Designing for Learning: The Pursuit of Well Structured Pedagogy

This article breaks up well structured pedagogy into three categories. First it says that in order to structure content well it must be put together well in the framework of its semantics. This means that when it is being taught to the students through lecture or other routes it can be easily understood. Our author named this portion of well structured pedagogy “teaching.” Second the “learner” is looked at more indepth. The lesson or pedagogy must be able to cater to a specific learner at any given time. This can be generalized to a group of learners but in many situation a teacher must be able to present the information in any given lesson to a specific student in a specific manner in order to increase the students understanding of the material. Last, “Content must correspond with the ‘environmental’ component of the learning experience.” The content must mesh well with the digital world. Organization and structure within the digital format must be taken into consideration when we think about how students may browse through the content and access the information. The article goes on to state that due to the amount of information available to us at any given time we as a society have changed the way we access this information. We must adapt our teaching structure to be inclusive of this technology thus making it more accessible to our students. The structure within the digital world may not be the same as the analog world. Thus, structuring the information accordingly will be of the utmost importance when trying to get students to access and retain it effectively.

I will most likely review the way I present information and lessons if I choose to place them in a digital format or post them on the internet. Children and adults have come to expect certain patterns or layouts in the programs and sites they navigate. To deviate from this norm would be to create a situation in which they could not gain access to the knowledge that was intended for them. To create a digital format for information or a lesson and not be sensitive to the way it is set up would be irresponsible. As a teacher you would be best served by avoiding the digital formats until you are proficient in the structure and language.

Digital Game- Based Learning: It’s Not Just the Digital Natives Who Are Restless

Implementing learning games into the classroom has been attempted since the ’70s with little success. This article outlines some of the reasons for this failure by society to properly implement gaming into the classroom. Part was the development of learning games that did a great job of teaching content but failed in engaging students beyond a few attempts at the game. Another problem that faced advocates for game-based learning was that there was a lack of games that kept kids engaged and that it was hard to get game developers to start making them due to the dismal failure of learning games in the ‘80s and ‘90s. So how can teachers integrate games in the classroom? A few options were outlined in the article. Teachers could develop the games themselves with the help of the students in their classrooms. This would help them get a library of useful games while at the same time teaching students content. Next was having the educators develop the material themselves. And last was using the games that were already available in the stores and adapting them to your curriculum. The last option seemed the most feasible because it would offer the most engaging situation for the students and at the same time left the teacher lee-way in how he or she taught the class or used the software. Our author comes back to proper implementation and use of games in classrooms as the key to getting this digital revolution off the ground. Tech support, teacher training, and proper alignment with the curriculum are all important in making sure that a schools attempt to use games as a pedagogical tool does not fail. Choosing the proper game is also paramount, do not use a game that has little relevancy in your classroom just because you are excited about gaming as a teaching tool. It will most certainly fail and your students will learn little. The article warns that most games you will use in your curriculum will have gaps in the information that is given to the students, it will be your job as a teacher to fill in those gaps.

Gaming in the classroom seems to me that it could be very useful in many subjects. However, as an English teacher I fail to see how it could be properly used in my classroom while retaining its effectiveness as a tool for engaging the students. Most likely I would end up with a game that faultered on having too little educational prowess, or too much entertainment at the expense of content. I am not ruling out the possibility of using games in my classroom, but I will have to be thoroughly convinced of the games ability to be both engaging and useful as a tool for learning. The article does not cover one topic that I found interesting. It leaves out students who do not play video games. As much as we like to believe that every child out there sits in front of a video game console from the moment they leave school it is just not true. Many students would have a hard time getting the handle of the controls in a game and this might hinder their learning experience. The only solution I can come up with for this problem is to pair students up and have the less dexterous students coupled with the seasoned gamers. The point of gaming is to get the content across, this does not mean that every student needs to be a gamer to get good grades.

An Investment in Tomorrow’s University Students

Instead of focusing on the education of today’s high school students about technology this article focused on the use of tech classes to teach in-service and pre-service teachers how to use technology in their classrooms. The problem that technology has had in the classroom is the high expectations placed on it to deliver tangible results. People want to believe that simply having and using computers in the classroom will deliver results in the form of better grades to their students. Nothing could be further from the truth. The real problem is the knowledge of the teacher on how to use these tools for success. Many teachers view computers and multi-media as a fad that will pass and give way to the old ways of teaching once again. Because teachers did not know how to properly use the computers or presentations the equipment was left unused and when it was used the format of the lesson did not highlight the components of the hardware or software that would make it useful. Simply putting together a flashy powerpoint with visuals and sound is no replacement for good teaching, especially if the presentation took too long to put together and leaves the teacher little time to prepare the upcoming lessons. Teachers that have training in how to use the hardware and software properly will be much happier with the results they receive from their students. Teachers should use the technological materials that they have gained mastery of, not get bogged down in trying to use products that will only confuse them. This article is a good look at how technology can be useful, but the people using it need to be taught. Then it can truly make a difference in the way we teach our students and in the information that is retained.

I found this article to be quite true. Being in the middle of our Instructional Technology course right now it is becoming apparent how little I know about the tools that technology provides. Having taken this course I can put together an effective powerpoint for my students, and do it in a timely manner. Not only will this new knowledge of technology make my teaching experience easier, it will also increase my ability to help students that are struggling with technology.

Smart Tutor: Combining Smart Books and Peer Tutors for Multi-media On-line Instruction

Using on-line tutoring programs to supplement tutoring centers at colleges is the focal point of this article. One university in Brooklyn in which the student body is made up of first generation college attendees that have to work in order to support their schooling is the case study we are looking at specifically. The tutoring center at the school had become underfunded and overused, and many of the students could not make it to the center for help due to transportation issues and lack of time. So they began using online tutoring to supplement the center. The program was used to help students with FAQ’s and to map their inquiries and gain a better understanding of the path they took to learning the material. The professors at the college gave feedback and worked with the tutors in order to make the website more user friendly. Much of the information in the courses is available online to the students, they now have access to the information from any place. They can fill in the gaps in their learning simply by posing a question on to the smart-tutor program and it can direct them to an answer. They can also follow links to information within the website and get a linear view of the information they have reviewed. Also tests are available to the students on any subject or material that is offered on the smart tutor site. This will allow students to see where their deficiencies are and work on them. Through a combination of on-line resources and tutoring centers the students at this college can overcome their situation and be given the resources to succeed.

My first reaction to this is “why doesn’t Western have this resource?” It seems like a unlimited amount of information can be put on to these sites and be organized and reorganized to cater to the students learning. Not only does it offer a platform for this information but it personalizes the way that students access it by giving them a cognitive map of their navigation through the site. I believe this would have made my trip through college a much easier one. I like the idea that this site is not the end all of the students education, rather it “fills in the gaps” that are left by a lifetime of missed opportunities due to some peoples financial situations. Always having the feeling like you are the one person who does not get it is something that pushes a lot of people away from colleges with the feeling that they never really belonged there. This could help alleviate that problem and lower the dropout rate of many universities.

MISESS: Web –based Examination, Evaluation, and Guidance

We get a look at an online system that is used to give information and test students through online courses. The system that is shown to us is different from other online courses in that it offers more options to the students involved in the course. The extras options that MISESS offers are that students have a range of time to complete a test rather than a set amount of time on a certain date. The students can logon one day, complete a portion of the test, and restart the test the next day. They only need to complete the test by the date set by the professor. This eliminates situations in which students lose their connection and get an F due to their bad internet service. MISESS also provides feedback to its students from the professor in the form of posted grades and comments. It is also designed to be a supplement to a traditional course set in a classroom. The MISESS system can supplement a classroom setting, making a more flexible situation for many students and professors. The ultimate goal of the MISESS system is to give all students more access to a course of study and to provide a better platform for online courses that gives a better range of responses to the students. It also provides professors of online courses a better range of testing strategies than previous options.

I have not personally taken an online course, I think I would find it too hard to communicate with the teacher. But MISESS sounds like a more complete form of online classroom, especially with the essay tests and teacher feedback. It interests me to know how teachers combat cheating in these courses, who is to say that while taking a test someone’s friend is not giving them step by step direction over their shoulder. But that is not relevant at the moment, all in all I believe that an education should be available to anybody who wants it bad enough. MISESS offers this service to people who might not other wise get it due to their proximity to a university or college. Its work as a supplementary tool to traditional schooling is also excellent.

Probing for Plagiarism in the Virtual Classroom

We are given a brief look at how a virtual classroom may combat plagiarism in this article. The record is set straight immediately in the article; there is no more cheating found in online or virtual classrooms than in a traditional setting. It is not a matter of, if students can cheat they will, rather it is the matter of, students who feel they need to cheat are going to do it in any setting they are in. The article then moves on to tell us of ways that the virtual classroom can work to fight against plagiarism. Methods such as timed online testing, frequent quizzes, discussion boards, and plagiarism detecting websites were just a few of the ways to create an environment that is less conducive to cheating. The issue of buying online term papers was brought up. Many solutions to this problem were presented to us in the article. There are now sites on the web that you can place your students’ papers into and it will run it through a database of “cheating” websites’ papers and come up with a probability that your student is cheating. This was just one example of ways to get rid of plagiarism and cheating, if you are an astute teacher and take even minimal steps toward keeping plagiarism out of your class you will be successful.

I personally believe that extreme measures need not be taken when probing for plagiarism in your students’ papers. When you read through them it is often quite obvious when students use material that they did not create themselves. Many times they are unaware of what constitutes plagiarism and need to be reminded. This could create a teachable moment for a teacher, proper citation could simply be a weak point for a student. I will not look to punish my students as a first option; they will be given a chance to correct their mistakes and make sure that it does not happen again. Blatant plagiarism such as buying papers online or using excessive amounts of other peoples’ work in your paper will have serious consequences. By high school all students have a general idea of what is acceptable and I will make sure that outright cheating is not tolerated. All students may have a weak moment when they feel they are under the gun and need to cheat to get by, but if I as a teacher do not punish cheating I am not doing my job.

The Virtual Revolution

This article covers the array of online classrooms for us. Through this reading we gain a better understanding of what is out there in the realm of virtual schools or classrooms and the different reasons they have come to exist. According to our authors, the virtual classroom can take on many different methods in order to obtain the same result, a good education. Districts and schools have taken on this phenomena with zeal, many of them have programs that are fully dedicated to online activities and web-based readings. Other schools offer a large amount of supplementary materials that the students use in conjunction with the internet in order to get a fuller spectrum of learning tools. More than what these schools are we find out who they are for, we quickly get insight into what students need these online schools and the different reasons for needing them. Some students live in rural areas that do not have AP courses, so they access these AP courses over the internet. Other students (such as military children) are constantly on the move, and rather than switching schools all the time and deal with changing curriculums they can have a steady educational experience.

The virtual classroom has applications for many students; it has applications for students that might otherwise get a lesser education. I myself believe that online schools are a perfect tool for kids that might be far from the nearest school. Online schools are necessary tool in today’s educational system, if we have the ability to help facilitate students’ education with online tools why wouldn’t we.

Changes in Brain Dysfunction in Children with Dyslexia after Training

This article outlined an experiment that looked at dyslexia and how phonological awareness can help ameliorate the effects of dyslexia on reading ability. An experiment was designed that looked at the effectiveness of certain programs that teach phonological functions of the brain. The experiment was measured using tests and fMRI imaging. The experiment measured activity in the centers of the brain that are affected most by dyslexia. The computer programs were shown to have a positive effect on people with dyslexia’s ability to read. The importance of this experiment lies in its ability to open doors to more experimentation on the subject of dyslexia.

This experiment could have an effect on the English classroom. How we teach students with dyslexia and what their IEP’s look like. It would be great to find out that we can teach students with dyslexia how to read better.

A Comprehensive Look at Distance Education in the K-12 Context

This article gives a more in depth look at online education. We look at the types of online education and we see how these types are categorized. This article breaks up online education into five categories, basically on a scale from least dependant on the internet to most dependent. Other factors come into play, such as district support and supplementary material such as books and worksheets. We also look at how NCLB supports these schools. The point of these schools is to offer an equal opportunity for any students. The point is that any person can gain access to schooling they need no matter their proximity to the actual buildings. The conclusion of the article is somewhat inconclusive. Many of these schools are a big help to students and show great improvement in their learning. Other studies show that there is no difference between schools educational ability and online education.

I am a proponent of online education, it can be a resource for students that have been removed from the general population. Students with behavioral disturbances may benefit from learning at home. Also the online courses can offer material not available at the local schools, such as AP courses or vocational training.

An IT Evolution in the Classroom

This article gives us a look at Auburn Tech., a school that was a leader in technology. We look at how Auburn started early teaching how to use IBM’s. Eventually the school ran into problems with networking all of their computers on campus. It became too costly and inconvenient to keep things running. The teachers on campus had to become proficient in the running of the network and all of the programs that were connected within it, the system was just too inefficient. Eventually the school adopted a server, coupled with “thin client” technology they reduced the amount of information going through the wires. The school now runs smoothly and gives effective instruction.

This article gave me a better understanding of how networks are organized inside of a large school or business. With the information gathered in this article I may be able to help my school or class keep a system running or find a way to reorganize it to make it run smoother.

Open Technologies in K-12 Education

This article is concerned with the amount of money that schools have to spend on licensing for the newest software. In a world where technology is constantly changing schools do not have the budget to keep updating software and hardware. The proposed answer to this problem by the author is to use open technologies on the internet. Free software on the internet and resources such as Wikipedia are looked down upon by most American educational institutions. But they may be the best option for schools whose budget is being crunched by spending money on No Child Left Behind.

This is definitely an option for any school. Of course the merit of these online resources must be checked out before students are allowed to use them as a viable resource for papers or assignments. This leaves education open to different options, it gives teachers and students more options. The most important effect open technology could have on schools is to save their budget, leaving schools more options and ability to spend their money on more important educational resources.

Designing for Learning: The Pursuit of Well Structured Pedagogy

This article breaks up well structured pedagogy into three categories. First it says that in order to structure content well it must be put together well in the framework of its semantics. This means that when it is being taught to the students through lecture or other routes it can be easily understood. Our author named this portion of well structured pedagogy “teaching.” Second the “learner” is looked at more indepth. The lesson or pedagogy must be able to cater to a specific learner at any given time. This can be generalized to a group of learners but in many situation a teacher must be able to present the information in any given lesson to a specific student in a specific manner in order to increase the students understanding of the material. Last, “Content must correspond with the ‘environmental’ component of the learning experience.” The content must mesh well with the digital world. Organization and structure within the digital format must be taken into consideration when we think about how students may browse through the content and access the information. The article goes on to state that due to the amount of information available to us at any given time we as a society have changed the way we access this information. We must adapt our teaching structure to be inclusive of this technology thus making it more accessible to our students. The structure within the digital world may not be the same as the analog world. Thus, structuring the information accordingly will be of the utmost importance when trying to get students to access and retain it effectively.

I will most likely review the way I present information and lessons if I choose to place them in a digital format or post them on the internet. Children and adults have come to expect certain patterns or layouts in the programs and sites they navigate. To deviate from this norm would be to create a situation in which they could not gain access to the knowledge that was intended for them. To create a digital format for information or a lesson and not be sensitive to the way it is set up would be irresponsible. As a teacher you would be best served by avoiding the digital formats until you are proficient in the structure and language.

digital natives, digital immigrants

This article outlines the generational differences concerning new technology. The generation gap is not explicitly named, rather the article calls the computer savvy younger generation “digital natives” while the older generation or anyone not familiar with computers “digital immigrant.” The educational problem presented by the article is that the “digital immigrant” educators are having a problem reaching the younger digital native population. Digital immigrants value a slower paced, sequential, and patient form of teaching while today’s students require more stimulation in order to keep their attention. The spread of technology has allowed the younger generation to develop a mindframe in which fast paced random access to information has become the norm. Digital immigrant teachers are apprehensive when asked to adopt teaching strategies that would abandon the old logic, but when given ways to apply these strategies they do so. A whole other problem arises when the same teachers are asked to develop their own strategies. It is imperative that we adopt teaching strategies that will let students access the knowledge they need in order to succeed.
My own opinion on the subject is that we are going to have to adapt with the changing times, we cannot hold back until it is too late. A good way to look at it is that if you stop swimming you will drown. Many teachers were apprehensive about getting involved with technology and by the time they turned around it was too late. They were too far behind to try and understand the digital world that existed, or atleast that is what they believed. It can be a daunting and expensive task keeping up with technology, but we must do our best to meet students on their level.