Sunday, April 19, 2015

Blog 3 Teaching with Technology

 
 Five online technology sources that the community has where I am an adjunct is Blackboard, Instant Messenger, email, Microsoft Office templates, and links and videos that are in You Tube that helps the students with just about anything. I really love Black Board and I am certified to teach on-line. Blackboard  reaches students from diverse setting (Greyling, Kara, Makka, & Van Niekerk, (2008). The templates are great because sometimes students do not have word, power point, or excel to complete their school work.
   
     I am pretty good at using lots of technology. I live to learn new things!!!!! I am always curious when I see my children doing something that I have not tried on the computer, I pad, I pod, or even when playing games on their play stations. My biggest fear is being left being as technology advances. To keep my skills up I take advantage of professional development course at the community college. Also, I continue to further my education at Walden pursing my Doctorate in Education. One professional development course that I loved was the completion of my on-line instructor certification. Also, I attend the yearly conference that is sponsored by the community college.
 
     I use many techniques to teach and learn. I value You Tube because so many people use it and share their beliefs, leanings, and teachings. You Tube is very educational because professors upload their lecture which help people to learn. I love Blackboard, especially the grade center. I can also have my students email me through their class in blackboard. If I have my students download IM, I could communicate with my instantly creating a chat time. Kock and Garza (2007) argued that people need body language such as facial expression, and body language in order to learn. With this in mind,  creating voice links and uploading lectures really help students who need this sort of interaction to learn.

References:


Greyling, F., Kara, M., Makka, A., & Van Niekerk, S. (2008). IT worked for us: Online strategies to facilitate learning in large (undergraduate) classes. Electronic Journal of e-Learning, 6(3), 179–187.
Retrieved from the Walden Library databases


Kock, N., Verville, J., & Garza, V. (2007). Media naturalness and online learning: Findings supporting both the significant- and no-significant-difference perspectives. Journal of Innovative Education, 5(2), 333–355.
Retrieved from the Walden Library databases.


2 comments:

  1. Terry,

    Student’s who do not have Word, can download the software program free at my university now as long as they are enrolled in a degree program. They get the student package with Word, Excel, and PowerPoint.

    I think this is a great way to help learners who may not financial be able to afford needs software to be successful in school.

    Mark B

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  2. Recently a historian who has a blog commented on a study that shows online education lag behind f2f education in three areas; completing courses, completing them with passing grades, and completing them with A or B grades. The study is here: https://www.insidehighered.com/news/2015/04/20/study-finds-student-success-lags-online-california-community-college-students

    As to be expected, there are gaping holes in the study, but that did not deter this historian from jumping on the anti-online education horse and galloping to deliver the news from her perspective. That leads me to the articles in this week's resources on no significant differences regarding technology in education. A lot of that revolves around online education.

    I love online education. I earned my degrees online and haven't set foot in a f2f classroom since 1986 as far as my earning college credit. Yet, here I am teaching three f2f classes because the demand for my knowledge is high on my campus. It bothers me when I see studies that attack online education because most of the time you can drive a few semis through the holes in the studies. The Liu, Maddux, and Johnson (2008) article addresses this in the reliability of instrumentation used in those articles.

    One thing I encounter with my students when I talk about online education is that they have problems that I never had. My experiences are different than theirs. Upon some reflection I realized I am one of those students that has an extremely high reading comprehension level as well as high self-motivation capacity although by my abysmal prospectus attempts you would not know that.

    Most students do not have these high levels. Look at all of us. We do well online, but then we're doctoral students. We are already expected to be self-learners and to be able to construct courses and even programs and entire curriculums. We are the exceptions to the rule so we cannot go by our experiences.

    Yet, we each have to adjust to the use of technology in ways our students often already know. The great part is that we do use it. We look for ways to learn it and to make it part of our arsenal of educational practices. We seek to use it to make our courses better for our students. We are the upper 10% of higher education in that already because most instructors are not trying to do that.

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