Course Reflection

I am like the old dog that can’t be taught new tricks. When I learned that the course was online, I was not happy. I had taken a course that required some minor use of blackboard, but never an online course. I do not like change. I want to sit in a class and listen to the teacher lecture me. That is the way it has always been. If I have a question, I want to be able to get an immediate response. Sending an e-mail and waiting for an answer is unacceptable. I was apprehensive, and unsure of what to expect. I prepared for the worst. However, once I started looking over the provided material, I found a well structured class, with excellent tutorials. It took me awhile to get through all the material, so I was a little behind getting started. But the funny thing is not once did I have to ask a question that was not found in either the course assignments or the course syllabus. So the FIRST thing I learned is that online classes do not come from the devil. I entered the class with a fairly extensive understanding of computers. I co-owned a printing and graphics shop for seventeen years. All twenty-one of our commercial printers were digital. I have worked with all types of computer software. For word processing, I have used Ventura, Quark, Word Perfect, Professional Write, and of course, Microsoft Word. For design work, I have used InDesign, Arts and Letters, Pagemaker, Photoshop, and CorelDRAW. I have used excel not only for budgets, but also for data input for Microsoft Access. And since the company did mail merges, I worked with databases. Based on this experience, I did not expect to learn much about computers that I did not already know.

Blog
I have followed two blogs for a couple of years, both relating to sports teams. However, I always thought that the “blog” part was the comments section. I believed “blogging” meant responding to somebody’s article. And since everywhere I went I saw these nasty, polarizing comments, I did not want anything to do with “blogging”. So the SECOND thing I learned in the class was exactly what a blog is. I want to start by saying I think there are some people that love to put their thoughts down on paper. Then there are those people that would much prefer to keep their thoughts to themselves. I fall into the latter group. I equate a subject blog with those journals I used to have to keep, especially in English Literature and History. I will be the first to tell you I hated those journals. Don’t misunderstand; I have no objection to writing an informational blog, such as the one in this course. Ask a question, I will give you a question. Ask for my reflection, you will get surface at best. However, the way I feel does not mean I do not see its utility in education. I may have hated those journals, but they at least made me think, regardless of my answer. But, I also look at things from a mathematics perspective, since that is what I plan to teach. And a blog does not have the same utility in mathematics that it does in other classes. That said, I think it would be great way for students to do their homework, and have their group comment on their approach to the problems. So if everything was ideal, I would at least try this. But in reality, it would require every child to have access to a computer to do their homework, and I just do not see that being the case.

Threaded Discussion/Listserv
The use of threaded discussion in this class amounted to a help section that had not a single post. The section where we put our URL is only somewhat threaded, since very few comments were placed. However, I have another class, Research in Education, where we did use a threaded discussion. Everybody in the class had to post their introduction section for peer review. Then we had to review three of our classmates work. I will say it was convenient. It was nice to open their paper, make suggestions/comments, save their paper with our name and be done with it. But it is easy enough to open their paper and save it to my computer, do the work, and send it back as an attachment. A little more work, but not much. So while I like threaded discussions, I cannot say that they are significantly more helpful. The other problem is that while I have used the threaded discussion, I have no idea how to set one up in my classroom. Based on these factors, I will most likely not use it in my classroom.
The listserv on the other hand, is quite useful to me. I understand there are other methods of doing the same thing, but I have not been exposed to them. I have never had the occasion to send a group e-mail. That will definitely change as a teacher. If I have 100 students, that is 100 parents I will have to communicate with, quite often through e-mail. Addressing each parent one by one would be a huge waste of time. So yes, I will most certainly be using a listserv as a teacher.

Podcasts
This was my first experience with a podcast, but I found they are not much different from the playing of music on the media player. The first podcast proved to be very distracting. I spent more time rewinding, because I found myself looking at the designs too much. That was eliminated when I realized I could minimize the screen without turning off the podcast. The biggest problem I had is that they quite often failed to follow any written information. I have two classes right now that are done in lecture mode, with Power-Point slides provided as a read along, and as a means to facilitate note taking. I get a great deal of retention out of these classes. But these podcasts were, most of the time, unrelated to the book or the Power-Point slides, so I got less utility out of them. The exceptions occurred in the locally produced podcasts. However, for those auditory learners, it would be a good means of instruction. As far as use in the classroom, I am having difficulty seeing it as a major tool in a mathematics class. Unlike other courses, mathematics is not reading intensive. Almost all mathematics instruction is done verbally. The possibility exists that I might try a podcast, at least once, if I knew I was going to be absent. Then the substitute would not have to worry about what to teach.

Video Clips
This is my thing. There is no comparison between a lecture and a video clip, even if it covers the same material. Students today are much more video oriented than in previous generations. Video clips are a great way to engage them. Obviously, as the textbook noted, there are some checks you must do. It must be pertinent, it must be current, and it must be received in the intended manner. But still, video is a great teaching tool. It goes without saying that this is excellent for visual learners, but even other types of learners will be stimulated by this method. The video clips we were exposed to left me with mixed feelings. Sometimes they provided useful information, but quite often the material was too general, or not age appropriate. Discussing how to diverse students in a second grade class does not hold much practical value to a high school teacher. I am all about practical information I can use in my classroom, but most education educators, like some of the video clips like to deal in the big picture. Regardless, I still think video is the future of education. I plan to make as much use of video clips as possible.

Hands-On Projects
This was the core and the essence of this class. Each project provided a learning experience, that will be valuable in teaching, even if I choose a different method. They are also the most memorable aspect of the class, the part of the class that the majority of students will like the most. Each project was provided a tutorial, and examples as helpful aides. The tutorials were structured about as well as they could be. I was able to complete each project without questions because of the instructional materials that were provided. Since I have already commented on the projects, I will only provide a quick summary of each.

Rubric – Every education class I have taken has provided instruction on how to develop a rubric. It is without a doubt, important to almost every subject area, with the exception of mathematics. The only reason I would use a rubric is if I assigned some type of project. When that time comes, I will be amply qualified to develop an acceptable rubric.

Flyer – I understand your comment regarding the reason for this assignment requiring the use of Microsoft Word, and I acknowledge it is a valid point.. I also acknowledge that every teacher will prepare numerous flyers in their career. But I will say it again - there is no way that I will ever create another flyer in Microsoft Word. What took me an hour, would have taken less than ten minutes in CorelDRAW. I have produced well over two hundred flyers in my life, and have never had the difficulty presented by Word.

Grade Chart – Microsoft Excel is an excellent program, well worth an assignment in the program. However, if I was to actually use the assignment in a real situation, I would be fired for revealing confidential information. I understand the assignment was just for learning to use the program. I can say without a doubt that I will use Excel to prepare Progress Reports, I will just compare the student to the class average, not to particular students. I became familiar with the program itself, when it was used for budget development in the military unit I was in.

PowerPoint – This program is probably the best teacher aide ever designed. I cannot imagine a teacher that has not prepared a presentation in this program. It will be utilized quite frequently in my classroom, although I will probably never use the sound feature.

Puzzle – This was my first involvement with this type of program, and I think it is absolutely wonderful. They are so easy to prepare, and will certainly engage students. The variety is also a plus. I will make frequent use of this technology.

Trackstar – I took three other classes in which we had an assignment to research websites and maintain a record of them. The difference was in those class I did the recording manually. The need to keep a record of websites is clear – you never know when you will be asked to provide additional assistance to parents – and you had better be able to provide them that assistance. Trackstar is a wonderful means of maintaining additional sources of information. I have already included previous websites into trackstar for later referencing.

Website – I have never created a website before, and expected it to be much more difficult. I think this was the most valuable exercise, because communication with the parents is the key to success in the student’s education. There is no doubt that I will create one for my classroom, although I am concerned about the constant upkeep that seems to be required.

Movie Maker – Besides the puzzle maker, this was the only project I did not have some previous experience with. This project also kicked my tail. I spent over fourteen hours trying to get my narration in sync with the pictures. It became a very frustrating experience, especially when I considered the utility. I cannot envision a situation where I would use this in the mathematics classroom, so it would most likely be used on the website for the parents benefit. The effort is much to exhausting for parental information, especially when a podcast would achieve the same goal. On the bright side, if the situation presents itself that a movie would be the best option, I will know how to prepare it.

Electronic Portfolio
A portfolio is an excellent means to show progress through the school year. Portfolios have been shown to motivate students, and increase self-esteem. Electronic portfolios provide all the benefits of a manual portfolio, however, they are easier to access and update. I acknowledge the benefits and would have no problem utilizing them, however, I am having a difficult time visualizing their use in a mathematics environment. Maybe actual classroom experience will provide the answer.

I came into this course with experience in about half of the information presented, especially dealing with computers. I have experienced the affects of a virus that requires complete wiping of all hard disks, and starting from scratch. I experienced the installation of network wiring, and the switch to wireless. I have utilized dial-up, DSL, and cable connections. I installed Bluetooth devices for connectivity. All these things I have lived through, yet I never considered myself technologically literate. I cannot pretend to match up with even eight graders and their gadgets. Calculators today, like the TI-83 graphing calculator, almost require a dedicated bachelor’s degree to operate. IPods and IPhones and PDAs and now IPads. Touch screens, and whiteboards, and virtual environments. How is an old dude like me supposed to keep up?

Week Thirteen Reflection Question

Question #2: What advantages can broad bandwidth and wireless networking offer schools? Describe the current technologies available for wireless connectivity.

Wireless networking enables two or more computers to communicate using standard network protocols. Wireless networks utilize radio waves instead of network cables to maintain communication channels. The analogy the textbook uses is the connection between cell phones and the telephone company (although it does point out that the technologies are different).Bandwidth refers to the amount of data that can fit through the connection at one time. Bandwidth is expressed in bits per second (bps). Broad bandwidth allows a large amount of data to travel through the connection. Currently, broad bandwidth id categorized as 512kbps upload and 256 kbps download. However, this will continue to change as technology increases. The best way to understand bandwidth is to use the analogy of a highway. Narrow bandwidth is your standard two lane road. Mid bandwidth is your four lane highway, but broad bandwidth is a 20 lane superhighway.

The first advantage to wireless networks is the mobility provided. Previously, data had to travel over network cabling. This required schools to spend large amounts of money retrofitting their buildings, and allowed network access only at specified points. But wireless technology allows connections anywhere. It would be impossible to run cabling to a moving car or an in flight airplane. But this limitation no longer exists in the wireless world. In the school setting, this means the teacher is not restricted by the location of the cable nodes. This allows for greater flexibility and capability to arrange the instructional environment. In conjunction with the wireless networks, broad bandwidth significantly increases our ability to communicate. The ability to broadcast to homebound students, or to connect live to other classrooms are relatively new advances directly related to improvements in wireless and broadband technologies. Audio-conferencing and especially video-conferencing were unheard of twenty years ago. Now, we have the capability to connect to anyone at anytime. Imagine teaching a science class on igneous and sedimentary rocks, and being able to connect to the foremost expert in the world on the subject. The ability to ask direct questions and receive direct feedback increases the educational experience exponentially. Wireless and broadband technologies give teachers access to instructional videos and live broadcasts instantaneously. Large files no longer take three hours to download. Videos are no longer so grainy (low resolution) that you almost have to guess at what is happening. While these are some of the advantages to wireless and broadband technologies, the biggest advantage is the potential for limitless connections. As technology continues to improve, so will the gains in education.

Presently, there are two technologies available for wireless connectivity. The first is WiFi (wireless fidelity). WiFi is based on the 802.11 standard, the standard set for wireless local area network (LAN) technology. Using radio frequencies set aside for consumer use, WiFi can offer connectivity across a school campus in hardware barely larger than a textbook. The other technology is Bluetooth, which allows diverse types of electronic devices to communicate with one another. Using Bluetooth compliant devices, a personal area network (PAN) is automatically established, operating in the short range, usually up to 30 feet. Within the PAN, devices can share data or interconnect, so that one device controls another. In the classroom, all the computers can print to a single printer, the students can gather or record data on their PDAs, take digital picture, and then transfer the data to computers, without the need of cables.

Week Twelve Reflection

I have prayed tonight that NEVER again will I have to go through the pain and torture I have endured on this assignment. And I am not talking about the listserv. The making of the movie made such a lasting impression on me that if a parent, or administrator request that I make another movie, I will immediately quit and transfer to my other career. I have been practicing “Would you like some fries with that” just in case. In all seriousness, I spent hour upon hour upon hour trying to sync the narration with the video. If there is an easy way, I did not find it. I did try to do a little of everything when it came to effects and transitions, but after the fifth slide I knew what I was doing and stopped. I found the effects and transitions distracting if overly used. To me this would have been an easy and fun assignment if it was not for the narration.

The listserv was easy, I think. I am waiting to make sure I did it correctly. I am not sure that threatening bodily harm to the two members I selected to join my listserv is legal or not. But I will deny any knowledge is questioned. I do like the knowledge gained by the listserv, and I will definitely be using this in the future.

The name of my listserv is Meadows Manglers
You can also view Ken's movie in higher resolution by clicking here My Movie

Week Eleven Reflection Question

Question #1: What is visual literacy? Where and when is it learned? Why is it important? Contrast internet broadcasts, live cams, and net meeting. How can each of these internet-based video technologies be used in teaching and learning?

Webster’s dictionary defines visual literacy as “the ability to recognize and understand ideas conveyed through visible actions or images.” Wikipedia says that “visual literacy is the ability to interpret, negotiate, and make meaning from information presented in the form of an image. Visual literacy is based on the idea that pictures can be “read” and that meaning can be communicated through a process of reading.” In other words, you see this picture, and you know that it is a boat. Do you recall when you learned it was a boat? Do you recall how you learned it was a boat? In most cases, we don’t remember. When and where is it learned? Visual literacy is learned in school, but it is also learned in everyday life. It can be formalized, but more often it is informal. You see a rabbit on television, you learn what a rabbit looks like. No classroom involved. This type of learning begins before any other type of instruction. It does not take a baby long to associate a bottle with feeding time. I guess you could say that that visual literacy occurs through just being alive. The importance of visual literacy cannot be underestimated. As I was reading about this, I wondered how safe the roads would be if we never learned what the traffic signs meant. We just take so much for granted in regards to visual learning. It makes me appreciate the difficulties a blind person experiences.

Internet broadcasts are live events and performances offered on web sites. They use streaming video technology. This technology compresses the digital video, and plays it back at the same time it is being received. This technology does require that a video player be installed on the computer.

Live cams are cameras that somebody has connected to their computer. This computer is then connected to the internet, allowing a digitized video image to be sent out over the internet. A person can view this video image by accessing a website that is sharing the camera’s images. In other words, you can see whatever the camera is pointed at.

Internet meetings are conversations with other people utilizing the internet. You are able to see and hear the person or persons and communicate live.

The educational possibilities of these video technologies are mind-boggling. Imagine taking your class on a field trip to Niagara Falls, or to the Atlanta Zoo, without leaving Hattiesburg Mississippi. Imagine discussing the solution to a mathematics problem with a student from China. Better yet, wouldn’t it be nice to watch a live performance by Taylor Swift or Beyonce while sitting in music class? While these technologies are still in their infancies, they are limited only by the imagination. As time goes on, more and more will be available, and the educational benefits will continue to increase.

Week Ten Relection

Creating a website was the most confusing activity I have undertaken in this class. I never could quite understand the instructions, and of course, I was trying to personalize the site as much as possible. I had this plan of what I wanted to do, but no clue how to get there. This resulted in one brick wall after another. But it also gave me an opportunity to play around with the exercise and get a much better understanding of how the system works. All you get to see is the finished product, fortunately for me, you don't get to see the six drafts I was able to delete. I spent many more hours than were necessary working on this exercise because I believe that a website will be the best communications tool I have with the parents, and that is a necessity.

The name of my website is Mr. Meadows' Class

Week Eight Reflection

Trackstar
Web Evaluation
Test
Rubric
Puzzle

This was a fun exercise. The testmaker was my first adventure into the wilds of producing a test in something besides Microsoft Word (MW). I liked the way it worked, but I think it was a little difficult to get the formatting correct for my taste. I have more flexibility in MW, but it is more time consuming. I am not sure whether I will use it or just go MW once I get a job. I did like the way it spit out an answer key to go with the test. I really liked the puzzle maker. These are the types of things that can make learning fun. I only wish that the puzzle could be made bigger. I have worked with rubistar once before in adifferent class. I like how easy it is to produce a rubric. However, I look at everything from a math perspective, and as such, I still question what value it has on a math test. I could certainly understand it's use on say a project or something along those lines, but on a test, the question is either right or wrong. The only inbetween is a calculation error. So while I understand the need for the exercise, I will wait and see what my fellow math teachers say. Ther is not much to say about the web evaluation - it was pretty much straight forward. I picked a web site that I found during an exercise in my very first graduate class. I still think this is one of the best math help sites available. No to trackstar. I previously took a class for special needs children, where we did an assignment similar to this in that the object was to develop a reference list. I will say that the use of trackstar make accessing the sites much easier than using a sheet of paper that has been filed away.
I was able to get all of the assignments to open in the post, although my web evaluation takes forever to open - I keep thinking it has locked up, and then poof - it opens. It took me a number of attempts to get trackstar to work - i assume it was because I was trying to save it as a complete webpage. Once I tried a .mnt file, it worked right away. Now if I can just get them through blackboard.

Week Seven Reflection Question

Question #3 How can a classroom web site improve communications with students, parents, and community? What is an acceptable use policy? What impact does it have on the use of the Web in the classroom?


Many teachers utilize classroom web sites to improve communications with the students, parents and the community. To increase communications with the students, the web site can contain class assignments with instructions for completion, as well as homework assignments. This can be updated daily or weekly. The web site could also contain a frequently asked question (FAQ) section anticipating commonly asked questions. It could contain information concerning the grading system. It could provide links to other relevant sites, such as the school’s computer use policy. In addition, it can provide multimedia learning experiences utilizing voice, animation, and movie video.

It also provides a means for students to communicate with the teacher, especially those students that are too shy to ask questions in class. The web site can allow for email or electronic chat services, allowing for synchronous, recorded text pages. Finally the site could contain a forum and/or blog section to increase student interaction.

A class web site can build bridges to parents and community. The web site allows parents to share in classroom events and keeps them involved with their children’s activities. Posting of assignments and homework allows parents to monitor the preparation of their child for class. By using a secure service to post grades and attendance, parents can immediately access their child’s progress. Using the electronic chat and email provisions of the web site allows parents to communicate directly with the teacher, whether public or private, without having to play phone tag.

The inclusion of a community page, along with the posting of current and upcoming events, allows the teacher to build community partnerships. The web site could be used to solicit volunteers. There are many people in the community that have valuable experience that could be beneficial to the students.

The purpose of an Acceptable Use Policy (AUP) is to avoid abuse of the internet. It is usually established by the district or the school. It articulates the ways in which the internet can be used by the students. It typically requires parental confirmation of understanding as well as consequences for violations.

The AUP impacts the use of the internet in the classroom because the school, and therefore the teacher, is responsible for limiting access to websites that contain inappropriate information for children. The teacher must be ever vigilant to abuse of the policy.

Week Six Reflection

I had some previous knowledge of graphic design and spreadsheet use, so the flyer and the progress chart were not to difficult. I would like to point out that there are a number of programs available that are a hundred times better than microsoft word for creating flyers. I would never consider using microsoft word for doing this exercise. In addition, much detail is lost when converting to pdf. But since somwhere along the line, my .docx (and .doc) file went awry, and could not be viewed, I had no choice. The same with my excel file. After finishing the file, I asked myself the question "Would I show parents the status of every child in my class?" Maybe it is just me, but I do not think so. As far as the quiz goes, I have only a basic knowledge, so I decided to use "mylabschool" to expand my knowledge base. What an effort in futility. The website "sucks". I never could find the information that is supposed to be available. So my quiz is very basic, but good enough for a lesson presentation. All in all, I question the utility of this assignment.

flyer.pdf
quiz.pptx
chart.xlsx

Week Five Reflection Question

Question #2. Define database management software and describe how you might use it to help you in teaching responsibilities. How might you construct a learning a learning assignment for your students that used this productivity tool?

Database management software is a computer program, such as Microsoft Access, that allows for the organization and manipulation of stored data. There are three main components of a database. The first is called a field. A field is a single unit of stored data. Examples include a last name, a zip code, or a movie title. The second component is called a record. A record is a collection of all related fields. And finally, number three is a file, which is a collection of all related records. Mailing lists are a common form of database management software usage. However, the most used form of database usage is the search of internet information.

Once data has been entered into the database, it can be manipulated. Some of the most common methods of manipulation are sorting, queries, and report preparation. Sorting can be accomplished easily, with the touch of a key. It can be alphabetical, numerical, ascending, or descending. It can be done using any of the entered fields or using multiple fields. A query is the request for a single defined bit of information. The most impressive aspect of a database, queries allows for the retrieval of specific targeted information. Database management software also allows for the output of customized reports containing any or all data requested.

As a teacher, I will need to keep records on every student. The data might include name, student ID number, address, phone number, and parental information. It could also include any personal preference data I might have collected during introductory classes, such as favorite music, favorite movie, and hobbies. Although teachers use a grading spreadsheet software package, I might also use database software to record all student grades for greater retrieval flexability. The software can also be used to maintain an inventory of classroom equipment. Database management software will allow me to access and target needed data quickly.

As the textbook states, the most common usage of a database in the school is in the library, using the electronic card catalog. While it would be easy to develop a lesson centered on the library, I would leave this to another teacher. As a mathematics teacher, I would have the students develop their own database of helpful mathematics sites on the internet. If every student was responsible for only 4 or 5 different sites, very quickly the class would have a database of one hundred sites. The assignment would require logical thinking in order to determine the fields, and data to collect. It would require critical thinking to insure that accurate queries could be performed. But most of all it would enable the students to seek help on their own, without having to spend numerous hours of research. They could target a site based on help needed.

Week Four Reflection Question

Question 1. What is a computer virus and how is it transmitted? What can you do to protect your computer?

The textbook defines a computer virus as “a program written specifically to disrupt computer operations and/or destroy data”. While easy to understand, it is not technically correct. A better definition comes from answers.com which says that a computer virus is “a program that is designed to replicate itself by copying itself into the other programs stored in a computer. “ It is the replicating part that makes it a true computer virus. Malicious software, commonly called malware, is actually what most people think of as a virus. Malware includes true viruses, adware, spyware, trojans, worms, rootkits, and any other malicious or unwanted software. Viruses can be benign, another term for harmless, or they can be malicious, a term meaning to have a negative effect. An example of a harmless virus is the “Stoned” virus, which put the words “Your PC is now Stoned” on the screen upon boot-up. More harmful programs can cause a program to operate improperly, can destroy data, or corrupt a computer’s memory.

Viruses are created by lowlife, despicable, reprehensible, repugnant scum-suckers who have nothing better to do than create mischief and damage people’s lives. I believe that once caught, they should have their limbs torn from their bodies, and be beaten with them. Then the real pain should be inflicted. You can probably tell that my former business was struck by the work of one of these perverted individuals. It shut us down for three days and cost the business over 20,000 dollars. Well enough about my personal beliefs, back to the questions.

Computer viruses can be transmitted in a number of ways. The most common way today is through e-mail attachments. Someone, see above description, who wants to send out a virus, sends out an e-mail with an infected attachment. The subject line sounds innocent enough, so you open the message, and your computer is infected. They can also be transmitted by visiting infected sites on the internet. This is called “drive-by” infecting. Upon visiting the site, a download is automatically performed without your knowledge, and the virus enters your computer. Instant messaging attachments are also prominent virus distributors. Finally, they can be transmitted by using infected floppy disks, CDs and USBs.

The best and most prominent way to protect your computer is to install anti-virus software on your computer. There are many different brands, and some are better than others. Research and determine which brand of anti-virus software is best for you. Once installed, update frequently. It is also advisable to have anti-spyware, and anti-adware installed if it is not part of the anti-virus software. Installing a firewall is also adviseable. While a firewall does not identify or eliminate a virus, it will notify the user if an unknown program tries to access your computer. The final method is called user intelligence. Do not open attachments on unknown e-mail or IM messages. Be smart when web surfing. Avoid sites that are known for virus infections. Do not click on advertisement banners. And finally, scan EVERY downloaded file, and every disk/USB before opening.

Week Three Reflection Question

Question 3. what role do education technologies play in teaching and learning?

Early in the chapter, the authors of the textbook make the statement "Effective instruction is instruction that has been thoroughly thought out and articulated by a skillful and creative educator." It is interesting that nowhere in the statement does the word or idea of technology exist. It seems that in today's environment, people think that technology is the key to improving our failing educational system. In truth, teachers can be effective with or without technology.

The keys to being an effective teacher are knowing your students, creating a positive learning environment, mastering teaching strategies, and planning, planning, and more planning. Chapter one dealt in depth about knowing your students, so I will skip any further discussion. A positive learning environment is where the students feel safe, and exhibit confident attitudes about the classroom. Teaching strategies include both methods and media. Methods are the means a teacher uses to present information. Would a lecture be more effective, or would cooperative learning groups explain the material more effectively? Should a presentation be utilized, or should a class discussion be used? The method or combination of methods, used is vital in effective communication. This is where technology comes in. Technologies are designed to facilitate the method of instruction. For example, if a presentation is to be given, PowerPoint slides could be used. Technology is simply a tool that the teacher can utilize. Technology can be used to support instruction, and it can be used to enhance instruction; however, technology can never be seen as having a starring role in the instruction.

The fourth key is planning. The textbook emphasized this over and over again. When it comes to the use of technology, planning is critical. Using technology just for the sake of using it would probably detract from the instruction. On the other hand, failing to use technology that would have been effective is cheating students of the possibility of knowledge. The textbook says the rule is that technology “should make it possible for something that was done before to be done better or make it possible for something that couldn’t have been done before to happen.” To illustrate this, I would like to use an example from my educational experiences. In college, I took a history course on Tudor England. The professor started the semester by showing a movie on the subject. Then every lecture, presentation or discussion revolved around the differences between fact and fiction in the movie. I still remember this as one of the most interesting, thought provoking classes I ever took. On the other hand, there is a movie titled “Stand and Deliver”. It concerns the exploits of a math teacher as he attempts to teach calculus to high school students. While it is an excellent movie, the value of showing in a mathematics class would be negligible.

Week 2 Reflection Question

Question 2: MY UNDERSTANDING ON DIFFERENT LEARNING STYLES AND ITS INFLUENCE ON LEARNING.

To effectively communicate and transfer knowledge, a teacher must understand that each student is unique in the way they learn. The textbook delves into three factors that affect learning in students. These are cognitive styles, learning styles, and intelligence. Cognitive style describes how a student thinks. One of the most commonly used personality assessment tool to measure cognitive styles is the Myers-Briggs Type Indicator. This instrument divides a student's preferences into four sets of opposing groups: extrovert and introvert, sensing and intuitive, thinking and feeling, and judging and perceiving. Through this assessment, each student is placed into one of sixteen categories, each with a unique signature. Intelligence is the student’s ability to learn. Howard Garner proposed the theory of multiple intelligences, which provides for the belief that the concept of intelligence is better defined through the nine different aspects of intelligence that each student possesses. Every student possesses, to a differing degree, each of the following intelligences: linguistic, logical-mathematics, musical, spatial, bodily-kinesthetic, interpersonal, intrapersonal, naturalistic, and existential.

The third factor is learning styles. While there are numerous models, such as Kolb's Model, the Sudbury Model, or Anthony Gregorc's Model, our textbook uses the VAK, or Modality theory. This theory states that every student's learning style is based on sensory preferences. It divides students into three modalities: Visual, Auditory, and Kinesthetic. Kinesthetic is often referred to as tactile. Every student uses all three modalities to varying degrees; however, one or two are dominant. The dominant modality indicates which method of teaching is the best way for a student to learn. Visual students learn best by seeing, auditory students learn best by listening, while kinesthetic students learn best with hands-on activities. Obviously the odds of a classroom having students all falling into one category is infinitesimal. Therefore advocates of this theory believe that teachers must use all three senses in each lesson.

Auditory learners often talk to themselves, move their lips and read out loud. They may have difficulty with reading and writing tasks. They often do better talking to another student or using a tape recorder. Lectures are effective with these students. Another effective tool is to have them verbalize the questions. Teachers should use auditory activities, such as brainstorming in their lessons. Visual learners prefer the written language, such as reading and writing tasks. They remember what has been written down, even if they do not read it more than once. Using graphs, charts, illustrations, or other visual aids are effective with these students. Teachers should use outlines, concept maps, agendas, and handouts for reading and taking notes. Kinesthetic or tactile learners do best while touching and moving. They tend to lose concentration if there is little or no external stimulation or movement. Using activities that get the learners up and moving are best with these students. Teachers should use colored markers to emphasize key points on flipcharts, overheads or white boards.

Introduction

Hello, my name is Kenneth D. Meadows II. I am a Master of Arts in Teaching student in Mathematics. I spent 15 years in the United States Army before opening a Quick-Print business, which I operated for 17 years. I have been pretty much retired for the last two years.
This is my first online class, which has made me a little nervous. I much prefer face to face contact. I do remember a few names from last summer (Dr. Crowe’s class), and some from last semester (Literacy).
I am fairly familiar with Microsoft Office, Adobe PDF, and CorelDraw, since I used them in my business. As for any other program – might as well be a foreign language. I do not consider myself to be fluent in computer. I operate at a basic level only. I check email about once every three days, and probably have not yet reached 100 personal emails sent, although I used email in my business constantly. I have no clue what a listserv is, and this course is the first time I have used a discussion board. I have never blogged, don’t know what a podcast is, the only WIKI I am familiar with is Wikipedia. I have watched video clips. So as you can see, I am not technology savvy.
My hope for this class is to finish it with as little bloodletting as possible.