Google Glass and SixthSense

Google Glass and SixthSense are two new amazing emerging technologies that according to Dr. Thornburg (Laureaate Education; 2014a) would be considered a disruptive technology because there is nothing on the market quite like it but it has the potential to replace many different technologies. Both of these devises can do similar things and can replace smart phones, tablets and other portable electronics that people carry today. The nice thing about both of these technologies is that they are in essence hands free.


The biggest issue with portable electronics in education is the battery life. By the end of the day many students need to charge their phones or electronic device so that they can use it in class. Not all classrooms are equipped with the necessary outlets to allow for mass charging. It would be interesting to see what the battery life on these devises is and how they need to be recharged. In reading reviews of the Google Glass one of the main issues is battery life they are only reliable for two to three hours at a time which can be shortened depending on what application are being used (Swider, 2015). However as these devises become more popular I can see teacher accessibility to be greatly heightened. Teachers will no longer be tied to a computer and LCD projector. They will be able to turn any wall, desk or flat surface into a screen to demonstrate applications to students, show videos, collect data and so much more with the SixthSense technology.

In the next 5 to 10 years I think the next bigger and better thing will come out to replace the portability these devises have brought to us. I think Google Glass will be replaced with Google contacts that will eventually be replaced with hardwiring a computer to your brain. (That last one I think is much farther off.)

References

Laureate Education (Producer). (2014a). David Thornburg: Disruptive technologies [Video file]. Baltimore, MD: Author.

Swider, M. (2015). Google glass review. TechRadar. Retrieved from http://www.techradar.com/us/reviews/gadgets/google-glass-1152283/review/7.

Rhymes of History

“The affect or impact of a new development rekindles something from the distant past,” is how Dr. Thornburg (2014h) describes Rhymes of History. When examining the criteria for Rhymes of History it is important to look at what it is bringing back and not necessarily how the technology was developed in the first place. The impact that the new technology is striving to bring back is the most important aspect of Rhymes of History. It is possible for technologies to fall into more than one of the six forces that drive emerging technologies.

 In Kevin Kelly’s talk he The next 5,000 days of the web he states “We will increasingly be dependent on the Internet and it will increasingly be dependent on us.” The technology that we see and utilize today will not be the same as what our children or grandchildren utilize. Technology will surpass the capacity of the human mind.

The technology that we use today was not available to previous generation but the ideas and what they represent bring back past fascinations. Global Positioning Systems (GPS) is an example of technology that demonstrates a Rhyme of History. GPS devises allow for man to further their quest for exploration and travel. GPS though originally used by the military has come into mainstream society with car GPS navigation systems and cell phone GPS systems (Mio Global, 2014). GPS bring back man’s fascination with space. In that man looked to the night sky in order to navigate the waters and make it safely across an ocean. GPS utilize the sky to have satellites orbiting earth in order to triangulate position so that ships don’t get lost at sea (Mio Global, 2014).

Resources:

Laureate Education (Producer). (2014h). David Thornburg: Rhymes of history [Video file]. Baltimore, MD: Author.

Mio Global (2014). History of GPS. Retrieved from www.mio.com/technology-history-of-gps.htm

TED. (Producer). (2007, December). Kevin Kelly: The next 5,000 days of the web [Video file].

This year mounted LCD projectors were installed in all the classrooms over the summer. As I walk around the building I see teachers still using the tried and true overhead projector for notes and a television that is 13 in to watch video clips. In my department there are a more than a few of these people who are afraid of technology and want to continue teaching as they have for the last 20 years.

At the start of the school year, I developed a presentation for my department on how to incorporate the use of CPSs into their classrooms. I had them all bring their laptops to the training so that they could create classes and make sample tests. I created handouts for them to use and tried to make it a very hands on experience. I even had them use the clickers to assess their comfort level throughout the training.

We have 4 sets of CPS that are housed in my room for checkout between the 9 science teachers in my department. So far only 1 teacher has even tried to use them with their students.

I thought that I had used Kellers ARCS in my training by demonstration how the students attention can be caught and kept throughout the lesson because they never knew when a questions would be asked. I tried to make it relevant in that I tried to show them how the CPS could save them time in grading tests and getting immediate feedback about students understanding throughout a lesson. I tried to foster confidence in the teacher s by helping them create their tests and presentations in the training. I guess I needed to focus on the satisfaction piece because they were not happy and have yet to use the valuable resources we have available for them!

Module 4

The vast array of tools available to facilitate learning is amazing. When ever I need to learn something new I first start at Google and enter a pretty generic search criterion so that I can find out what some of the basics for that concept. This helps steer my research and depending on what I need it for is where I will go next! If it is for a presentation for my students or colleagues I might create a prezi so that they can see the information presented in a more dynamic way. Once I have demonstrated the new technology like prezi or gloster I then will have my students create something using that technology so that they have access to new ways to present their ideas.

I am a visual learner so I like prezi, gloster, and United Streaming because they allow me to see what is going on and help me build a picture of what needs to happen. I know not all of my students learn in this manor so I try and come up with other fun things for them to do!

The Internet has drastically changed what I do when I have questions! When I was younger I used to go to my parents and ask endless questions because I thought they knew everything. My mom always told me to go look it up, like I had the resources to do that! She would then take me to the library where the librarian and I would search the card catalog to find a book that might have the answer. My dad on the other hand would just make up an answer on the spot that sounded so real that I always bought and I would then share my new found knowledge with the rest of the world. It had to be right my dad told me so! I know can verify very easily if what comes out of my dad’s mouth is truth or fiction much easier now and I make a fool out of myself way less often!

Module 3

Five Guiding Principles of Constructivism:
1. Pose problems of emerging relevance to students.
2. Structure learning around primary concepts.
3. Seek and value students' points of view.
4. Adapt instruction to address student suppositions.
5. Assess student learning in the context of teaching.

(http://www.thirteen.org/edonline/concept2class/constructivism/index.html)


Rheingold talks of the ways in which humans have interacted for thousands of years. The ability to problem-solve had to have been developed over time and has evolved as humans have. The ability to problem-solve is one of the founding principles of the constructivist philosophy. In using technology to help students learn to communicate it allows them to foster relationships with people all over the world. They can begin to learn that some problems they face are universal to all children and some are unique to their part of the world. But the skills necessary to solve any problem no matter where you are are very similar.

Helpful Sites
Concept to Classroom – I liked this site because it really broke down in layman terms what constructivism is and isn’t really about. It also gives a great bulleted list of the 5 guiding principles of constructivism. Which are:


References:

Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston: Pearson Education, Inc.

Rheingold, H. (2009) Way-new collaboration retrieved from
http://www.ted.com/index.php/talks/howard_rheingold_on_collaboration.html

Cognitivism as a Learning Theory

When looking at how people learn there is no one _ism that can fit all students, according to Kerr (2007) and I would have to agree. Over the last 12 years in education I have taught science at every level from grades 6-12 and in that time I have come to realize that if I am not flexible in my teaching than my students do not stand a chance. In my classes I tend to do a lot of hands on teaching where I am more of a facilitator of knowledge than a traditional teacher. However, one thing that becomes abundantly clear is that my honors classes do not handle that method of teaching very well. They want more notes and lectures which bore me to tears instead of the activities that teach the same thing. I have found that we tend to associate students who are auditory and visual learners into the advanced classes because teachers still associate listening well to being a good student. I adapt to the needs of my students and provide more lecture for them. As educators we need to realize that talent and intelligence can be found anywhere!

Kerr (2007) went on to talk about that no _ism is inherently wrong and when criticism of it arises research is often do to strengthen the arguments for the theory, which is something that should always be done because there is no definitive right or wrong answer. This is something that can be frustrating who is right which argument do you believe they all make compelling arguments that I can relate to different students so I go around and around. In the end I have to think that there is no one right fit for all, we all know those clothes that used to be sold that said “one sizes fits all,” they got called on that lie and now those thing say “one size fits most” I feel that is pretty much how these _isms work.

I like the approach to the learning process that cognitivism takes because it focuses on how the learner knows something and not the surrounding environment (Caruso, 2010). It differs from the behaviorism in that the learner isn’t doing something for a reward. Though I do think this approach does work for younger children. Case in point potty training and a very smart 2 year old, my niece had no interest in potty training she would just bring her mom a new diaper and say “change me please”, or she would take off her diaper and say “new one,” which I got more than a few laughs over but needless to say is driving my sister crazy! My sister, always trying to outsmart a 2 year old, which isn’t as easy as it sounds, found my nieces weakness stickers. Now ever time she goes pee pee in the potty she gets a sticker on her sheet. (Side note other rewards were tried before this one worked!) Which she is very proud to show all who come over to the house!
So, is she going pee pee in the potty because of a behaviorist approach to training and she is getting a reward her coveted sticker or was my niece simply ready to start to process going to the potty on her own?

Blogs that I have found interesting….

http://www.rememberanything.com/

http://www.eadulteducation.org/adult-learning/three-categories-of-learning-theory/

http://edtechundergroundrevolution.blogspot.com/
(this one is just fun to read and a Walden student that I thought I would share)

References:

Driscoll, Marcy P. (2005) THIRD EDITION Psychology of Learning for Instruction. Boston, MA: Pearson Education Inc.

Kerr, B. (2007). _ism as a filter, not a blocker. Retrieved from http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html

Kappa, K. (2007) . Out and About: Discussion on Educational Schools of Thought. Retrieved from http://karlkapp.blogspot.com/2007/01/out-and-about-discussion-on-educational.html

Module 1

What are your beliefs about how people learn best? What is the purpose of learning theory in educational technology?

It is a given that not all students learn the same way. When designing a curriculum educators look at various ways to incorporate the different Multiple Intelligences into their lessons. In doing this they give every student an equal chance of success. Driscoll (2005) defines the learning theory as something that “comprises a set of constructs linking observed changes in performance with what is thought to bring about those changes”(p.9). If one dissects this definition it focuses more on the process of learning. If we then give students a chance to analyze their preferred learning styles one can make sure to incorporate dominate learning styles into their instruction. Teachers need to move away from teaching in what learning styles they learn and focus on how the students learn.

When looking at learning theory in educational technology the focus needs to be on the technology can affect the not only the way educators teach but what they teach. It is important for educators to research the various technologies available to them to determine which ones will be most helpful to them and most beneficial to their students.

Some sites that you might like to visit are:

http://www.innovativelearning.com/instructional_technology/index.html

http://www.worldwidelearn.com/education-articles/how-do-you-learn.htm

http://www.cloudnet.com/~edrbsass/learningstylesjigsaw.html

http://www.worldwidelearn.com/education-articles/how-do-you-learn.htm

Reference:

Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston: Pearson Education, Inc.