Matching Technology with Purpose

Access to content has never been easier for someone who wants to learn.   The phrase “Google it” is now a common reaction to finding out information as well as resources for developing skills.  However not every link will satisfy the curious mind or teach the skill that one is searching to learn.  In the development of instructional content one needs to consider the plethora of technological choices as well as accessibility to the content that the learner may require.  When creating instructional materials it is very important to know the potential audience and how the materials will be retrieved.  Standards that reinforce common expectation for the users are important considerations when choosing technology tools.  "Organizations spend millions of dollars on technologies, content, and services to improve knowledge and skills."( Hodgins, 2003)   Establishing learning system standards will help ensure there is a return on the investment.    Additionally, choosing the correct application to meet the need of the learning objective inside of the specific learning environment is also essential.

Utilizing technology for learning is a normal practice in most learning environments such as face-to-face, online or blended classrooms.  Students and instructors will look for resources, communications, and collaborations using the web. Additionally, they will access computer based applications for further communications and learning.  However, careful attention must be exercised when choosing how to deliver materials.  Traditionally teaching skills that require on hand training could only be done in a face to face environment.  Yet, now with the available technology, students are able to access instructional content in asynchronous fashion to learn the desired skills in a virtual or online classroom.  Different methodology is necessary when choosing an online environment because the expression of the content will be different than the traditional face to face classroom.  For example, a student who wants to learn online how to make a roux would probably not be content in using a word blog for sole instruction, especially if the learner never had experience with a roux sauce.  However, creating a video tutorial with the skill being demonstrated would be a rich way to deliver this type of content.  Learning how to make roux, can be described on the pages of a cookbook or an online recipe, yet, for one who never has seen the outcome of a roux, watching a video tutorial one is able to get a deeper understand of what to expect as they make it.

When establishing content the developer should consider how it may be accessed and personalized by the learner.  “Software is used for  teaching and learning providing both learners and instructors the ability find solutions to virtually any learning challenge” (Laureate Education, Inc)..  For example, a person that may favor learning content by listening may benefit from a podcast with the content spoken through the learner chosen device speakers.  Additionally, content should be available to the learner through various devices, sources and systems. Also there need to be a seamless integration between the variations (Hodgins 2003).  For example whether a person chooses a PC or a MAC computer system should not have any implication on the content as the materials are accessed and updated by the learner. 

Hodgins, W. H. (2003). Learning technology standards. Encyclopedia of distributed learning. Thousand Oaks, CA: Sage Publications, Inc.

Laureate Education, Inc. (Producer). Classification of Learning Technology Software Flash Program. Baltimore, MD:Author unknown.

Too Old for Facebook? The Millenial Learner

A Millennial learning style is defined by Dr Chris Cede as “the influence of media, such as as the World Wide Web which induces learning based on seeking, sieving, and synthesizing rather than on assimilating a single “validated” source of knowledge as from books, television, or a professor’s lectures.”( Dede, C. 2005).  There are other characteristic of the millennial learner such as multitasking, doing many things at one time, such as having a conversation, while looking up information on the WWW.  Additionally, personal and tailor made configuration for applications and media is a desired and is sought after by the millennial learning, such as music playlists and RSS feeds for news updates. 

In comparison to  Dr Cede definition to this learning type I find myself :"inline" with the Millennial learning behaviors even though I was born before this generation.  My normal go to pattern for learning and socializing is to look on my smart phone or pad to find out whatever information that I desire.  If I am preparing something for work, or I am writing notes I usually use my ipad or computer.  I will routinely check my social network app to see how my friends and family are doing and keep in touch in this manner.  If there is an event going on, my friends use Facebook as the vehicle to let everyone know.  When learning about a topic, I will look up several sources and get various perspectives along the way.  I enjoy technology perhaps to a fault, and I integrated it in my life pretty regularly.

As a lifelong learner, being able to learn about new things, and get different perspective on things is a valuable tool.  I have found that  the WWW has given me opportunity to  enrich my understanding of many things.  For example, I have used YouTube to learn to do many different things, from Photoshop techniques to making a cake to learning to crochet.   I have found the videos on YouTube to be very informative.  Likewise, I think that giving back and posting information of what you know is important.  This feedback stage is still not developed in my life, but I hope to change that and start posting my own tutorials to give back and contribute to this virtual society.

Dede, C. (2005). Planning for neomillennial learning styles. Educause Quarterly, 1, 7–12.

The Usefulness of Technology

Awkwardly fumbling around by pushing buttons, confused as to how to select something, send a text, answer a phone call, a brief feeling a disorientation and maybe intimidation were some my initial reactions to my first smart phone two years ago.  My original reason for getting the phone was because I wanted an I-Pod and I thought this would be a good solution.   My initial 24 hours with the phone was a time of obsession, once I learned how to do one thing, I became curious about another.  I learned how to view/send my email, use the GPS  map system, do online banking, connect Netflix to our TV, find a music broadcast station that plays music that I like (Pandora) , upload and take  pictures.  I quickly moved onto other things.  I watched YouTube tutorials and learned to crochet, I downloaded books and listen to them as I drove to work or cooked dinner. Believe it or not this was just the tip of the iceberg on the uses of this gem of technology.  I continue to be amazed by what my phone can do to help me learn about new things as well as make every day chores a bit less time consuming.  The saying there is an app for it resonates with me.  

While the discovery of my smart phone continued to amaze me, my PC was relegated to lesser use, however, still important.  Most of my production projects are completed on the PC.  For example video editing and graphic designs projects, photo editing, lesson planning, and writing papers I still prefer to use my pc computer.  If I need to spend a substantial amount of time doing something, I will most likely use my PC.  The size of the screen and keyboard, and the computer processor is better designed to handling what I am doing.  Additionally the keyboard commands are a bit less awkward to get certain jobs done. Overall, between the two devices I am a happy camper.

Without these technologies would I find another way?  Would I revert to the old way of doing things?  Would I do without the information that I can currently get in a split second.  The answers to these questions are probably yes!   Yet, I have found that life is more convenient and even less of a hassle when I am able to get to what I need in a quick and efficient way.  However, there are sometimes that I will purposely not use technology just to wean my brain from the “always connected” feeling.  Going camping or to the beach without electronics, having a book in hand and a pack of cards is sometimes very refreshing. 

By the late seventies the personal computers were everywhere, at the office, the schoolroom, the home, ad in laboratories and libraries.  The computer was no longer a luxury, but was now a necessity for many schools and universities.”  (Molnar A, 1997)  Moreover, computer aided education has lead to better understanding of overall content.  According to analysis done by James Kulik at the University of Michigan, “Computer-based education could increase scores from 10 to 20 percentile points and reduce the time necessary to achieve goals by one-third.  (Molnar A, 1997) 

It would seem that we have grown in sophistication in the use of technology in   a hort period of time.  Today some secondary education classrooms are allowing students to use their smart phones for specific project feedback and research during classtime.  There are many Web 2.0 programs which assist the teacher in supplementing their lesson plans with interactive lessons to help the students connect to the content. For example, Codecademy(http://www.codecademy.com/)  is a free programming site that teaches students various script languages through interactive lessons. Ted Ed(http://ed.ted.com/)  is a collaborative site that combines animation and content for educators to supplement their classroom activities. There is much technology available to help educators and students alike in the journey of education.  However the use of technology need to be purposeful and used correctly.  Technology used for the sake of technology could be a waste of time.  “When people focus too much on technology, they lose sight of the true purpose of technology, which is to facilitate learning in the classroom.  “(McNeely, B. (n.d.))

Today’s digital natives have grown up with information at their fingertips.  As an example, my 8th grade son using his Kindle Fire to access the Internet in order to retrieve his homework assignment, his online textbook and email the assignment back to his teacher as the norm of a school night.  Additionally, for entertainment he likes to read, and reads about two to three books per week.   When I asked him his preference for reading whether it be from his Kindle or a paper book, he stated that he rather read from his Kindle because there is easy access to the books.  Multiplayer computer games are something that he would spend all of his time doing if he was not restricted.  His friends all communicate using the Skype app ( without the video piece) opposed to a cell phone or instant messaging.  I have found Liam talking to multiple friend on Skype while playing a Minecraft (https://minecraft.net/) as they instruct one another as to what they want to build, and how to do it.   

Consequently, with example of one teenage boy, we can see that technology has wand will exponentially continue to grow and hopefully benefit the up and coming generations.  “ The next generation of learners will meet and surpass the Net Generations’s expectations of educational standards.  Those standards will only be met if faculty and administrators today establish the infrastructure of learning technology in the classroom.” (McNeely B(n.d.))

McNeely, B. (n.d.) Using technology as a learning tool, not just the cool new thing. In Oblinger, D., & Oblinger, J. (Eds.), Educating the Net Generation. Retrieved Oct. 13, 2009, from 

http://www.educause.edu/Resources/EducatingtheNetGeneration/UsingTechnologyasaLearningTool/6060?time=1235391961

Molnar, A. (1997). 

Computers in education: A brief history. T.H.E. Journal, 24(11), 63–68.