FINAL BLOG
I hope in one year from now, that I can reflect on this course and program at Brandman, and how it has helped me to advance in my life and get my dream job. The theories I read in the book, Learning in Adulthood, did pertain to me as an adult who felt it was the right time to pursue my education during the recession. Also, after my graduating with my bachelors degree, I worked for several years. That work experience culminated into knowledge that I wouldn't necessarily have had if I had gone straight to graduate school. I was able to utilize a lot of my professional background into my studies in this program. I have two more classes left and I will be finished. This experience has felt surreal so far! I've been blessed to have had the best of both educational worlds: campus instruction and online instruction. I've learned a lot of important information, and I look forward to my journey as an educator.
Posting 7
Although I agree with all of the concepts of the Vision Tree's components, I think there is one component that has the potential to be included: lifelong student. In order to be a good teacher, you have to be a good student. I thought about this after ruminating on a conversation I had with a former classmate. She is employed to help classroom teachers with coping with autistic students. During her conversation, she mentioned that some of the teachers do not want to be taught anything as they claimed they've seen it all or know what to do already. We then got on the discussion on being a lifelong student if you are a teacher. All of us can never be "know-it-all"s nor is it possible to even be one. Most importantly, no one wants to really be around a person with that mentality because they feel like they are dealing with a superior complex persona. I recall the best teachers I had were humble enough to learn from their students, and treasured their feedback. Also, I think it is important to learn from your peers, and not work in a self-contained box. Personally, I have learned greatly from my peers, and their support was tremendous to me.
Posting 6
Portfolios are tools that showcase a combination of an individual's strengths, talents, skills, comprehension, analytical, and creative thinking skills. The employment of portfolios is necessary in these digital times to truly stand out from the competition in the employment seeking market. In relation to the educational field, portfolios are an outstanding evidence of work. The portfolio that we are assembling in this class would correlate to the concepts of showing evidence of what we have learned. I also like the idea of cross-learning. Some of the research articles that I have used and read for another class project are being included in the relevant research articles.
Posting 5
I’m not sure who would think that adult development is a crazy idea since it is a tenet of life. We are meant to mature at every age and then reach our expiration date. Those years in between each build on each other; therefore, we’re not static beings. There is a major difference between an 18-year-old and an 80-year-old. Both are considered adults. How about the difference between the 40-year-old and the 55-year-old? They are both considered adults as well but the fifteen years difference in age span would contribute to many differences in lifestyles, stages, and situations. I can give myself as an example as a seasoned adult. As a 32-year-old woman, I am much more experienced and knowledgeable - and slightly grayed and very slightly wrinkled - then when I was 18 years old. Even though the age difference is 14 years, it is an incredible learning and growth journey since that age. Yes, I was considered an adult then, with the responsibilities to vote, drive, work, and attend college. But I was so immature and naïve, among other things. I didn’t know how to survive in the world. After all of the years of trying, falling, getting back up, and trying again, I know I can survive based on experience. Learning through textbooks only provides the theories and facts but learning through practice is so much more practical and in-depth. I can say that my 20s were about the mistakes I’ve made and my 30’s are about exploring my life and career with wisdom. Adult development is natural, although multitudes of people try to fight it. My elder relatives “know” and “accept” their age. They feel it. They are that age. How can I relate to their situation as a 32-year-old? I feel like I have so much life left in me whereas they are preparing for serious illnesses and death. That difference is so drastic that it would be ridiculous to say that there is no adult development.
Posting 4
I believe what makes research relevant is when it is first identified out of a need to understand a particular situation, and then organize a process to research and understand the situation. For example, the research articles that I posted in my PowerPoint are about Women and Online Learning. The motivation behind the research is to understand the need to know about what women learners endure when they pursue online education, among other specific topics. Since more women are attracted to online education because of convenience and flexibility, there are many components of this phenomenon that deserve and yield further inquiries and studies. In addition, personal reflections are relevant research material as well. Even though they are subjective and may contain bias, there is much to learn from an individual's experience - especially with this topic. For example, the report that I included in my portfolio is titled, "The Third Shift: Women Learning Online" by Cheris Kramarae. Kramarae includes many quotes from women learners, which I believe, add to the genuine individual voice and communal experiences of women learners. Their opinions reflected their unique experiences. Here are some examples of individual quotes from the report:
"Because of my age (31), compared to the average college student (18-19), I feel I don't need the social aspect as much as someone younger may feel they need it. In fact, on some levels, I'm happy not to have to deal with other students." - Legal secretary, 31, distance learning experience
"Money is always the issue. My husband lost his business at 52, and at 59 sees the company he is working with going under. I have been looking for funding but have no good leads. I had to borrow from family for my last two classes. I feel like quitting because I'm adding such a burden with money we don't have." - Elementary school teacher, 56, married, distance learning experience
Posting 3
I can write a novella based on the question prompt for week 3. One of my main motivations into going into adult education is to be like a counselor to the adults I teach. Teaching adults would be a fascinating experience because teachers can learn a lot from their students as well. We have all been though stress and personal obstacles. Unfortunately, it's hard to deal with them when you're also working and going to school. When I was an undergraduate student, the kindness and support I received from several teachers/professors was tremendous and unforgettable. It was enough to make me say, "I want to be like them when I become a teacher." I haven't taught classes formally but did tutor adults in different mediums. I remember that when I gave out assignments, some of the students did not complete them on time. At first, that did frustrate me but I remembered what they were also doing during the week. They have so many responsibilities to juggle: spouses, children, ailing parents, illnesses, marital problems, financial problems, cultural barriers, work responsibilities, mortgage payments. From this experience, I will strongly consider my future students' present situations. Some ideas I have is to create a questionnaire or a writing journal, to know more about my student. I'm always curious about what makes a person; how their experiences, culture, and family shaped them. We are like living sculptures, constantly being sculpted by experiences. But I do not want to cut too much slack because it is still their responsibility to contribute in class and do their assignments. However, I am open to accommodating students if they really need it. Also, relationships with other teachers will be helpful to find out how they would handle certain situations or what their advice would be for being lenient.
Posting 2
My approach to class. I have to admit I was very nervous about starting. I have two online classes this semester and I'm determined to do both at the same time, even though there is an exorbitant amount of work between the two. The first two weeks I had technical problems with my laptop and have been using the computer lab on campus and the library. Aside from that, I'm enjoying my experiences so far, especially all of the intelligent and diverse comments on the discussion boards. The students' backgrounds are really interesting. Also, I've never worked on a WIKI with people I don't know so this is a unique experience. So far I made an online friend and WIKI partner, Shelly. I'm happy about that and hope to keep in contact with her when class is over.
Posting 1
I am creating a portfolio to showcase a comprehensive set of skills and understandings to present to future employers. From previous experience in searching for employment, a portfolio was the driving force for getting the job. A resume is built on words but a portfolio is built on work. In the academic regards, a portfolio showcases intellectual acumen. The process of assembling a portfolio requires dedication, attention to detail, and the willingness to review and edit to perfect one’s work. This will serve me well in many areas because doing the best is always beneficial. Since I have recently organized a portfolio for tutoring side jobs, I am ready to put another one together. I have not put together an online portfolio and am looking forward to acquiring those skills. Also, since this program ends with a capstone project, I think the projects that are in this portfolio can be used in that class or at least help me to understand what to prepare for that class.
Friday, December 17, 2010
10 Research Articles for EDUU 563
Given that technology is a dynamic tool that supplements any educational endeavor, I do not have one specific research interest in the subject of technology. Rather, there are several specific topics that appeal to me in my professional and scholarly endeavors. Educational technology in itself is a very broad domain that is macrocosmic in its far-reaching lengths. If I were to narrow my interests, it would be to critical thinking, media literacy, women and education, adult literacy, professional development, and innovative software. The following peer-reviewed articles in the annotated bibliography are indicative of my various research interests.
Maria, K. Wiki and Academic Writing: Changing the Writer-Reader Relationship.
English for Specific Purposes. V 30 no 1 January 2011.
The author focuses on the employment of WIKI in the course of Effective Communication in English. WIKI rightfully blends in with this course because of its effective use as a collaboration tool. The researcher worked with the college students, and her results yielded in a positive finding. 60% of the students she interviewed stated that they were more mindful of their writing because they were aware of their audience. The discourse among the students was strong. I found the results to be interesting because the students were more conscientious of their writing online. I think this topic of this article would help teachers in the field to consider the positive aspects of a virtual collaboration realm such as WIKI, and how it would emphasize 21st century skills as well.
Partington, A. Game Literacy, Gaming Cultures and Media Education. English Teaching: Practice and Critique. V 9 no 1 May 2010.
The author of this article reviews the three critical “c’s” of literacy (creative, critical, and cultural) and how it correlates to media literacy. Moreover, he explores how this knowledge can be applied to English and media subjects. Partington emphasizes how games can be incorporated into the curricula to best serve this generations’ attention because games are appealing and fun. He further reiterates that, “the cultural dimension of students, their experiences of gaming culture as gamers and how this affects the level of their learning must be considered in greater depth and in a greater variety of ways” (83). This article represents how technology can be creatively integrated into academics to reach the potential interests of students, and to best engage them in learning.
http://vnweb.hwwilsonweb.com.libproxy.chapman.edu/hww/results/external_link_maincontentframe.jhtml?_DARGS=/hww/results/results_common.jhtml.43
Elif, T., Berrin, O., Secil K.. Ethics in E-Learning. Turkish Online Journal of Educational Technology. V 9. N2 April 2010.
While performing my research, the title of this article appealed to me because ethics in a bricks and mortar classroom is very important and I am aware of it. However, I was curious how ethics would translate into an online environment. According to the article’s three researchers, “e-learning environments require policies balancing different expectations of participants and considering how the users perceive ethics during online learning.” Since online learning can mistakenly be perceived like the Internet, an unregulated Information Highway, the topic of ethics is crucial to identifying what is legitimately scrupulous and appropriate in utilizing online courses. The researchers conducted a study with online instructors and 3rd-4th year students of a distance education program. The introduction of the article began with the definition of ethics, and how it applies to the educational environment. Most importantly, the online learning environment is more prone to sensitivity given that students are “anonymous.”
The three researchers specifically asked these questions to navigate their study: 1) What are the opinions of the instructors and students with regard to the learner diversity within the online courses?
2) What are the opinions of the instructors and students with regard to the behavioral and legal regulations within the online courses?
The results of their study yielded the following: “More than 90% of the students and instructors mention that the jargon, idioms, humor and acronyms must be explained in the course content to make it more understandable and facilitating” and “all instructors (100%) state that links to the resource site (s)/glossaries, where interpretations of jargon and terminology are available, should be used within online courses to facilitate the student comprehension” (81.) This study would be useful to all online educators because of the different communication style and dialogue required among participants. In order to successfully and effectively maintain a positive online environment, all participants should be sensitive to each other and the diversity of the learners.
http://vnweb.hwwilsonweb.com.libproxy.chapman.edu/hww/results/external_link_maincontentframe.jhtml?_DARGS=/hww/results/results_common.jhtml.43
O’Sullivan, M., Dallas, K. A Collaborative Approach to Implementing 21st Century Skills in a High School Senior Research Class. Education Libraries. V 33 no 1. Spring 2010.
The authors of this article stated that, “businesses and higher education leaders are looking for students with the ability to evaluate and analyze information and to use this information to solve real-world problems.” Even though this is the reality of what is required of today’s high school students, the fact is that many first-time college students are not adequately prepared to apply 21st century technology skills in the fast-paced academic world. Due to this problem, the authors conducted a study in which they worked with an English teacher and the high school librarian at Rosemount High School to best prepare high school students on how to locate, disseminate, and analyze information. There are several sets of skills that are needed to effectively navigate collegiate courses, and eventually, the professional environment: higher order thinking skills, effective problem solving skills, and technology skills. In addition, the role of the teacher-librarian is essential as a tool to bridge the gap. The collaborative efforts between the English teacher and the librarian aided the students achieving more successful media literacy and research skills. In conclusion, “several students, who have gone on to a four-year college or university, have reported they not only scored well on their first major college research paper, but they also had very little trouble navigating and using their college library’s resources” (8). This research study definitely serves as a model for other high school staff who are planning to advance their students’ skills in media literacy and research. In conclusion, high school is still an educational institution that prepares its students for the real world after graduation, and strong efforts are needed to ensure that implemented programs are up to par.
http://vnweb.hwwilsonweb.com.libproxy.chapman.edu/hww/results/external_link_maincontentframe.jhtml
Barendregt, W., Bekker, T. The Influence of the Level of Free-Choice Learning Activities on the Use of an Educational Computer Game. Computers & Education. V56 no 1 January 2011.
The study, conducted by Barendregt and Bekker, focused on the employment of educational computer games for learning English among three schools in order for the students to choose their own school activities. Even though the study included research from three different schools, there were similarities in how the students responded to this activity. They were more enthusiastic to play the game in lieu of an actual classroom learning activity. However, they would not initiate wanting to play the game on their own free time. Furthermore, the researchers pointed to the fact that the students wanted their teachers to guide them on how to play the game, not necessarily become self-directed learners. The importance of this research, which ties in with the other article on gaming, leads to the integration of technology and computer games as a supplemental learning activity. Therefore, teachers who are considering implementing computer games into their curricula would benefit from the information from this study.
http://vnweb.hwwilsonweb.com.libproxy.chapman.edu/hww/results/getResults.jhtml?_DARGS=/hww/results/results_common.jhtml.34
Archambault, L., Wetzel, K., Foulger, T., Williams, M. Professional Development 2.0: Transforming Teacher Education Pedagogy with 21st Century Tools. Journal of Digital Learning in Teacher Education. V 27 n 1 Fall 2010.
The purpose of this research study is to discuss the results of a professional development project that was presented to the College of Teacher Education and Leadership at Arizona State University, which entailed assisting instructors with progressing technologies such as Web 2.0 to transform their pedagogy. Workshops were held to emphasize 21st century skills. Examples include: Overview of Web 2.0 tools, sharing curriculum plans on WIKI, plan for action research. 26 out of the 70 full-time faculty agreed to participate in this constructivist-based program, and first started instruction in the 8-hour initial workshop. After the completion of the workshops, all of the participants were asked to reflect on their experiences. The authors argue that “additional research in this area is warranted, specifically studies that focus on how to help faculty transform pedagogical practices using the power of the read/write Web in teaching as well as to build and sustain active learning communities to assist in these efforts” (11). Given that digital learning is commonplace in the field of education, it should also be commonplace in pedagogy at the university level. This article would be most useful for curriculum designers and school administrators who are planning on implementing today’s technology with academics.
http://vnweb.hwwilsonweb.com.libproxy.chapman.edu/hww/results/external_link_maincontentframe.jhtml?_DARGS=/hww/results/results_common.jhtml.43
Mammes, I. Promoting Girls’ Interest in Technology Through Technology Education: A Research Study. International Journal of Technology and Design Education. V14. No 2 May 2004.
This research study was conducted in Germany to learn about the inquiry into technology education. According to sole researcher Ingelore Mammes, “the reason for the present study is the low proportion of women in technical occupations, studies or subjects.” Hence, she initiated a study to determine the differences in the marked interests between boys and girls in regards to their attitudes towards technology. Third grade elementary school students were the participants of the study. The researcher distributed surveys to determine their attitudes to technology. Several other surveys were distributed. In conclusion, the results of the study suggest that it is essential to “intensify technology education in elementary school because it is the earliest opportunity for curriculum intervention.” Although I agree with the last sentence, I think this concept can be applied to any subject because there is a window of opportunity for all children in their learning formative years.
http://vnweb.hwwilsonweb.com.libproxy.chapman.edu/hww/results/getResults.jhtml?_DARGS=/hww/results/results_common.jhtml.34
Laptops and Fourth-Grade Literacy: Assisting the Jump over the Fourth-Grade Slump. Journal of Technology, Learning and Assessment. V.9n5 (January 2010).
This special edition of the scholarly journal focused on utilizing laptops in the fourth grade level to conquer the “fourth grade slump” – a transition period from learning to read to reading to learn. The authors stated that “the pace of progress in reading development slows substantially around the time that children reach the fourth-grade” (7). School districts across the nation are experimenting with implementing laptops in the classrooms, in which students are given access to use them in the classroom. Research within the article indicated that “one-to-one laptop programs create a highly favorable environment for students’ literacy development” (10). The overt purpose of this study was to compare changes in English Language Arts achievement of students participating in the treatment group, the laptop program, with the control group, students who did not participate in the program. The research was conducted in Estrella School District in Southern California, with the highest ethnic group being Hispanic at 47%. Pre-scores and post-scores were evaluated, and there were competing variables: ELL status, parent education, ethnicity, and gender. The findings from this study indicated that one to one laptop use has a minimal effect on increasing test scores. The benefit of this study is to help educators and administrators know if one-to-one laptop use would be beneficial in the elementary school program.
http://vnweb.hwwilsonweb.com.libproxy.chapman.edu/hww/results/external_link_maincontentframe.jhtml?_DARGS=/hww/results/results_common.jhtml.43
Martin, W., Strother, S., Beglau, M., Bates, L., Reitzes, T., Culp, K. Connecting Instructional Technology Professional Development to Teacher and Student Outcomes. Journal of Research on Technology in Education. V 43. No. 1 2010.
The researchers have argued that “high-quality professional development (PD) is central to any education improvement effort, particularly those that seek to integrate technology in support of classroom instruction” (53). The focus of this article is on the positive components that help professionals in their development to improve the quality of education. Furthermore, there is a program that is included in the study, eMINTS (enhancing Missouri’s Instructional Networked Teaching Strategies). This program, founded in 1999 by educators at the University of Missouri, Columbia, sought to provide professional development to all educators. The program included many opportunities to develop professionally, this includes: technology integration, inquiry-based learning, collaboration, and networking among teachers and students. The eMINTS program consisted of two formats, subsequently titled comprehensive and supplemental professional development. Professional development in any field is beneficial to the growth and substance of that field. For the dynamic field of education, professional development is needed since educators are required to be responsible for many roles. Furthermore, the fast-paced movements of technology inventions are difficult to keep up and learn while performing the role of teacher. Thus, professional development courses and networking are essential to support teachers who need to learn about the necessary technologies to operate their classrooms efficiently.
http://vnweb.hwwilsonweb.com.libproxy.chapman.edu/hww/results/external_link_maincontentframe.jhtml?_DARGS=/hww/results/results_common.jhtml.43
Small, R., Shanahan, K., Stasak, M. The Impact of New York’s School Libraries on Student Achievement and Motivation: Phase III. School Library Media Research v13 2010.
This two-year research study, funded by the National Leadership Grant from the Institute of Museum and Library Services, focused on the impact on school libraries on student motivation and achievement, and included three phases. In the first phase, research was conducted by distributing online surveys to school librarian professionals and principals. There was a response of 38% from librarians and 13% from principals. From these responses, the second phase began. This concluded of a representative sample of 47 schools to participate. Phase III includes interviews and focus groups that were narrowed down to 10 schools as well as an ethnographic study conducted in two different schools. The study yielded significant findings, which include the following: “elementary students in schools with certified school librarians are more likely to have higher English and language arts (ELA) scores than those in schools with noncertified school librarians,” “certified school librarians are more likely than noncertified school librarians to make a point of selecting materials for their library collections that represent different points of view and that support the general curriculum.” Further significant findings also include how the teacher-librarian collaboration, and the significant role of the school librarian in students’ academics. This article serves to promote the importance and influence of school libraries and certified librarians within the school structure, as well as how it has motivated students in their academics.
http://vnweb.hwwilsonweb.com.libproxy.chapman.edu/hww/results/getResults.jhtml?_DARGS=/hww/results/results_common.jhtml.34
Maria, K. Wiki and Academic Writing: Changing the Writer-Reader Relationship.
English for Specific Purposes. V 30 no 1 January 2011.
The author focuses on the employment of WIKI in the course of Effective Communication in English. WIKI rightfully blends in with this course because of its effective use as a collaboration tool. The researcher worked with the college students, and her results yielded in a positive finding. 60% of the students she interviewed stated that they were more mindful of their writing because they were aware of their audience. The discourse among the students was strong. I found the results to be interesting because the students were more conscientious of their writing online. I think this topic of this article would help teachers in the field to consider the positive aspects of a virtual collaboration realm such as WIKI, and how it would emphasize 21st century skills as well.
Partington, A. Game Literacy, Gaming Cultures and Media Education. English Teaching: Practice and Critique. V 9 no 1 May 2010.
The author of this article reviews the three critical “c’s” of literacy (creative, critical, and cultural) and how it correlates to media literacy. Moreover, he explores how this knowledge can be applied to English and media subjects. Partington emphasizes how games can be incorporated into the curricula to best serve this generations’ attention because games are appealing and fun. He further reiterates that, “the cultural dimension of students, their experiences of gaming culture as gamers and how this affects the level of their learning must be considered in greater depth and in a greater variety of ways” (83). This article represents how technology can be creatively integrated into academics to reach the potential interests of students, and to best engage them in learning.
http://vnweb.hwwilsonweb.com.libproxy.chapman.edu/hww/results/external_link_maincontentframe.jhtml?_DARGS=/hww/results/results_common.jhtml.43
Elif, T., Berrin, O., Secil K.. Ethics in E-Learning. Turkish Online Journal of Educational Technology. V 9. N2 April 2010.
While performing my research, the title of this article appealed to me because ethics in a bricks and mortar classroom is very important and I am aware of it. However, I was curious how ethics would translate into an online environment. According to the article’s three researchers, “e-learning environments require policies balancing different expectations of participants and considering how the users perceive ethics during online learning.” Since online learning can mistakenly be perceived like the Internet, an unregulated Information Highway, the topic of ethics is crucial to identifying what is legitimately scrupulous and appropriate in utilizing online courses. The researchers conducted a study with online instructors and 3rd-4th year students of a distance education program. The introduction of the article began with the definition of ethics, and how it applies to the educational environment. Most importantly, the online learning environment is more prone to sensitivity given that students are “anonymous.”
The three researchers specifically asked these questions to navigate their study: 1) What are the opinions of the instructors and students with regard to the learner diversity within the online courses?
2) What are the opinions of the instructors and students with regard to the behavioral and legal regulations within the online courses?
The results of their study yielded the following: “More than 90% of the students and instructors mention that the jargon, idioms, humor and acronyms must be explained in the course content to make it more understandable and facilitating” and “all instructors (100%) state that links to the resource site (s)/glossaries, where interpretations of jargon and terminology are available, should be used within online courses to facilitate the student comprehension” (81.) This study would be useful to all online educators because of the different communication style and dialogue required among participants. In order to successfully and effectively maintain a positive online environment, all participants should be sensitive to each other and the diversity of the learners.
http://vnweb.hwwilsonweb.com.libproxy.chapman.edu/hww/results/external_link_maincontentframe.jhtml?_DARGS=/hww/results/results_common.jhtml.43
O’Sullivan, M., Dallas, K. A Collaborative Approach to Implementing 21st Century Skills in a High School Senior Research Class. Education Libraries. V 33 no 1. Spring 2010.
The authors of this article stated that, “businesses and higher education leaders are looking for students with the ability to evaluate and analyze information and to use this information to solve real-world problems.” Even though this is the reality of what is required of today’s high school students, the fact is that many first-time college students are not adequately prepared to apply 21st century technology skills in the fast-paced academic world. Due to this problem, the authors conducted a study in which they worked with an English teacher and the high school librarian at Rosemount High School to best prepare high school students on how to locate, disseminate, and analyze information. There are several sets of skills that are needed to effectively navigate collegiate courses, and eventually, the professional environment: higher order thinking skills, effective problem solving skills, and technology skills. In addition, the role of the teacher-librarian is essential as a tool to bridge the gap. The collaborative efforts between the English teacher and the librarian aided the students achieving more successful media literacy and research skills. In conclusion, “several students, who have gone on to a four-year college or university, have reported they not only scored well on their first major college research paper, but they also had very little trouble navigating and using their college library’s resources” (8). This research study definitely serves as a model for other high school staff who are planning to advance their students’ skills in media literacy and research. In conclusion, high school is still an educational institution that prepares its students for the real world after graduation, and strong efforts are needed to ensure that implemented programs are up to par.
http://vnweb.hwwilsonweb.com.libproxy.chapman.edu/hww/results/external_link_maincontentframe.jhtml
Barendregt, W., Bekker, T. The Influence of the Level of Free-Choice Learning Activities on the Use of an Educational Computer Game. Computers & Education. V56 no 1 January 2011.
The study, conducted by Barendregt and Bekker, focused on the employment of educational computer games for learning English among three schools in order for the students to choose their own school activities. Even though the study included research from three different schools, there were similarities in how the students responded to this activity. They were more enthusiastic to play the game in lieu of an actual classroom learning activity. However, they would not initiate wanting to play the game on their own free time. Furthermore, the researchers pointed to the fact that the students wanted their teachers to guide them on how to play the game, not necessarily become self-directed learners. The importance of this research, which ties in with the other article on gaming, leads to the integration of technology and computer games as a supplemental learning activity. Therefore, teachers who are considering implementing computer games into their curricula would benefit from the information from this study.
http://vnweb.hwwilsonweb.com.libproxy.chapman.edu/hww/results/getResults.jhtml?_DARGS=/hww/results/results_common.jhtml.34
Archambault, L., Wetzel, K., Foulger, T., Williams, M. Professional Development 2.0: Transforming Teacher Education Pedagogy with 21st Century Tools. Journal of Digital Learning in Teacher Education. V 27 n 1 Fall 2010.
The purpose of this research study is to discuss the results of a professional development project that was presented to the College of Teacher Education and Leadership at Arizona State University, which entailed assisting instructors with progressing technologies such as Web 2.0 to transform their pedagogy. Workshops were held to emphasize 21st century skills. Examples include: Overview of Web 2.0 tools, sharing curriculum plans on WIKI, plan for action research. 26 out of the 70 full-time faculty agreed to participate in this constructivist-based program, and first started instruction in the 8-hour initial workshop. After the completion of the workshops, all of the participants were asked to reflect on their experiences. The authors argue that “additional research in this area is warranted, specifically studies that focus on how to help faculty transform pedagogical practices using the power of the read/write Web in teaching as well as to build and sustain active learning communities to assist in these efforts” (11). Given that digital learning is commonplace in the field of education, it should also be commonplace in pedagogy at the university level. This article would be most useful for curriculum designers and school administrators who are planning on implementing today’s technology with academics.
http://vnweb.hwwilsonweb.com.libproxy.chapman.edu/hww/results/external_link_maincontentframe.jhtml?_DARGS=/hww/results/results_common.jhtml.43
Mammes, I. Promoting Girls’ Interest in Technology Through Technology Education: A Research Study. International Journal of Technology and Design Education. V14. No 2 May 2004.
This research study was conducted in Germany to learn about the inquiry into technology education. According to sole researcher Ingelore Mammes, “the reason for the present study is the low proportion of women in technical occupations, studies or subjects.” Hence, she initiated a study to determine the differences in the marked interests between boys and girls in regards to their attitudes towards technology. Third grade elementary school students were the participants of the study. The researcher distributed surveys to determine their attitudes to technology. Several other surveys were distributed. In conclusion, the results of the study suggest that it is essential to “intensify technology education in elementary school because it is the earliest opportunity for curriculum intervention.” Although I agree with the last sentence, I think this concept can be applied to any subject because there is a window of opportunity for all children in their learning formative years.
http://vnweb.hwwilsonweb.com.libproxy.chapman.edu/hww/results/getResults.jhtml?_DARGS=/hww/results/results_common.jhtml.34
Laptops and Fourth-Grade Literacy: Assisting the Jump over the Fourth-Grade Slump. Journal of Technology, Learning and Assessment. V.9n5 (January 2010).
This special edition of the scholarly journal focused on utilizing laptops in the fourth grade level to conquer the “fourth grade slump” – a transition period from learning to read to reading to learn. The authors stated that “the pace of progress in reading development slows substantially around the time that children reach the fourth-grade” (7). School districts across the nation are experimenting with implementing laptops in the classrooms, in which students are given access to use them in the classroom. Research within the article indicated that “one-to-one laptop programs create a highly favorable environment for students’ literacy development” (10). The overt purpose of this study was to compare changes in English Language Arts achievement of students participating in the treatment group, the laptop program, with the control group, students who did not participate in the program. The research was conducted in Estrella School District in Southern California, with the highest ethnic group being Hispanic at 47%. Pre-scores and post-scores were evaluated, and there were competing variables: ELL status, parent education, ethnicity, and gender. The findings from this study indicated that one to one laptop use has a minimal effect on increasing test scores. The benefit of this study is to help educators and administrators know if one-to-one laptop use would be beneficial in the elementary school program.
http://vnweb.hwwilsonweb.com.libproxy.chapman.edu/hww/results/external_link_maincontentframe.jhtml?_DARGS=/hww/results/results_common.jhtml.43
Martin, W., Strother, S., Beglau, M., Bates, L., Reitzes, T., Culp, K. Connecting Instructional Technology Professional Development to Teacher and Student Outcomes. Journal of Research on Technology in Education. V 43. No. 1 2010.
The researchers have argued that “high-quality professional development (PD) is central to any education improvement effort, particularly those that seek to integrate technology in support of classroom instruction” (53). The focus of this article is on the positive components that help professionals in their development to improve the quality of education. Furthermore, there is a program that is included in the study, eMINTS (enhancing Missouri’s Instructional Networked Teaching Strategies). This program, founded in 1999 by educators at the University of Missouri, Columbia, sought to provide professional development to all educators. The program included many opportunities to develop professionally, this includes: technology integration, inquiry-based learning, collaboration, and networking among teachers and students. The eMINTS program consisted of two formats, subsequently titled comprehensive and supplemental professional development. Professional development in any field is beneficial to the growth and substance of that field. For the dynamic field of education, professional development is needed since educators are required to be responsible for many roles. Furthermore, the fast-paced movements of technology inventions are difficult to keep up and learn while performing the role of teacher. Thus, professional development courses and networking are essential to support teachers who need to learn about the necessary technologies to operate their classrooms efficiently.
http://vnweb.hwwilsonweb.com.libproxy.chapman.edu/hww/results/external_link_maincontentframe.jhtml?_DARGS=/hww/results/results_common.jhtml.43
Small, R., Shanahan, K., Stasak, M. The Impact of New York’s School Libraries on Student Achievement and Motivation: Phase III. School Library Media Research v13 2010.
This two-year research study, funded by the National Leadership Grant from the Institute of Museum and Library Services, focused on the impact on school libraries on student motivation and achievement, and included three phases. In the first phase, research was conducted by distributing online surveys to school librarian professionals and principals. There was a response of 38% from librarians and 13% from principals. From these responses, the second phase began. This concluded of a representative sample of 47 schools to participate. Phase III includes interviews and focus groups that were narrowed down to 10 schools as well as an ethnographic study conducted in two different schools. The study yielded significant findings, which include the following: “elementary students in schools with certified school librarians are more likely to have higher English and language arts (ELA) scores than those in schools with noncertified school librarians,” “certified school librarians are more likely than noncertified school librarians to make a point of selecting materials for their library collections that represent different points of view and that support the general curriculum.” Further significant findings also include how the teacher-librarian collaboration, and the significant role of the school librarian in students’ academics. This article serves to promote the importance and influence of school libraries and certified librarians within the school structure, as well as how it has motivated students in their academics.
http://vnweb.hwwilsonweb.com.libproxy.chapman.edu/hww/results/getResults.jhtml?_DARGS=/hww/results/results_common.jhtml.34
Wednesday, December 1, 2010
Video Instruction for EDUU 563
Even though my emphasis is in Instructional Technology, I really need to catch up and learn these techie skills. This assignment is good for me because I need to dive in there and do it.
Let's see if the first shot goes through.
Let's see if the first shot goes through.
Saturday, October 30, 2010
Annotated Bibliographies - The Use of Blogging in Education
Annotated Bibliographies
Paul Leslie, Novia Scotia Community College, and Elizabeth Murphy, Memorial University, conducted a study to further understand the importance of blogging among students at the post-secondary level. The blogs were sampled from an all women’s college in the United Arab Emirates (Foundations Department at the Dubai Women’s College) and were tested according to previously tested instruments. The particular emphasis in studying the content of the blogs is to understand the social and instructional contexts that blogs create and nurture. The study included a study of literature, which identified the positive and fruitful aspects of blogs, and the researchers concluded that blogging has two main purposes: social and knowledge construction. Another relevant fact that resulted from the study is that the women students disclosed more emotional responses to their blog. Examples of this include stating any fears or anxieties regarding school work. In addition, students’ blogging efforts showed a prolonged effort to take ownership for their education and revealed the processes of learning through daily blogs. The purpose of this research study is helpful for identifying the many uses of blogging, especially in a post-secondary setting. All in all, educators and curriculum designers can use this study to further design a learning atmosphere, with the proper use of blogs, which will promote a motivating and social environment for students to best adapt to their needs.
Leslie, P. & Murphy, E. (2008). Post-Secondary Students’ Purpose for Blogging. International Review of Research in Open and Distance Learning.
Cheryl C. Smith, Assistant Professor of English and Coordinator of the Writing Across the Curriculum program at Baruch College, authored “Technologies for Transcending a Focus on Error: Blogs and Democratic Aspirations in First-Year Composition.” The significance of this article points to the many trials and tribulations that first-year college students endure. However, a certain technology tool can encompass the initial mistakes of adjusting into a post-secondary academic environment. Blogging can be used by first-year college students to use the blogging arena to further understand college writing. Expression of language and emotion through blogging can further inspire students to connect with each other and learn more about academic writing. In addition, Smith postulated that faculty are mainly concerned with errors and omissions, and not necessarily provide the flexibility and understanding that first-year students may need. Frustrations from both ends could lead to negative experiences in the classes. According to Smith, blogs provide answers to questions – “While my main purpose here is to explore the impact of changing literacy practices on higher education – how reading and writing habits are evolving and how and why college educators should tap into new spaces being created for writing – I also want to position first-year writers – my own students – in the context of all the changes in order to advance a pedagogy of bloggings as a productive response to these changes” (38). Smith’s article addresses the needs of both students and faculty, and offers a proposed solution to alleviate these problems and concerns. In this sense, students’ engagement in blogs can further support each other instead of hinder one another from producing their best work in a new academic environment.
Smith, C. (2008) Technologies for Transcending a Focus on Error: Blogs and Democratic Aspirations in First-Year Composition. Journal of Basic Writing.
Paul Leslie, Novia Scotia Community College, and Elizabeth Murphy, Memorial University, conducted a study to further understand the importance of blogging among students at the post-secondary level. The blogs were sampled from an all women’s college in the United Arab Emirates (Foundations Department at the Dubai Women’s College) and were tested according to previously tested instruments. The particular emphasis in studying the content of the blogs is to understand the social and instructional contexts that blogs create and nurture. The study included a study of literature, which identified the positive and fruitful aspects of blogs, and the researchers concluded that blogging has two main purposes: social and knowledge construction. Another relevant fact that resulted from the study is that the women students disclosed more emotional responses to their blog. Examples of this include stating any fears or anxieties regarding school work. In addition, students’ blogging efforts showed a prolonged effort to take ownership for their education and revealed the processes of learning through daily blogs. The purpose of this research study is helpful for identifying the many uses of blogging, especially in a post-secondary setting. All in all, educators and curriculum designers can use this study to further design a learning atmosphere, with the proper use of blogs, which will promote a motivating and social environment for students to best adapt to their needs.
Leslie, P. & Murphy, E. (2008). Post-Secondary Students’ Purpose for Blogging. International Review of Research in Open and Distance Learning.
Cheryl C. Smith, Assistant Professor of English and Coordinator of the Writing Across the Curriculum program at Baruch College, authored “Technologies for Transcending a Focus on Error: Blogs and Democratic Aspirations in First-Year Composition.” The significance of this article points to the many trials and tribulations that first-year college students endure. However, a certain technology tool can encompass the initial mistakes of adjusting into a post-secondary academic environment. Blogging can be used by first-year college students to use the blogging arena to further understand college writing. Expression of language and emotion through blogging can further inspire students to connect with each other and learn more about academic writing. In addition, Smith postulated that faculty are mainly concerned with errors and omissions, and not necessarily provide the flexibility and understanding that first-year students may need. Frustrations from both ends could lead to negative experiences in the classes. According to Smith, blogs provide answers to questions – “While my main purpose here is to explore the impact of changing literacy practices on higher education – how reading and writing habits are evolving and how and why college educators should tap into new spaces being created for writing – I also want to position first-year writers – my own students – in the context of all the changes in order to advance a pedagogy of bloggings as a productive response to these changes” (38). Smith’s article addresses the needs of both students and faculty, and offers a proposed solution to alleviate these problems and concerns. In this sense, students’ engagement in blogs can further support each other instead of hinder one another from producing their best work in a new academic environment.
Smith, C. (2008) Technologies for Transcending a Focus on Error: Blogs and Democratic Aspirations in First-Year Composition. Journal of Basic Writing.
New Class, New Adventure
I started another online class at Brandman University. It should be very informative as it is about educational technology. These classese are really helping me to develop my technology skills as I would not have done blogging on my own.
Saturday, October 23, 2010
Artifacts
Artifact #1
This artifact is based on providing teacher training. In this PowerPoint presentation, I assembled information about Inspiration software. My target audience is middle school teachers and the software can be used for all subjects, as well as organization and brainstorming techniques. This artifact is important to me because it helps me to prepare for the "real world" in education, where I share my knowledge and skills with other educators. Also, I enjoy creating PowerPoint slides and these exercises help to perfect my craft. In addition, I have used Inspiration for my own academic assignments and learned how to use it when I was a tutor at a writing center. I have seen firsthand how helpful it is with the process of brainstorming and creating.
Artifact #2
This PowerPoint presentation is from my EDUU 552 class. This is a short portfolio of my work that I did in class. It consists of using technology in the classroom. This artifact is important to me to include because it shows my understanding of computer skills and how to incorporate them into curriculum. Also, there were exercises on how to read STAR test results and create charts based on numerical facts. In addition, the rubric exercises were very helpful for future classroom grading. Moreover, I had a lot of fun finding graphics for these slides.
Artifact #3
I love this PowerPoint presentation! This presentation is on a chapter from an educational psychology textbook about the subject of motivation. It was the first presentation I gave in a graduate class so I really tried to make it visually appealing and fun for my classmates. The subject of motivation is universal so it can translate into many other fields.
Artifact #4
This PowerPoint presentation is from my first technology class at Brandman. It is an electronic portfolio and includes many of the assignments that I completed: from rubrics to standards. Once again, I had a lot of fun creating with color and images. There were some great reflection exercises about developing as a professional educator, as well as student assessment assignments.
Artifact #5
Another PowerPoint presentation! This is a mock exercise to present to High School English students on the subject of root words. This exercise was helpful in learning how to compile information about a subject and then present it in an engaging and colorful manner. The subject also emphasized the importance of learning root words in order to understand the multiple meanings of a single word in English and its historical origins.
This artifact is based on providing teacher training. In this PowerPoint presentation, I assembled information about Inspiration software. My target audience is middle school teachers and the software can be used for all subjects, as well as organization and brainstorming techniques. This artifact is important to me because it helps me to prepare for the "real world" in education, where I share my knowledge and skills with other educators. Also, I enjoy creating PowerPoint slides and these exercises help to perfect my craft. In addition, I have used Inspiration for my own academic assignments and learned how to use it when I was a tutor at a writing center. I have seen firsthand how helpful it is with the process of brainstorming and creating.
Artifact #2
This PowerPoint presentation is from my EDUU 552 class. This is a short portfolio of my work that I did in class. It consists of using technology in the classroom. This artifact is important to me to include because it shows my understanding of computer skills and how to incorporate them into curriculum. Also, there were exercises on how to read STAR test results and create charts based on numerical facts. In addition, the rubric exercises were very helpful for future classroom grading. Moreover, I had a lot of fun finding graphics for these slides.
Artifact #3
I love this PowerPoint presentation! This presentation is on a chapter from an educational psychology textbook about the subject of motivation. It was the first presentation I gave in a graduate class so I really tried to make it visually appealing and fun for my classmates. The subject of motivation is universal so it can translate into many other fields.
Artifact #4
This PowerPoint presentation is from my first technology class at Brandman. It is an electronic portfolio and includes many of the assignments that I completed: from rubrics to standards. Once again, I had a lot of fun creating with color and images. There were some great reflection exercises about developing as a professional educator, as well as student assessment assignments.
Artifact #5
Another PowerPoint presentation! This is a mock exercise to present to High School English students on the subject of root words. This exercise was helpful in learning how to compile information about a subject and then present it in an engaging and colorful manner. The subject also emphasized the importance of learning root words in order to understand the multiple meanings of a single word in English and its historical origins.
Saturday, September 4, 2010
Literature Review
Role of Distance Education in the Expansion of Female Education Higher Level in Pakistan: A Review
Personal Author:
Malik, Sufiana K.
Journal Name:
Turkish Online Journal of Distance Education
Source:
Turkish Online Journal of Distance Education v. 11 no. 1 (January 2010) p. 162-80
Publisher Information:
Anadolu University. Office of the Rector, Eskisehir, 26470, Turkey. Tel: +90-222-335-34-53; Fax: +90-222-335-34-86; e-mail: rektor@anadolu.edu.tr; e-mail: TOJDE@anadolu.edu.tr; Web site: http://tojde.anadolu.edu.tr/
Publication Year:
2010
Title:
Empowerment of Women through Distance Education in Pakistan
Personal Author:
Bukhsh, Qadir
Journal Name:
Turkish Online Journal of Distance Education
Source:
Turkish Online Journal of Distance Education v. 8 no. 4 (October 2007) 17 p.
Publication Year:
2007
Title:
Sources of Support for Women Taking Professional Programs by Distance Education
Personal Author:
Cragg, C. E. (Betty); Andrusyszyn, Mary-Anne; Fraser, Joy
Journal Name:
Journal of Distance Education
Source:
Journal of Distance Education v. 20 no. 1 (2005) p. 21-38
Publisher Information:
Canadian Network for Innovation in Education (CNIE). 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: journalofde@gmail.com; Web site: http://www.jofde.ca
Publication Year:
2005
Title:
Identifying the Needs of Adult Women in Distance Learning Programs.
Personal Author:
Furst-Bowe, Julie
Institution:
Georgia Univ., Athens. Dept. of Adult Education.
Publisher Information:
For full text: http://www.coe.uga.edu/hsp/monographs2/bowe.pdf.
Publication Year:
2002
Pages:
9
Language of Document:
English
Title:
The Third Shift: Women Learning Online.
Personal Author:
Kramarae, Cheris
Institution:
American Association of Univ. Women Educational Foundation, Washington, DC.
Publisher Information:
American Association of University Women Educational Foundation, 1111 Sixteenth St. N.W., Washington, DC 20036 ($11.95 members, $12.95 non-members). Tel: 800-326-2289 (Toll Free); Tel: 202-728-7602; Tel: 202-785-7777 (TDD); Fax: 202-463-7169; e-mail: foundation@aauw.org; Web site: http://www.aauw.org.
Publication Year:
2001
Pages:
85
Language of Document:
English
Title:
EFA 2000 Thematic Study on Literacy and Adult Education.
Personal Author:
Wagner, Daniel A.
Institution:
International Literacy Inst., Philadelphia, PA.
Publication Year:
2000
Pages:
77
Language of Document:
English
Title:
New Technologies and Gender Equity: New Bottles with Old Wine.
Personal Author:
Knupfer, Nancy Nelson
Publication Year:
1997
Pages:
11
Language of Document:
English
Title:
Success Stories. Some Characteristics of Educationally Disadvantaged Women Making Success in a Distance Education Course.
Personal Author:
Holmberg, Carl; Emmoth, Jana
Publication Year:
1994
Pages:
6
Language of Document:
English
Title:
Persistence of Women in Online Degree-Completion Programs
Personal Author:
Müller, Terry
Journal Name:
International Review of Research in Open and Distance Learning
Source:
International Review of Research in Open and Distance Learning v. 9 no. 2 (2008) p. 1-18
E-Journal Article:
E-Journal Full Text
Publication Year:
2008
Title:
Identifying the needs of adult women in distance learning programs
Personal Author:
Furst-Bowe, Julie; Dittmann, Wendy
Journal Name:
International Journal of Instructional Media
Source:
International Journal of Instructional Media v. 28 no. 4 (2001) p. 405-13
Publication Year:
2001
Online Learning for Low Skill Adults
Heather McKay with Dr. Mary Gatta
May 2009 / Rutgers Center for Women and Work
http://files.speedmatters.org/online_learning_for_low_skill_adults.pdf
California Adult Education
Department of Education
Research Digest #4/Technology May 2006
http://www.calpro-online.org/documents/100924DistanceEducationProof.pdf
Furst-Bowe, J. (2002). Identifying the needs of adult women in distance learning programs [Electronic version]. Educational Resources Information Center. 82-89.Retrieved August 28, 2007, from http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/1a/60/8a.pdf
Personal Author:
Malik, Sufiana K.
Journal Name:
Turkish Online Journal of Distance Education
Source:
Turkish Online Journal of Distance Education v. 11 no. 1 (January 2010) p. 162-80
Publisher Information:
Anadolu University. Office of the Rector, Eskisehir, 26470, Turkey. Tel: +90-222-335-34-53; Fax: +90-222-335-34-86; e-mail: rektor@anadolu.edu.tr; e-mail: TOJDE@anadolu.edu.tr; Web site: http://tojde.anadolu.edu.tr/
Publication Year:
2010
Title:
Empowerment of Women through Distance Education in Pakistan
Personal Author:
Bukhsh, Qadir
Journal Name:
Turkish Online Journal of Distance Education
Source:
Turkish Online Journal of Distance Education v. 8 no. 4 (October 2007) 17 p.
Publication Year:
2007
Title:
Sources of Support for Women Taking Professional Programs by Distance Education
Personal Author:
Cragg, C. E. (Betty); Andrusyszyn, Mary-Anne; Fraser, Joy
Journal Name:
Journal of Distance Education
Source:
Journal of Distance Education v. 20 no. 1 (2005) p. 21-38
Publisher Information:
Canadian Network for Innovation in Education (CNIE). 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: journalofde@gmail.com; Web site: http://www.jofde.ca
Publication Year:
2005
Title:
Identifying the Needs of Adult Women in Distance Learning Programs.
Personal Author:
Furst-Bowe, Julie
Institution:
Georgia Univ., Athens. Dept. of Adult Education.
Publisher Information:
For full text: http://www.coe.uga.edu/hsp/monographs2/bowe.pdf.
Publication Year:
2002
Pages:
9
Language of Document:
English
Title:
The Third Shift: Women Learning Online.
Personal Author:
Kramarae, Cheris
Institution:
American Association of Univ. Women Educational Foundation, Washington, DC.
Publisher Information:
American Association of University Women Educational Foundation, 1111 Sixteenth St. N.W., Washington, DC 20036 ($11.95 members, $12.95 non-members). Tel: 800-326-2289 (Toll Free); Tel: 202-728-7602; Tel: 202-785-7777 (TDD); Fax: 202-463-7169; e-mail: foundation@aauw.org; Web site: http://www.aauw.org.
Publication Year:
2001
Pages:
85
Language of Document:
English
Title:
EFA 2000 Thematic Study on Literacy and Adult Education.
Personal Author:
Wagner, Daniel A.
Institution:
International Literacy Inst., Philadelphia, PA.
Publication Year:
2000
Pages:
77
Language of Document:
English
Title:
New Technologies and Gender Equity: New Bottles with Old Wine.
Personal Author:
Knupfer, Nancy Nelson
Publication Year:
1997
Pages:
11
Language of Document:
English
Title:
Success Stories. Some Characteristics of Educationally Disadvantaged Women Making Success in a Distance Education Course.
Personal Author:
Holmberg, Carl; Emmoth, Jana
Publication Year:
1994
Pages:
6
Language of Document:
English
Title:
Persistence of Women in Online Degree-Completion Programs
Personal Author:
Müller, Terry
Journal Name:
International Review of Research in Open and Distance Learning
Source:
International Review of Research in Open and Distance Learning v. 9 no. 2 (2008) p. 1-18
E-Journal Article:
E-Journal Full Text
Publication Year:
2008
Title:
Identifying the needs of adult women in distance learning programs
Personal Author:
Furst-Bowe, Julie; Dittmann, Wendy
Journal Name:
International Journal of Instructional Media
Source:
International Journal of Instructional Media v. 28 no. 4 (2001) p. 405-13
Publication Year:
2001
Online Learning for Low Skill Adults
Heather McKay with Dr. Mary Gatta
May 2009 / Rutgers Center for Women and Work
http://files.speedmatters.org/online_learning_for_low_skill_adults.pdf
California Adult Education
Department of Education
Research Digest #4/Technology May 2006
http://www.calpro-online.org/documents/100924DistanceEducationProof.pdf
Furst-Bowe, J. (2002). Identifying the needs of adult women in distance learning programs [Electronic version]. Educational Resources Information Center. 82-89.Retrieved August 28, 2007, from http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/1a/60/8a.pdf
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