Distance Learning: Week 2 Storify

Here is my week two storify attempt.

Response to: FOUNDATIONS OF EDUCATIONAL THEORY FOR ONLINE LEARNING

The argument is made that it is not just the incorporation of technology in pedagogy that facilitates learning, but it is instead the design of the environment and the interactions and types of connections that the technology affords. Do you agree with this statement? Why or why not? How will you design your environment considering these concepts and the theories discussed?

The article, "Foundations of Education Theory for Online Learning” was a very interesting to read. The article stated "there is ongoing debate about whether it is the use of a particular delivery technology or the design of the instruction that improves learning".  Not only has this been looked at many times throughout the transformation of education but also recently in the push for increase in the STEM programs.

I believe technology that curriculum incorporating technology and not dominating it the students can enhance their learning environment.  The article states, "Students can access the online materials at anytime while synchronous online learning allows for real time interaction between students and the instructor".  I believe this is one reason why technology can enhance the learning environment of our students.  Not only does it show learning happening anytime and anywhere but it can also be a place where students feel comfortable to learn.  Technology does not make funny faces if a student asks a question that others may think is common sense therefore giving that child a safer environment to seek out answers he or she does not know.  "Learners can use the Internet to access up-to-date and relevant learning materials, and can communicate with experts in the field in which they are studying."  Not only can students have the ability to interact with other peers, teachers, and friends but they can also access experts in the field they are researching. However, I do believe technology cannot be the sole source of education today.  Many of our students still do not know how to access relevant credible information on the internet.  They still can struggle with shifting through the opinions before they can reach facts.  An instructor can help facilitate this path for the students and therefore giving them a more meaningful experience.  

Theories:

• Behaviorism: Study of the behavior and the use of positive reinforcements to encourage positive behavior.
• Cognitivism: Deals with the mind, beliefs and values
• Constructivism: Construction of knowledge based on the interpretations of the learner.
• Connectivism: Use of learning through constant positive connections.

The concepts and theories discussed in the article/video were relevant to thoughtful.  When looking at the cognitive school of learning stated in the article, memory and individual differences it made me think about my classroom and how I can incorporate this into it.  Cognitive psychology usually looks at memory motivation, thinking and reflections.  All these concepts have been incorporated in our curriculum for some time.  Some ideas I could bring into my classroom revolving around this concept is memory games.  There are various games I could have the students play to incorporate memory as a review for a test.  By incorporating memory using technology, not only does it give the students to learn study skills but they can also learn how to create their own.  Specialists "see learning as an internal process that involves memory, thinking, reflection, abstraction, motivation, and meta-cognition".  Technology can engage the student in the process of memory through various ways.  When I was in high school my classroom teachers seemed to always be on the same page. "Make flash cards, teach a friend or respond to the video."  What if the student can now be the creator of their own projects? Not only does it allow the student to become more engaged but it can also be a tool used for other students to study from.  

Another way I could change my environment based on the concepts talked about in the article is through individual differences.  "The cognitive school recognizes the importance of individual differences, and of including a variety of learning strategies in online instruction to accommodate those differences."  Technology has the unbelievable ability to allow students to develop their own identity, a technological footprint.  Studies shown when students are in charge of their own education, it makes the process more meaningful which is our ultimate goal.  One thing I could do in my health class would be allow the students an opportunity to create a project based on their individuality.   The students could pick something such as a slide show, video presentation, or even a commercial.  Based on the student’s needs, interests and abilities they can create their own technological based bibliography.  In physical education I could have the students use the same creativity to develop their own game.  The students can create their own rules, name, and equipment used in the game.  At the end of the project the students could post their games to a website and share them to others in the physical education field, for example PE central.  Not only could other students view these games but they can also be shared with various other physical education teachers around the world.

In conclusion, I believe all the concepts and theories discussed in the reading and video were useful to my classroom. technology is an essential tool to help enhance our learning environment.  It should not be the sole source of education but used as an opportunity to open more avenues for the students.  Technology allows us to develop create ideas and share them with multiple professionals and peers alike.

References

Ally, M. (n.d.). FOUNDATIONS OF EDUCATIONAL THEORY FOR ONLINE LEARNING: Chapter 1. Retrieved January 11, 2015, from http://cde.athabascau.ca/online_book/ch1.html

Learning Theory and Online Course Design

Image CC by www.teachthought.com

enGauge Response on pages 28-31 of Multicultural Literacy and Global Awareness

How (or do?) you see any of these points in our schools in CT?

Some of the content that stuck out at me is the charts defining a student who is informationally literate compared to one that is a multicultural literate individual.  In my opinion a student should be both.  In order to be a well-rounded student they need to be able to access information quickly and identify relevant sources of information.  They also need to be able to be diverse in understanding of values and beliefs.  I see a large stress on an informationally literate student but not so much on a multicultural literate student.  I believe our school system embraces the differences of all students but the area they are lacking is the connection from them to the rest of the population.  Similar to the article, I believe students who are multicultural literate are not only aware of cultural beliefs but appreciate and accept the similarities and differences. Another area I do not see a large stress on in the school systems today is students actively engaged with other cultures.  Some classrooms may say some stories or introduce various cultures but they do not fully embrace the culture.  I believe in order to do so one needs to connect with the culture on a personal level.

 

Summary and responses of the preface, chapter 1 and chapter 4

Preface

     The preface discusses our educational system today and some of its flaws.  As stated in the preface, "today’s students need a globally conscious education."  However, the preface discusses how globalism are considered as “fighting words.”  How many of our school systems get this globally conscious education?  The preface also talks about preparing our youth and our educational systems today.  We should look at things such as "human conflict, climate change, poverty, the spread of disease, the control of nuclear energy".  Unfortunately, as the preface stated, there is "no deep desire for such innovative education".  Flexible, cooperative thinking is a second priority to some schools.  Testing seems to have taken the front seat in education today.  The youth seem to dismiss Young prejudices that their elders would normally have.  What our educational system needs to focus on is we "learn from countries doing well." Unfortunately, I believe our school systems today have out more of an emphasis on testing than global literacy. 

Chapter 1

    Chapter 1 discusses our digital age.  How can a change the look of the current student to fit the ever-changing technological world? Due to "digital revolution and mass migration" are requiring a new form of a student to be formed.  Now, we need a well diverse student who is capable of keeping up with the digital age.  The chapter states, students need to be more "powerful" so they are prepared to collaborate and possibly compete with the surround countries. The chapter also outlines three focus areas:

• The flattened global economy and changing demands of work
• Unprecedented global migration 
• Climate instability and environmental stewardship

The flattened global economy addresses the idea of students able to look at information differently and creatively portray this information.  Workers need to be able to synthesize this information as well as project it to the crowd in an effect manor.  The flattened global economy discusses how to prepare our students for these changes to come.  A "globally competent student prepares by learning how to investigate matters of global significance." So what is global significance?  How can we distinguish and are some of our students ready to do so?  This leads me to my next focus area, unprecedented global migration.  The world is an ever-changing place.  Immigration is taking place throughout the world.  People are migrating to various places for a variety of reasons.  "Global migration is felt in the classrooms, neighborhoods, markets, and streets of both sending and receiving societies." For example, the United States has many people come into our country with the expectation we understand their culture, values and beliefs even though they may differ from ours.  Regardless of the ongoing blending in our nation, "preparing our youth to participate successfully in a world of increasing social, cultural, ethnic, linguistic, and religious diversity" is essential.  It requires teachers to incorporate various subject areas such as history, language, geography, and cultural differences.   The last focus area in the chapter is climate instability and environmental stewardship.  The climate has changed.  Many people believe it is because of the gases we add to our atmosphere while others believe it is the ever changing world around us.  The chapter says, "Because the greenhouse gases do not respect national borders, the problem is essentially a global one." The world as a whole is experiencing differences in the climate. In recent years alone we have witness extreme temperatures and an increase number of natural disasters as well as more violent ones.  So how can we help prepare our students to deal with the climate change?  The chapter states, "It will require students to understand how energy consumption in one place affects living conditions of people on the other side of the world and how we all depend on the same atmosphere for life". Without being in another ones shoes this is a very difficult but not impossible task.

 Chapter 4- Globally competent students recognize perspectives

     Chapter 4 looks at the student and how we as teachers can help them recognize differences, embrace them and make their perspectives.  Encouraging a wealth of knowledge in history, culture, and current events is important to instill in our students.  Therefore "students with global competence and be able to make their own perspectives.” According to chapter 4 globally competent students are able to see perspectives in a few ways such as the ones listed below:

 • Recognize and express their own perspective on situations, events, issues, or phenomena and identify the influences on that perspective.
 • Examine perspectives of other people, groups, or schools of thought and identify the influences on those perspectives.
 • Explain how cultural interactions influence situations, events, issues, or phenomena, including the development of knowledge.
 • Articulate how differential access to knowledge, technology, and resources affects quality of life and perspectives.

Chart taken from http://asiasociety.org/files/book-globalcompetence.pdf

The chapter also discussed teachers giving their students opportunities to explore shelters across the globe.  Todd Elkin is a teacher who brought his students through a project demonstrate ways they can recognize global perspectives.  The students were able to Skype and connect through blog post to various parts of the world.  This exercise showed the students different cultures and values.  The chapter stated, "For the American students, the project raised awareness of world inequality and their relatively privileged lifestyles. This was especially true for suburban students, who saw in the project an opportunity to revisit their own place gratefully and critically.” The chapter went on to say, "the students appreciated their access to technology, not having to work, and the relatively safe and tidy neighborhoods they live in. They came to understand how living in this context influences their perception of standards of living.” A very important lesson for students to see on a global level.  The last focus area of the chapter revolved around humor.  The chapter defined humor as "determined by observations made by one or multiple people.”. In this case, humor in Afghanistan was very different than what we see in the United States.  To most Americans, humor is a demonstration of laughter and joy whereas in Afghanistan in order to truly laugh “you must be able to take your pain and play with it.” A sad but necessary concept to look at.  By looking at peoples beliefs on a global level allows us to develop intercultural awareness.  This enhances our society and enriches our own culture.

Responses to the questions on page 9:
I. From your perspective, in what ways are the societal and environmental
transformations here described affecting your students’ lives today? How will they
be affected in the future?
Looking at the array of points discussed in all three of the readings I find it very difficult to say our society and school exercises the idea of global importance.  Unfortunately, I believe our students are being pushed to connect with sister schools.  Although extremely important, global connection isn't in the curriculum and unfortunately thrown to the side in most subject area.  This will severely affect my students in the future.  As discussed in my comments about the National Geographic Survey, I do not believe my students would do as well as I would like them to.  Unfortunately I believe this because my students seem to be focused on the here and now.  If it affects them at the current time they can address it.  For example, a couple years ago I was discussing the importance of standing for the pledge at the beginning of the year.  To one student it was in his terms "too much work" and unnecessary.  It wasn't until his father was called to into duty to be aware of the importance.  From them one he would become very upset with students who did not respect our beliefs as a country.  I believe it is the "how does it affect me now" concept teachers need to get through to our students.  How does it affect them now and in the future?  Without the knowledge of global education, our competency to be able to protect, help, and give support is hindered.

II. In your opinion, what are the key reasons for educating for global competence?
What are the barriers such an education might confront?
I believe some of the key reasons for education for global competence is partially due to safety but also it is what truly makes an educated person.  The United States for example, has embraced a variety of cultures.  Most of these cultures are still not fully understood by the American people yet we embrace them as our own.  A diverse country "makes many color" whereas a country with little diversity is seen as "black and white".  Unfortunately, there are many barriers in our educational system that hinders this education.  One barrier I see is testing and lack of time.  During the course of a year, a majority of the classroom time is spent on the testing of our students.  Because I teach at a school where our scores are not up to standard, this is more of an emphasis then other schools.  Funding is important in our school and therefore our scores must meet a certain criteria.  Unfortunately, global competency is not on a test and therefore given a backseat to some of the content area.  Although change to this is the teachers themselves.  In my classroom alone, I have 5 very different cultures.  We share those cultures and embrace them throughout the semester.  They add their input based on the unit being taught and therefore gives some of my students a quick insight to their beliefs. 

III. In your current opinion, what distinguishes a high- from a low-quality education for
global competence?
I believe a high education for global competence demonstrates a clear understanding of the various cultures.  Not only does the teacher embrace the culture but also shares various aspects of the culture.  I believe one was to incorporate this into a unit is to develop a relationship with a sister school in a different country.  Talk with them, share blogs and ideas.  The #walkmyworld project seems to do just that.  I believe it would be an interested project to bring into my classroom.  The ability to not only understand the culture but to also embrace and connect with the culture can make it a truly high quality education.  A teacher must stray from the idea of what do I have to teach to how can I embrace the culture and connect my students with it.  Sharing common interests is only one way I believe this can be done.

References:
Mansilla, V., & Jackson, A. (2011). Educating for global competence: Preparing our youth to engage the world. New York, N.Y.: Asia Society ;.
 

 

Storify

Here is my storify attempt to discuss my journey through the ITDML program and the start of two new classes.

Response to: Distance Education-Past, present and Future

When looking at distance learning and our educational systems today one must start at the beginning. In the article by Farhad Saba, he started discussing these early years.  Though informal apprenticeship programs to discussion forums, education was spread throughout the world in various ways. Farhad Saba continues to discuss how distance education has influenced our society. One more modern example of distance learning he discussed is radio.  Farhad Saba stated "listening to radio is less effective than face-to-face communication due to lack of the speaker’s “facial expressions and gestures.”

How effective are facial expressions?  Do we lose the passion and expression when learning through ways other than face to face interaction?  I think the interaction is an important part in education but not the sole fuel.  For example, many school systems teach with the mindset of connecting with our students.  If a connection is shared with the content as well as with their peers and the teacher, the more enhanced the level of learning. I also believe it depends on the generation.  Modern students have a much easier time connecting to the content and their peers without a face to face interaction.  In contrast, I value the face to face interactions but believe it can be enhance through exploration and distance learning.  My parents on the other hand see education as a paper, pencil and a desk full of eager students facing a chalkboard.

In conclusion, Farhad Saba discussed many points about distance learning.  From the beginning to now, learning can take place anywhere.  Technology allows us to "sit in a classroom" while in our pajama's in the comfort of our own home.  One statement that stuck out to me was when Farhad Saba discussed the benefits of distance learning in comparison to face to face interaction.  He stated, "despite the rapid growth of distance education in recent years, and overwhelming research evidence that there is no “statistically significant difference” between the effectiveness of distance and face-to-face instruction, the issue of quality of distance education has remained alive."  Being a part of online program, I was relieved to read this statement.  I too believe no matter if someone is educated through a vast distance or even face to face, the quality of the education remains intact.

Reflection to Tony Jackson

 How can American students become more globally competent and multiculturally literate?

When I first started to think about my students on a global level, I was not sure what I could do to develop these ideas of diversity.  Sure, I have students of different cultures and different backgrounds.  But beyond the cultures in our room, there is a vast amount of cultures our students are not exposed to.  Tony Jackson discusses, "at the very least they can go to "Google" and flick the switch in the English language from around the world to get a perspective". Sure it might be that easy, but can they really understand what it means to be globally literate?  Tony also states, to be globally literate means to "do onto other as others would want to be done to them".  Seems close to our golden rule right?  After thinking, it may not be that easy.  Something as simple as a hello can mean different things in different languages.  In the United States eye contact is something that is valued whereas in other communities it is seen as disrespectful.

So how can I my students become more globally competent?  I think one way I can make my students more competent is by introducing various cultures in my curriculum.  In physical education we can do this in various ways.  We can set up a multicultural unit or even global games played around the world. Our department already incorporates a research project including various games played around the world.  The students need to research the rules, history, and even produce a video about the game.  In my health education class I could introduce various cultures by discussing health topics around the world. 

Global competency can be defined in various ways.  Tony Jackson discussed that globally competent kids can learn and communicate from various languages.  Not only can this provide them with an understand of various worlds and cultures but also shed light on the youth about the similarities of each.  It can also show that even though differences are evident, they are what makes the world a rich place.    The more we can embrace our differences and pass down the information to our students the better off we will be.