Course Reflection
This semester, we have discussed many different topics from digital natives, to utilizing technology to enhance our learning experiences, to MOOCs, and finally for-profit educational institutions. My thinking has changed over the course of the term (as it should); I am not a digital native, but nor am I a digital immigrant. I sit, sometimes uncomfortably, in a position of knowing enough to be dangerous, to quote a very good friend. This last week, for instance, I started a new semester, and the computer was not working appropriately in the classroom. I knew how to fix the computer, but I was still struck by the “what if I’m wrong?” Thought process, so I still called IT.
As we have merged through the semester, I have considered technology in new ways. My students consistently suggest using apps like ‘Remind’ in my courses for them to have reminders sent about homework due dates, etc. Prior to this class, I found it offensive that students would need hand holding to remind them to do the work. Isn’t that why I have created an absolutely awesome syllabus? The bulk of this class meshed with my Maymester courses, so I couldn’t really incorporate too many of the new apps and discoveries that I had made. For my summer classes, rather than creating just a traditional syllabus (which I did, because we are required to create a traditional syllabus), I also created a digital poster students could use.
We discussed, at length, the idea of digital natives speaking different ‘languages.’ My husband and I actually discussed this at length as well. He, as an IT professional, is fighting the digital trends to change language with all his might. I can see the merit in incorporating some of the methodologies that digital natives utilize, but I still see merit in traditional learning and communication. Not only have I incorporated new technology and apps to my classroom, I have also encouraged my students to participate more in technological advancements.
This upcoming semester, I have scheduled several visitors to speak to my classes over topics like digital archiving, finding employment in the digital age, and digital research. Since we are so bombarded with information on the internet, I want my students to learn to deftly navigate through the system to find content that is suitable for future use.
As we have merged through the semester, I have considered technology in new ways. My students consistently suggest using apps like ‘Remind’ in my courses for them to have reminders sent about homework due dates, etc. Prior to this class, I found it offensive that students would need hand holding to remind them to do the work. Isn’t that why I have created an absolutely awesome syllabus? The bulk of this class meshed with my Maymester courses, so I couldn’t really incorporate too many of the new apps and discoveries that I had made. For my summer classes, rather than creating just a traditional syllabus (which I did, because we are required to create a traditional syllabus), I also created a digital poster students could use.
We discussed, at length, the idea of digital natives speaking different ‘languages.’ My husband and I actually discussed this at length as well. He, as an IT professional, is fighting the digital trends to change language with all his might. I can see the merit in incorporating some of the methodologies that digital natives utilize, but I still see merit in traditional learning and communication. Not only have I incorporated new technology and apps to my classroom, I have also encouraged my students to participate more in technological advancements.
This upcoming semester, I have scheduled several visitors to speak to my classes over topics like digital archiving, finding employment in the digital age, and digital research. Since we are so bombarded with information on the internet, I want my students to learn to deftly navigate through the system to find content that is suitable for future use.
Cook and Fenn (2013) discuss the challenges that educators face in creating student engagement and collaboration in the learning environment. A study was conducted at Queensland University of Technology, to research the effects of digital posters on student learning. Focusing on the blended learning approach, the academic staff in the Science and Engineering program incorporated to use of digital posters (Cook & Fenn, 2013, p. 195).
ReplyDeleteOne of the reasons the university decided to implement digital posters is that "is that students more likely need to develop information literacy skills rather than desktop publishing and printing skills" (p. 196). Additionally, digital posters help students develop skills to better research, critically analyze, and develop Internet awareness. Additionally, the use of this type of technology allows for virtual conferences, generates greater interest, and allows for enhanced face-to-face communications. Overall the study found that integrating this type of blended learning strategy will enhance feedback from instructors and peers. Further, instructors can more closely monitors students work as well as identify students who are at risk (pp. 196-197).
I believe that your choice in using digital posters as a new teaching strategy will add positive effects for you and your students. The capabilities of digital posters can include videos, slideshows, games, audio files, and lectures (p. 199). I am confident through the knowledge that we have gained in this course, that your decision of integrating digital posters will greatly enhance student engagement.
References
Cook, R., & Fenn, P. (2013, December). Dynamic digital posters: Making the most of collaborative learning spaces. Retrieved from http://www.ascilite.org/conferences/sydney13/program/papers/Cook, Roger.pdf
Sabrina,
ReplyDeleteI love that you are immediately integrating what you learned from this class into your own learning environment. I too have found myself doing that throughout this whole doctoral program. This course, in particular, has opened my eyes to some concepts I had not considered before. I am a digital immigrant but one who is not afraid to adapt and embrace new technology as it arrives. However, like a digital native, I am impatient if it does not perform the way I expect or hope (Prensky, 2012). I do not like technology that does not serve a valid purpose. I used Prezi for a project in this class and seriously wanted to scream. It was so difficult to lay out and edit that I doubt I will use it again. I like the effects of Prezi but it is not worth my time to create one. It may be more user-friendly if I paid for it but must prove effective before I do that. What did you use the digital poster for?
The different language you addressed of the digital native was a concept I had not previously considered (Prensky, 2012). It seems silly that we expected millennials to think like us when our parents did not understand the language of the hippie generation. (Yes, that would be me.) I am going to plan my future instructional methods courses around this concept because my teacher candidates will be teaching students that use another new although yet discovered language. I think it is great that you will be bringing in guest speakers to address how to use digital technology effectively.
Nice job. I look forward to hearing how your integration of technology in the classroom works out.
Brita
References
Prensky, M (2012). From digital natives to digital wisdom. Thousand Oaks, CA: Corwin.
Brita,
DeleteI have used Prezi for a number of years, but I discovered this semester that they removed the free component of the system. While the images are cool, and the presentations are more “fun,” it is galling that they want to charge so much for their services. As a result, I lost almost thirty Prezis that I had made. Obviously, I was not a happy camper with that assignment. For my summer classes, we decided to create our own group expectations and “rules of engagement.” Students collaborated in smaller groups, announced what they suggested, and we voted on what needed to be kept. Then we collaborated on creating a digital poster that we “hung up” in our virtual classroom. I always include a “Common Room” (this semester was the “Ravenclaw Common Room”) so students can chat, share jokes, memes, ask questions of one another, etc.
Serena,
ReplyDeleteI enjoyed reading your post on the course. I am glad that you have integrated what you learned from this course into your classroom. I consider myself a digital native because I am a “millennial”, however, I have experienced and value the traditional ways of education. Prensky (2012) states that today’s students are not the same and learn differently from the traditional ways of learning. This statement is true and it is great to see innovative, dedicated teachers who are willing to use technology to educate and help their students. My school uses remind to inform us on different things happening on campus but I use ClassDojo to inform parents on student behavior, grades and attendance which has provided a better view of how their student behaves in class. Previously, without ClassDojo, the parents did not gain quick knowledge of the student’s behavior and did not know about his progress. This course has provided me with various ways to connect to my students, parents and administration.
Reference
Prensky, M (2012). From digital natives to digital wisdom. Thousand Oaks, CA: Corwin.
Dwala,
DeleteThat is great that you can keep in contact with your parents easily! I started up a Twitter account so students can see reminders, etc. Let’s see if I actually remember to use it...
Hi Serena,
ReplyDeleteI have truly enjoyed learning from you throughout this course. You present your perspectives in a genuine, transparent manner and that speaks to my educator soul. I too feel that I am stuck between digital native and digital immigrant. This serves to give us a unique perspective that can bridge the gap between both digital natives and digital immigrants. Like you, I have considered technology in new ways since embarking on our technology journey in this course. My students have exposed me to www.Sli.do which allows students to ask questions through the application during a lecture and the faculty to answer the questions after lecture. Our college has also added Collaborate to Blackboard this semester and I have truly enjoyed learning about and implementing Bb Collaborate as a means to engage students. Prensky (2012) noted that “only the right education helps” and that our current education forces teachers to apply their efforts in misguided directions that sap their energy and effectiveness” (p. 29). We have spent time learning and using Collaborate as faculty before employing with students in order to enhance the effectiveness of this technological tool that can help our students succeed. This approach has made this digital immigrant, almost native feel comfortable and feel guided.
References
Prensky, M. (2012). From digital natives to digital wisdom: Hopeful essays for 21st century learning. Thousand Oaks, CA: Corwin Press.
Hi Lisa,
DeleteSli.do sounds really cool! I’ll have to look into it! It is great that you worked on collaborating before releasing it upon the students. I was speaking with my department chair on Tuesday and she was dismayed that in 2018 only a third of our instructors have been using technological tools. That’s crazy! We can do so many things with technology to make our teaching lives easier.
Hi,
ReplyDeleteOne thing that stood out to me within your writing is the Remind app. I am familiar with Powerschools online portal. PowerSchool is on the Internet and there is an app that can be used as well. When a teacher post assignments, it will send an e-mail to students. It will also send an alert to their cell phones. Regardless, from my observations, students at the high school level do not check their e-mails for homework update alerts. They do obtain the Smartphone alert once, but many times this does not prompt them to begin an assignment. I noticed that the middle schools use an alert which I get on my phone for my daughter. I am wondering if it is stimulating from the Remind app? I think I will check into this app to see how I can use it with my students. I totally understand how your thinking when you mention “holding students’ hands” when they should use the syllabus. For some reason, students do not pay attention to the syllabus handed to them even if a signature is required. Even the very word; syllabus or syllabi, is foreign to them. Also, digital archiving is a real mountainous task even for me as a person and professional. It seems as if this skill needs to be explicitly taught to students once I learn it as well. I like to keep a lot of things on my disk, backup disk, and storage tower. I used to only use a small 4G memory stick, but now I have emerged into a huge My Book storage device. Within my documents kept and stored, I have noted the aging quality. Yet, I cannot part with anything digitally stored. Your post has brought this to my remembrance that while it is summer, I need to spring clean my storage units.
Martha
Martha,
DeleteThis post is so on point! My son is ALWAYS bemoaning that I do not clean up my technology. He bought me an external hard drive for my birthday and he gripes all the time that I do not work on my organization and “spring cleaning.” That is so true about the syllabi. I’ve given up handing out a hard copy of the syllabus.