allows students to work together in ways that were never possible before the laptops became an integral part of the educational landscape.