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Thursday, June 22, 2017
Teaching and Learning with Mobile Technology: A Qualitative Explorative Study about the Introduction of Tablet Devices in Secondary Education
Montrieux H, Vanderlinde R, Schellens T, De Marez L. Teaching and Learning with Mobile Technology: A Qualitative Explorative Study about the Introduction of Tablet Devices in Secondary Education. Plos ONE [serial online]. December 7, 2015;10(12):1-17. Available from: Academic Search Complete, Ipswich, MA. Accessed June 22, 2017.
This article discusses the impact of tablet devices used in secondary education. The study focuses on two groups of teachers. The first are those who modify and adapt their teaching to use tablet devices in new and creative ways. The technology becomes an interactive, innovative part of their teaching style. These educators are referred to by the author as "Innovative Teachers." The second group of educators use the tablets as extensions of the already established material. In other words, a "book behind glass" or digital copy of the predetermined text book. These teachers are referred to as "instrumental Teachers" in this article.
I found the results of this study to be fascinating for a number of reasons, not the least of which would be the tendency of the "Instrumental Teacher" to be more conservative in their teaching practices. The use of technology represented a lack of control for the "instrumental Teacher," a distraction that could disrupt the classroom. Therefore, the "Instrumental Teacher" adopted a more traditional, controlled teaching environment that actually negated the purpose of the technology being used.
Also of interest was the fact that the students in the study reported no difference in their capacity to learn regarding the use of technology. They noted the benefits of interactive materials, new presentation methods and how technology made them "excited" about learning, but all in all, did not actually increase their capacity to learn.
The last point that really stood out to me was the lack of support noted by both the teachers and students. Both groups acknowledged lack of support and materials as being a major factor in the way technology was used in their classroom.
All in all, I think this article speaks to many of the points we've raised in our class discussions. It also addresses the same concerns I raised in my previous post. The attitude of the educator regarding the use of teaching materials, regardless of that material, has a major impact on student learning. Technology is here to stay. Yes, it may be over-hyped from time-to-time and the need to use it at every turn overstated, but fighting against this turn in educational methods is simply counterproductive. I know it can be scary - new things always are - but we shouldn't let our prejudices as educators prevent us from utilizing a new tool. Better to learn when and how to use it.
This article discusses the impact of tablet devices used in secondary education. The study focuses on two groups of teachers. The first are those who modify and adapt their teaching to use tablet devices in new and creative ways. The technology becomes an interactive, innovative part of their teaching style. These educators are referred to by the author as "Innovative Teachers." The second group of educators use the tablets as extensions of the already established material. In other words, a "book behind glass" or digital copy of the predetermined text book. These teachers are referred to as "instrumental Teachers" in this article.
I found the results of this study to be fascinating for a number of reasons, not the least of which would be the tendency of the "Instrumental Teacher" to be more conservative in their teaching practices. The use of technology represented a lack of control for the "instrumental Teacher," a distraction that could disrupt the classroom. Therefore, the "Instrumental Teacher" adopted a more traditional, controlled teaching environment that actually negated the purpose of the technology being used.
Also of interest was the fact that the students in the study reported no difference in their capacity to learn regarding the use of technology. They noted the benefits of interactive materials, new presentation methods and how technology made them "excited" about learning, but all in all, did not actually increase their capacity to learn.
The last point that really stood out to me was the lack of support noted by both the teachers and students. Both groups acknowledged lack of support and materials as being a major factor in the way technology was used in their classroom.
All in all, I think this article speaks to many of the points we've raised in our class discussions. It also addresses the same concerns I raised in my previous post. The attitude of the educator regarding the use of teaching materials, regardless of that material, has a major impact on student learning. Technology is here to stay. Yes, it may be over-hyped from time-to-time and the need to use it at every turn overstated, but fighting against this turn in educational methods is simply counterproductive. I know it can be scary - new things always are - but we shouldn't let our prejudices as educators prevent us from utilizing a new tool. Better to learn when and how to use it.
Tuesday, June 20, 2017
Altering Perspectives: How the Implied Reader Invites Us to Rethink the Difficulty of Graphic Novels
Connors S. Altering Perspectives: How the Implied Reader Invites Us to Rethink the Difficulty of Graphic Novels. Clearing House [serial online]. January 2012;85(1):33-37. Available from: Academic Search Complete, Ipswich, MA. Accessed June 20, 2017.
This article addresses the effects of predisposed opinions on the validity of Graphic Novels as a learning tool for readers at the secondary level. The author used a control group of "pre-service" teachers in a young adult literature course to explore the opinion of educators regarding Graphic Novels as a viable source of literacy. While the opinions on the subject varied greatly, the author observed that the background of the pre-service teacher greatly influenced their position. Those who had never been exposed to the Graphic Novel format dismissed the work as juvenile or less challenging, giving little thought to the visuals (artwork, typography, page layout, etc.) and the role they play in enhancing the overall narrative. On the other side of the argument, the subjects with previous exposure to the Graphic Novel format were more receptive to the validity of the literature and were more likely to recognize the value of the visual elements included in the work.
As both an educator and a life-long comic book aficionado, I have a very strong opinion regarding the validity of Graphic Novels, comic books and their value as a tool of literacy. I believe my lifelong interest in writing, fiction, etc. is born specifically from this format. I consider myself to be well-read, well-spoken and of considerable creative spirit. I have read Graphic Novels and comic books that have made me excited, angry, laugh and cry. I have been introduced to incredible scientific concepts, psychological insights and words that have increased my vocabulary exponentially. And while I could debate the validity of this format ad nauseam, I would rather use this space to warn against the dangers of educational bias and remind any who would read this that we are ALL lifelong learners. As educators, we should be open to new experiences and careful not to pass our predisposed opinions onto our students.
This article addresses the effects of predisposed opinions on the validity of Graphic Novels as a learning tool for readers at the secondary level. The author used a control group of "pre-service" teachers in a young adult literature course to explore the opinion of educators regarding Graphic Novels as a viable source of literacy. While the opinions on the subject varied greatly, the author observed that the background of the pre-service teacher greatly influenced their position. Those who had never been exposed to the Graphic Novel format dismissed the work as juvenile or less challenging, giving little thought to the visuals (artwork, typography, page layout, etc.) and the role they play in enhancing the overall narrative. On the other side of the argument, the subjects with previous exposure to the Graphic Novel format were more receptive to the validity of the literature and were more likely to recognize the value of the visual elements included in the work.
As both an educator and a life-long comic book aficionado, I have a very strong opinion regarding the validity of Graphic Novels, comic books and their value as a tool of literacy. I believe my lifelong interest in writing, fiction, etc. is born specifically from this format. I consider myself to be well-read, well-spoken and of considerable creative spirit. I have read Graphic Novels and comic books that have made me excited, angry, laugh and cry. I have been introduced to incredible scientific concepts, psychological insights and words that have increased my vocabulary exponentially. And while I could debate the validity of this format ad nauseam, I would rather use this space to warn against the dangers of educational bias and remind any who would read this that we are ALL lifelong learners. As educators, we should be open to new experiences and careful not to pass our predisposed opinions onto our students.
Open Educational Resources
Open Educational Resources (OER) are defined as educational tools, materials, etc. that can be shared, altered, modified and reproduced without violating copyright laws. This concept, in of itself, seems to be a sound one and has many obvious benefits. These include ease of access for students from anywhere in the world, vetted research materials from expert instructors and new presentation strategies and assessments for teachers. And while the idea of a shared educational community seems beneficial to all parties, it does raise some concerns.
Of greatest concern would be the willingness and ability of school district administrators to support an OER based curriculum going forward. While the immediate impact of technology replacing paper, printing and books seems to be cost effective, ongoing support for hardware, software, support staff, etc. is very expensive and may prove prohibitive long term. Furthermore, the ability to provide training to existing staff in new technology, updates and advancements seems to be beyond the ability of most school districts. In other words, even if schools were willing to adopt the OER culture, it may be beyond their ability to maintain it.
Another concern of mine lies in the very nature of the OER model. The fact that these shared materials are created by professionals - teachers - who are expected to generate curriculum, assessments, etc. as a way of contributing to the greater educational community without thought of ownership, compensation, etc. just seems wrong to me. I have dedicated countless hours to my students. I created my classes from the ground up, from presentations to projects and assessments. Yes, I have willingly shared materials with my colleagues. I have also "borrowed" many ideas from online resources. But at the end of the day, I have used everything in my power to create a strong program for my students, one that my administrators are constantly pushing me to archive, share, reproduce, etc. so that my efforts can be used by other teachers. But to what avail???? I'll tell you why, as I've been told this many times...
My administrators want my class to accessible and easy to understand for both themselves and any NEW teachers who would be assigned to my classes. In other words, prepare a curriculum that ANYONE could understand, adapt and present.
I know they say this is good practice, meant to stimulate the best teaching and learning environment possible, but somehow it still doesn't seem to sit right...
Monday, June 19, 2017
PUTTING FAIR USE ON DISPLAY: ENDING THE PERMISSIONS CULTURE IN THE MUSEUM COMMUNITY.
CHANDLER R. PUTTING FAIR USE ON DISPLAY: ENDING THE PERMISSIONS CULTURE IN THE MUSEUM COMMUNITY. Duke Law & Technology Review [serial online]. January 2016;15(1):60-83. Available from: Academic Search Complete, Ipswich, MA. Accessed June 19, 2017.
This article addresses some of the issues we discussed in class today regarding Fair Use Copyright. The question pertains to the use of technology in museum virtual tours. The author argues the need for a "permissions culture" amongst the museum community that allows for technological applications to apply Fair Use with regard to virtual tours, phone applications, etc. The article notes how this "understanding" has been common practice in the museum community for many years, but emerging laws regarding copyright infringement, etc. may threaten the use of broadcast technology. Furthermore, the cost of licensing visual works and images for these applications would be incredibly expensive making the entire endeavor all but impossible.
All in all, I would have to say I agree with the author. Copyright laws are meant to protect the original, intellectual property of the creator. Fair Use, however, allows for certain exceptions to be made when applied to educational practices. I would argue that a "virtual tour" of a museum, an institution dedicated to both the preservation of important works and educating the public as to their importance, an institution whose location may be beyond ones means to actually visit in-person, would fall well within these parameters. I think most museums and their curators would agree with that assessment and recognize that perhaps a new standard of practice or "permissions culture" needs to be investigated.
This article addresses some of the issues we discussed in class today regarding Fair Use Copyright. The question pertains to the use of technology in museum virtual tours. The author argues the need for a "permissions culture" amongst the museum community that allows for technological applications to apply Fair Use with regard to virtual tours, phone applications, etc. The article notes how this "understanding" has been common practice in the museum community for many years, but emerging laws regarding copyright infringement, etc. may threaten the use of broadcast technology. Furthermore, the cost of licensing visual works and images for these applications would be incredibly expensive making the entire endeavor all but impossible.
All in all, I would have to say I agree with the author. Copyright laws are meant to protect the original, intellectual property of the creator. Fair Use, however, allows for certain exceptions to be made when applied to educational practices. I would argue that a "virtual tour" of a museum, an institution dedicated to both the preservation of important works and educating the public as to their importance, an institution whose location may be beyond ones means to actually visit in-person, would fall well within these parameters. I think most museums and their curators would agree with that assessment and recognize that perhaps a new standard of practice or "permissions culture" needs to be investigated.
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