This is the second post related to the course EDU627: Managing Instruction and Technology. This post focuses on the purpose of the design document and the importance of task analysis and sequencing in Project Management (PM) and Instructional Design (ID). But first let’s talk about the designing document. The design document encloses the body of the project stakeholders use to determine the project learning objectives, content, and other activities to meet its purposes and goals. Designed documents are divided into three essential components:
Leaning objectives: “describe what the learner is expected to achieve when performing the task” including “the task statement, the conditions under which the task is performed, and the standards that describe how well the task must be performed” (Cox, 2009, p.49).
Key points content/concepts including the “product information and criteria that need to be covered in the modules”.
Process and activities: Types of learning activities that will be implemented in the respective modules and the instruction to measure the training program including “criterion test and review test” (Cox, 2009, p.49).
(Image respectfully taken under CC license)
Why are task analysis and sequencing important for project management and instructional design?
Task analysis is a valuable tool for Project Management (PM) and Instructional Design (ID). It helps detect what need to be done in order to meet the project objectives. Identifying future states (objectives) and analyzing the current situation(s) effective strategies (actions/proposals) are created to meet the project expectations and goal (The Mind Tools Club, 2015). Sequencing is the order steps/action/proposals should follow. According to Jonassen (1986), “The sequence for performing a task implies an appropriate instructional sequence………Instructional sequencing may also be determined by the content/task analysis process or by the design model being used” (p.3).
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Task differentiation and sequencing are very important “to ensure proper flow of the training program”. Differentiating tasks as primary, main tasks, and supportive; specifying when task is psychomotor, intellectual, or cognitive; writing tasks statements following the job sequence; rating task statements on time spent, difficulty, and level of significance; and ranking tasks statements according to their importance value (Cox, 2009, p.53).
References
Cox, D. M.T. (2009) Project Management Skills for Instructional Designers: A Practical Guide. Bloomington, IN: iUniverse.
This post is a preamble of a series of posts, I will be witting about, for the upcoming weeks. Managing Instruction and Technology is a valuable course for instructional designers. New methods and strategies will be introduced as well as “principles of project management and instructional design to improve program outcomes” (Post University, Online Master of Education with a Concentration in Instructional Design and Technology). Technology integration and other educational tools are to be considered for projects successful outcomes.
The first unit defines Project and Project Management, Human Performance Technology (HPT) and the integration with the Analysis, Development, Design, Implementation, and Evaluation (ADDIE) model to meet projects expectations and decrease unexpected erors. Project Management covers other areas as important and relevant as the ADDIE model does.
(Image respectfully taken under CC license)
Quality, communication, risks, integration, scope, time, and cost are some of the areas Project Management covers. The Project is organized in a sequential and interrelated process groups known as:
Initiating
Planning
Executing
Monitoring and Controlling
Closing
Stakeholders, defined as people or organizations “actively involved in the project work or have something to gain or lose as a result of the project” (Dorcas M.T. Cox, 2009, p.7). They should be identified before the project design and develop stages. Stakeholders are an essential puzzle piece to ensure that the project purposes, objectives and goals are followed as planned.
The fusion of the ADDIE model and Project Management is known as The Four-Step Combo; the key for instructional design projects success. Combining Project Management with the instructional system design (ISD) model ADDIE, result in a new model and/or guide for instructional designers not to omit relevant and determinant factors, areas, and details throughout a project design process. Project Management could be considered the complement of the ADDIE model.
(Image respectfully taken under CC license)
References
Cox, D. M.T. (2009) Project Management Skills for Instructional Designers: A Practical Guide. Bloomington, IN: iUniverse.
Emergent technologies play an essential role because of their multi uses and effective impact in most fields. In medicine and healthcare, for example, robotic surgery “augmented with layers of technology like augmented reality” and NOTES, the robotic endoscopes, soon use in robotic surgery (D. Kraft, April, 2011).
Augmented reality (AR) is defined as:
(Video respectfully taken under CC license)
Pucket Universe: Virtual Sky Astronomy and Exoplanet are augmented reality (AR) apps accessible at iTunes store. These excellent sources contain rich and real information about the Solar System and the Universe; content related in The Comprehensive Science curriculum for eight graders students. These AR apps could give students the opportunity to interact and explore the Universe and astronomical objects.
_ Pocket Universe is an exceptional AR app, for iPhones and iPads, is accessible on iTunes for $2.99. This app navigates through the “sky astronomy” not only showing stars, moons, planets and constellations, but sharing valuable information, quiz, news, and events among others.
_ Exoplanet allows users to visit Milky Way; an amazing experience. The Sun is signed to guide/help users navigate through our galaxy making constellations, stars, and planets visible and interactive. The user navigates through astronomical units transformed in kilometers when getting closer to Earth. Continents and oceans as well as day and night time are perfectly visible. The user location should be activated while using this app to indicate cardinal points. A blue dot signs my current location making it more visible at the movement of my devise. Exoplanet News indicates users where comets can be located (represented in 3D models) and shares information about the most recent discoveries and news (Machable, n.d.).
As technologies develop in gaming and entertainment, programs and technological structures advance for diverse purposes, needs, and uses. Programmers, engineers, designers and specialists, in different fields, could work together to create a needed and/or desired product. Emergent technologies are perfect examples and Augmented reality (AR) is not excluded; an excellent choice for teachers and learners. According to Demski (2013), New Media Consortium (NMC), back in 2012, considered augmented reality as an emergent technology with “significant potential to transform K-12 education”. AR is a great opportunity for students to interact, discover, create, and relate content taught with real life.
This is the final post, of the weekly series, about the course EDU625: Integrating Technology into Instruction. This post resumes my experiences and learning through the units as well as my perceptions and expectations of teaching and learning from now on.
What has happened with the traditional methods of teaching? Why integration of technology in our classrooms?
Effective teaching strategies and methods are indispensable for successful learning outcomes, but technology is the complement. It is an excellent educational instrument; a mediator between learners and content giving teachers the opportunity to present/design/create interactive activities and differentiates instruction to meet student individual abilities and needs. Students’ characteristics need to be considered before deciding which technologies should be implemented. The associate director of the Center for Online Learning, Research, and Leaning at the University of Illinois pointed, “Everybody talks about using technology, but what is the effect of learning?” (as cited in Young, The Chronicle of Higher Education, July 22, 2010). Learning responsibility rests on teachers, students, parents, and appropriate learning environments. Teachers have the responsibility to teach/facilitate instruction using different sources and in different ways giving students the opportunity to participate, collaborate, and learn based on their abilities, preferences, and/or needs. Learners, on the other hand, have the responsibility to “access, analyze, and organize the content” presented from different sources and accessible at their convenience.
Technology has impacted communication significantly. For example social media marketing sites such as Facebook, Twitter, My Space, Linkedin to mention just a few.
(image respectfully taken under CC license).
Social networking could be considered into learning instruction, and Twitter appears to be a good choice. But, more research is needed to ensure students safety as well as appropriate instruction and monitoring for successful learning outcomes.
Technology has beneficiated teachers and learners in many respects. Here are some excellent accessible online resources and technologies:
_ VisuWords is an excellent “online graphical dictionary” for teachers and learners
_ Pinterest is a social media platform for users to share photos, ideas, and media; a great source for teachers to share ideas and effective teaching strategies (N. Desjarding, June 26, 2012).
_ PowerPoint, Prezi, PowToon, PreZent, and Webcast (virtual learning environments) are excellent tool for teachers to create attractive and engaging presentations.
_ Digital storytelling is a great opportunity for collaboration, creativity, research, critical thinking, and problem solving skills (REMC Association of Michigan, 2014).
_ Game and gamification considered an effective strategy to enhance students’ interest, engagement, and content acquisition.
_ 3D virtual environments.
_ Mobile technologies with Bring Your Own Devise (BYOD) implementation.
_ Emergent technologies such as Augmented Reality (AR).
Powerful, useful, and real time information is accessible for individuals’ personal and educational purposes. New generations are growing and learning with all technologies the world is exposed, has accessed, interacts, and communicates. Safety access to online resources is not always guarantee. Safe online skills are essential to navigate through the internet accessing credible information, and learning differentiates between legitimate and illegitimate data. According to Postel (1994), “In the Domain Name System (DNS) naming of computers there is a hierarchy of names…… There are a set of what we call “top-level domain names” (TLD). These are the generic TLDs (EDU, COM, NET, ORG, GOV, MIL, and INT), and the two letter codes from ISO-3166” (J. Postel, March, 1994). The World Wide Generic Domain, also known as TLD, is valuable information teachers, students, and researchers should consider evaluating global sources origin and credibility. Previewing and researching online resources before their implementation and use is needed to ensure a safe and secure content.
Today, our reality includes technology as a vital tool for the enhancement of the instruction for our learners. Teachers are becoming more and more aware of the need to use Technology as a Medium for Learning.
(image respectfully taken under CC license).
Accessing content from different sources and presenting it in different forms is an advantage technology offers. A presentation is an excellent format teacher can use to introduce new concepts enriched with visuals, audio, media, real time and interactive activities to enhance learner participation and engagement. These presentations tools help teachers to create more dynamic and interactive lesson. Here are some examples:
Technology tools have been adapted and used to access and deliver instruction, to communicate, collaborate, discover, and research. Technology has become an indispensable and relevant medium of learning. Combining gamification with learning activities can be an interesting and effective teaching strategy to enhance students’ interest, engagement, and content acquisition. Some software can be used to modify, add, and/or create learning activities. Quandary2 is a good example but the tutorial (written and online) was somewhat difficult to follow. Here is a sample of a learning activity created through Quandary2:
Technology advances are unpredictable, so why should we not think that could be possible? As stated in The Entertainment and Leisure Software Publishers Association (ELSPA), “Game developers recognize their important role as entertainers and appear keen to work with educationalists in the development of their products. New hardware ensures universal access to the internet via a range of devices, expanding the reach of learning possibilities beyond the PC” (p.47).
New developments in the horizon, present 3D Virtual Environments as a new medium which may be used by teachers to facilitate content that meets learners’ preferences, abilities, and needs. Current virtual environments, although not yet ready for younger learners, have demonstrated significant benefits for individuals with physical and emotional needs. Here is an excellent example of how valuable virtual environments are for this audience:
The Parkinson’s patient expressed and shared her perceptions and experiences with Second Life (SL) adding, “Second Life just might be the fountain of youth!” (D.Depress, November 1, 2013).
Virtual environments are not only successfully in use now for audiences with special needs, but also for students in higher education such as at The College of North West London (Second Life (n.d.). Through the use of avatars, defined as, “flexible and easily transformed digital self-representations in a graphic 3D form” (The Journal of Virtual Worlds Research, August, 2014, p.2), teachers and students interact and engage with content in a virtual learning environment.
Mobile technologies have occupied a very important place in people’s daily life keeping them connected, informed, and alerted anytime and anywhere. Their development and advances, effective access, and easy use make them more and more demanded. Accessing to the content of interest and ubiquitous mobility facilitate learners to access digital high quality content, discover, and connect to others in real time from anywhere enhancing students engagement, collaboration, an creativity (Educational Technology & Society, 2010, p.3).
Mobile apps have become a valuable resource for teachers and learners to support, practice, and/or reinforce instruction. For example, iTooch Middle School, an interactive and excellent app related to middle school Math and Language Arts. The educational activities and content follow the United States National Common Core Standards. Here is an interesting video about mobile technologies effectiveness in learning.
Emergent technologies play an essential role because of their multi uses and effective impact in most fields.
Pucket Universe: Virtual Sky Astronomy and Exoplanet are augmented reality (AR) apps. These excellent sources contain rich and real information about the Solar System and the Universe giving students the opportunity to interact and explore the Universe and astronomical objects.
_ Pocket Universe is an exceptional AR app, for iPhones and iPads, is accessible on iTunes for $2.99. This app navigates through the “sky astronomy” not only showing stars, moons, planets and constellations, but sharing valuable information, quiz, news, and events among others.
_ Exoplanet allows users to visit Milky Way; an amazing experience. The Sun is signed to guide/help users navigate through our galaxy making constellations, stars, and planets visible and interactive. Continents and oceans as well as day and night time are perfectly visible. The user location should be activated while using this app to indicate cardinal points. Exoplanet News indicates users where comets can be located (represented in 3D models) and shares information about the most recent discoveries and news (Machable, n.d.).
As technologies develop in gaming and entertainment, programs and technological structures advance for diverse purposes, needs, and uses. Programmers, engineers, designers and specialists, in different fields, could work together to create a needed and/or desired product. Emergent technologies are perfect examples and Augmented reality (AR) is not excluded; an excellent choice for teachers and learners. According to Demski (2013), New Media Consortium (NMC), back in 2012, considered augmented reality as an emergent technology with “significant potential to transform K-12 education”. AR is a great opportunity for students to interact, discover, create, and relate content taught with real life.
Hakonen, M., Bosch-Sijtsema, P.M. (2014, August). Virtual Worlds Enabling Distributing Collaboration. The Journal of Virtual Worlds Research, 7(3), 1-19. Retrieved from file:///C:/Users/IVETTE%20Y%20MARIO/Downloads/6158-29256-2-PB%20(1).pdf
Jeng, Y.-L., Wu, T.-T., Huang, Y.-M., Tan, Q., & Yang, S. J. H. (2010). The Add-on Impact of Mobile Applications in Learning Strategies: A Review Study. Educational Technology & Society, 13 (3), 3–11.
Mobile technologies have occupied a very important place in people’s daily life keeping them connected, informed, and alerted anytime and anywhere. Their development and advances, effective access, and easy use make them more and more demanded. Barriers are almost null even toddlers learn and play with them.
(Image respectfully taken under CC license)
Mobile technologies advances increase at gigantic steps. Communicating with others, accessing to favorite videos and music, playing games, taking and saving pictures, and being informed are not their only functions, but accessing to the content of interest and ubiquitous mobility. These two important aspects facilitate learners to access digital high quality content, discover, and connect to others in real time from anywhere enhancing students engagement, collaboration, an creativity (Educational Technology & Society, 2010, p.3).
Mobile apps have become a valuable resource for teachers and learners to support, practice, and/or reinforce instruction. For example, iTooch Middle School, an interactive and excellent app related to middle school Math and Language Arts. The educational activities and content follow the United States National Common Core Standards. It connects users with other apps for Math and Language Arts in elementary grade levels. Helping teachers provide interactive digital activities students can access to from their mobile devises anytime, anywhere, and repetitively if necessary. Proving students content with an extraordinary high quality and using the technology of their preferences (Apple Inc., 2014). Resources are available for Android, eduPad Studio, iOS, and Microsoft Windows 8.
Technology is everywhere and its advances are unstoppable. Students identify with it very well; the content is there, software, programs, technology tools including, of course, mobile devises. Teacher need to explore and work on that direction. As Sir Ken Robinson stated, “Education is in the end inevitable personal … if you want students to learn you have to engage them” (February 22, 2012). Here is an interesting video about mobile technologies effectiveness in learning.
Jeng, Y.-L., Wu, T.-T., Huang, Y.-M., Tan, Q., & Yang, S. J. H. (2010). The Add-on Impact of Mobile Applications in Learning Strategies: A Review Study. Educational Technology & Society, 13 (3), 3–11.
Beginning with incorporating technology into instruction, we have travelled through the use computers with internet service, projectors, tablets, laptops, smart boards, and interactive boards to access and provide students online activities with rich media and real time information. New developments in the horizon, present 3D Virtual Environments as a new medium which may be used by teachers to facilitate content that meets learners’ preferences, abilities, and needs.
Current virtual environments, although not yet ready for younger learners, have demonstrated significant benefits for individuals with physical and emotional needs. Here is an excellent example of how valuable virtual environments are for this audience:
In the video, the Parkinson’s patient expresses and shares her perceptions and experiences with Second Life (SL) adding, “Second Life just might be the fountain of youth!” (D.Depress, November 1, 2013). This Second Life destination located at: http://maps.secondlife.com/secondlife/Creations%20Park/149/94/23 is run by her daughter, who considers SL a reality in a different form.
Virtual environments are not only successfully in use now for audiences with special needs, but also for students in higher education such as at The College of North West London (Second Life (n.d.). Through the use of avatars, defined as, “flexible and easily transformed digital self-representations in a graphic 3D form” (The Journal of Virtual Worlds Research, August, 2014, p.2), teachers and students interact and engage with content in a virtual learning environment.
Teachers’ awareness about 3D virtual worlds is crucial because students access, interact, play, and talk about the most updated software, games, new technology tools, and even about those which are not on the market yet. Technology advances are unstoppable and that future, we are talking about, is not that far. Virtual words are still on their first steps but surveys and trends based on users’ opinions and experiences, and our society’s needs are not ignored. Programmers, designers, and whoever is related to that business are aware about the incredibly positive impact this technology has to offer to Education. As Rosedale (2008) said, and this talk was filmed six years ago, “We must be better than ourselves, in many ways. We must learn things and, you know, be more tolerant, and be smarter and learn faster and be more creative, perhaps, than we are typically in our real lives. And I think that if that is true of virtual worlds, then these changes, though scary — and, I say, inevitable — are ultimately for the better, and therefore something that we should ride out. But I would say that — and many other authors and speakers about this, other than me, have said, you know, fasten your seat belts because the change is coming. There are going to be big changes. JH: Philip Rosedale, thank you very much” (27:32, P. Rosedale, 2014). I am ending this post with a Second Life tutorial:
(Video respectfully taken under CC license)
References
Despress, D. (2013, November 1) The Drax Files: World Makers [Episode 13: Creations for Parkinson’s]. Retrieved from https://www.youtube.com/watch?v=nyiiWxNguGo#t=256
Hakonen, M., Bosch-Sijtsema, P.M. (2014, August). Virtual Worlds Enabling Distributing Collaboration. The Journal of Virtual Worlds Research, 7(3), 1-19. Retrieved from file:///C:/Users/IVETTE%20Y%20MARIO/Downloads/6158-29256-2-PB%20(1).pdf
Rosedale, P. (2008, May) Life in Second Life. TED. Retrieved from http://www.ted.com/talks/the_inspiration_of_second_life/transcript?language=en
Second Life (n.d.) The College of North West London, CNWL – General. Retrieved from http://maps.secondlife/CNWL/151/220/32
Game plays an important role in stimulating students learning by involving and engaging them in the process. It permits learners access to excellently presented content supported by technology. Gaming is an inevitable reality in the 21st century! Not only students, but adults and even pre-school children, benefit from games. There is a remarkable difference between gamification and games. According to the American Society for Training and Development (2014), gamification is “the integration of game characteristics and mechanics into a real world training program or task to promote change in behavior” while games are considered “systems in which players engage in various ways toward a common goal or win state”(p.6). Will gamification and game supplement current educational curriculum? How effective can their implementation be for current and upcoming learning generations?
Education has benefitted from technology significantly. Traditional teaching methods and educational material has been modified and, in most cases, replaced to satisfy and act accordingly to learners’ demands, preferences, abilities, and needs. Technology tools have been adapted and used to access and deliver instruction, to communicate, collaborate, discover, and research. Technology has become an indispensable and relevant medium of learning.
(Images respectfully taken under CC license).
Combining gamification with learning activities can be an interesting and effective teaching strategy to enhance students’ interest, engagement, and content acquisition. Creating online games requires an enormous amount of time and considerable knowledge in the field. But the existence of software allowing teachers to modify, add, and/or create learning activities is an advantage and valuable source for any learning environment. Quandary2 is a good example but the tutorial (written and online) was somewhat difficult to follow. Here is a sample of a learning activity created through Quandary2:
On numerous occasions, I have attempted to modify learning activities into a game-like situation. Simulations are excellent teaching strategies applicable to any subject area at any grade level. Simulated scenarios facilitate students’ comprehension connecting content in question with real life experiences. I have created simulated learning scenarios with the purpose of making them more game-like. Students have responded very positively! With our present knowledge and experience, we are definitely not able to become online Game Designers. Nevertheless, teachers can be educational designers and use technology as an exceptional mediator between learners and content.
Optimism and realism can be integrated into gaming and even into virtual worlds, not by redesigning what has been developed, but by creating new technologies to fulfill the need. Technology advances are unpredictable, so why should we not think that could be possible? As stated in The Entertainment and Leisure Software Publishers Association (ELSPA), “Game developers recognize their important role as entertainers and appear keen to work with educationalists in the development of their products. New hardware ensures universal access to the internet via a range of devices, expanding the reach of learning possibilities beyond the PC” (p.47).
Traditional teaching strategies involved learners, teachers, and instructional materials. This approach functioned reasonably well during a time when technology did not exist. Technology appears, but not as a tool for classroom instruction. Today, our reality includes technology as a vital tool for the enhancement of the instruction for our learners. Teachers are daily becoming more and more aware of the need to use Technology as a Medium for Learning.
(image respectfully taken under CC license).
A Presentation is an excellent format teachers can use to introduce new concepts. Presentations help teachers create, design, and prepare lessons in diverse forms to meet students’ expectations, preferences, abilities, and needs. Accessing the content from different sources and presenting it in different forms is an advantage technology offers. Incorporating visuals, audio, media, real time and interactive activities enhances learners’ participation and engagement in the process of learning. The technology selected should be based on learners’ characteristics, the content in question, and the learning environment.
PowerPoint, Prezi, PowToon, PreZent, and Webcast (virtual learning environments) are excellent tools teachers can use to create attractive and engaging presentations (C. Boris, Entrepreneur, May 10, 2013). Prezi, for example, lets users create and share presentations. Accessing the web to insert images and other sources as YouTube videos as well as your documents, music, and Power Points enriches your Prezi presentation. Here is an example of Presentation through Prezi: http://prezi.com/yqmir_skyq_5/?utm_campaign=share&utm_medium=copy
PowToon is an example of technology that can be used to create animated presentations. Cartoon characters and templates already created are accessible to be modified and/or recreated based on the user’s needs. http://www.powtoon.com/show/cBaDxlL1iTq/hi-everyone/
PreZent is another presentation tool for iPad users to create a “digital art book” combining videos and pictures. These presentations tools benefit teachers with many choices accessible in making presentations more dynamic, interactive, and attractive for students.
Digital Storytelling is a great technique/strategy teachers can incorporate into instruction. Students, interested in technology demonstrate their abilities creating and editing videos based on given topics from any content area and/or any activity organized in the school and in the community. It could be an excellent opportunity “for collaboration, creativity and innovation, research, critical thinking, and problem solving skills” (REMC Association of Michigan, 2014).
(video respectfully taken under CC license).
In five to ten years from now, other software and technologies will be available. The possibilities are endless and will only be limited if teachers lack the vision and skills necessary to allow technology to reach its full potential!!
References
Boris, C. (2013, May 10). Technology: 3 simple and creative alternatives to using PowerPoint for presentations. Entrepreneur. Retrieved from http://www.entrepreneur.com/article/226612
This post focuses on the benefits and risks global online resources offer to education. This century has impacted the world with technologies advances. Powerful, useful, and in real time information is accessible for individuals personal and educational purposes. New generations are growing and learning with all technologies the world is exposed, has accessed, interacts, and communicates. The transition and/or modification to new teaching methods, strategies, and technologies is imminent, is real! (image respectfully taken under CC license)
Real online research has become the easiest and fastest way to access information of any kind, but credibility is not always guaranteed. Safe online skills are essential to navigate through the internet accessing credible information, and learning differentiates between legitimate and illegitimate data. Prior research about the information online sources offer is recommended to ensure credibility. According to Postel (1994), “In the Domain Name System (DNS) naming of computers there is a hierarchy of names…… There are a set of what we call “top-level domain names” (TLD). These are the generic TLDs (EDU, COM, NET, ORG, GOV, MIL, and INT), and the two letter codes from ISO-3166” (J. Postel, March, 1994). Each World Wide Generic Domain represents a general “category of organizations” for example:
• COM – this domain is intended for commercial entities.
• EDU – intended for educational institutions recently limited to four year colleges and universities while schools and two years colleges will be registered in the country domains (e.g. K12).
• NET – Intended to hold only the computers of network providers. The domain names of the “costumer providers” are not in the NET TLD.
• ORG – Intended for organizations; some government organizations are an example.
• INT – Intended for international organizations.
United States only Generic Domains:
• GOV – Government office or agency
• MIL – Used by US military
The World Wide Generic Domain, also known as TLD, is valuable information teachers, students, and researchers should consider evaluating global sources origin and credibility. There are useful websites to inform users about the current and more relevant domain names and here is an example: http://www.domainsherpa.com/top-level-domains/
Incorporating real time data into instruction enhance students learning skills making lessons meaningful and useful for students in different environments. Here is a Geography learning activity, enriched with real time data, created for students with special needs in middle school grades. Students will have the opportunity to access, interact, and learn from this exceptional resource. Learning Activity
The resources available for our global community are innumerable, but benefits and risks cannot be forgotten.
Here are some excellent sources: http://mo-www.cfa.harvard.edu/OWN/index.html http://micro.magnet.fsu.edu/index.html http://www.archives.gov/education/ http://www.journalofamericanhistory.org/
References
CPALMS. (2014). Standards: Browse and search access points. Retrieved from http://www.cpalms.org/Public/search/AccessPoint#0
NOAA (2014). National Forecast Maps. Retrieved from http://www.weather.gov/forecastmaps
Postel, J. (1994, March). Domain name system structure and delegation. Retrieved from http://www.ietf.org/rfc/rfc1591.txt
The previous post was about technology and social media platforms as excellent educational tools if used appropriately. Technology, considered a valuable mediator between learners and content. Social media, an excellent communication tool facilitating students’ collaboration and teamwork skills. This post is about effective online resources used to collect data/information from learners, costumers, and/or other sources users have accessed to contribute with their experiences, opinions, and/or ideas.
I had the opportunity to create and conduct a survey about how acceptable technology is in special education, how familiar the survey audience is to some online academic resources, and which software would benefit from trainings. SurveyMonkey was the online source I used to create, conduct, and collect data. It is an excellent online resource guiding and helping anyone to create and design excellent surveys (SurveyMonkey, 2014). But, it is not as simple as it looks; there are important details to consider before and while creating a survey. First, I became familiar with relevant information about some “Do’s and Don’ts”. Surveys objectives and questions are the main components for successful outcomes. Survey questions should support objectives, otherwise “it should not be included” (Usability Sciences Corporation, February 28, 2012). When the survey was completed, data needed to be organized and analyzed. Mind42 was the online tool I used to create a visual organization of all data collected from the survey. There are other excellent resources to help teachers/users organize and represent information and/or surveys outcomes such as WiseMapping, NoveMind, Minjet, Mindmanager, and Maindmeister, a great source for teachers and students to organize information, create presentations, collaborate and share “mind maps openly and freely (MeisterLab, 2014).
There are other excellent educational resources I would like to mention such as VisuWords, an excellent “online graphical dictionary” for teachers and students; and Pinterest, a social media platform for users to share photos, ideas, and media. It is an excellent source for teachers to share ideas, good online resources, and effective teaching strategies (N. Desjarding, June 26, 2012).
Safety access to online resources is not always guarantee. Previewing and researching online resources before their implementation and use is a need, in all learning environments, to ensure a safe and secure content. The balance between safety and access, as one of the fifth principles, Marla Ucelli-Kashyap, Assistant to the President for Educational Issues, American Federation of Teachers (ADT), was presented and explained considering the challenges teachers experience in the event of accessing and using social networking (Collaboration between Social Networking and Education, April 24, 2010). She mentioned the needs of “acceptable policies to educate students and teachers about how to use particular social networking technologies effectively”. Social Media courses are needed to teach students how to use social media and other online resources appropriately. Teachers’ collaboration and teamwork are crucial. Learning Management Systems (LMS) to orient teachers on how best use and implement technology into lessons. Sharing safe and effective online sources based on previous research and/or experiences; working in teams to collaborate, design, create lessons. Effective implementation of technology requires more professional development and training, continue support, updates, and feedback.
(Image respectfully taken under CC license)
Special Educational Needs 