What I learned in this class

In this class I have learned the use of technology from the computer in ways that I did not know. I learned how to use different Microsoft applications such as power point and clip art. I learned the use of live text to create templates to create and complete my assignments. I learned how to create and do lesson plans with and on different templates. I learned how to create study sheets. I learned all of these applications and assignments with the use and the aide of technology through the computer.
In this class I also got the experience of learning through the use of visual aides from video clips off the Internet. Some of the knowledge I forgot about I got an opportunity to go back into my memory bank and recall some important names. I recalled famous philosophers that contributed and incorporated their knowledge and insight in the educational process. I learned how and what they said the applications that are used in knowledge, learning and the educational process today. I got the experience of learning about my own educational philosophy.
My most valuable experience was being forced to challenge myself in ways I have not been challenged in years. I was forced to compare my work to be graded and assessed based on different types of rubrics and not what my professor taught may or may not be a good assignment. I have been challenged to raise the bar, standards and expectations not to get a grade in class but to truly build my character. There is much that is expected and required of me to become an educator but the standards had to be set because one day I will be an instructor. There will be others in the school and the community depending on me to be the best so others can have a representation to model after. Or be the best teacher possible so I am able to give something positive to each person walking through that classroom door. That once they leave I would have known they truly learned and comprehended what I was teaching. To me EME 2040 has been a changing role, a standing up to the plate experience. I truly got to understand to whom much is given much is required.

Technology in Instructional Delivery

I have learned that technology plays a major role in any instructional delivery. Instructional delivery deals with face to face interaction and instruction. Instead of that learning being face to face it is advanced with the use of technology. Most common use of this technology would be the computer. Where the computer will provide the resources and the delivery is distant learning away from the traditional classroom setting.
I have also learned that it is more flexible with technology in the instructional delivery. Take for example an individual who works, one will not be limited to a classroom schedule. That individual will have the flexibility to access the same class with the same materials in the comfort of that individual’s home. Or an individual who is disabled and can not move around freely. This individual will still receive the same educational instruction through the use of technology. There is also more interaction from the learner and the learner is forced to be more critical in one’s thinking.
With the use of technology in the instructional learning, the learner must have some computer skills to understand and complete the task. Use of technology can also aide in drills, simulation and problem solving. As for the instructor there would be little use for the traditional chalkboard and chalk. With the computer the instructor could relay the same message or materials at the same time to all the students. Instruction can be given in the classroom and then followed up with instructional activities online with the use of technology. Technology can also help with tools that will assist the students further in the learning process. New skills learned could be reinforced with the use of technology.
Technology can also help with learning on the instructor’s behalf. For example a learner who may not be fluent in a language can use technology and have that same material translated in that individual’s language completed by the individual and then translated back into the language that it was originally given. Students of this generation are heavily involved with technology and the use of technology in the instructional delivery can close that gap. It can also help students to communicate away from the classroom setting. Technology has and is changing the way things are being done including the area of instructional delivery.

Educational Philosophy

Educational philosophy
Philosophy is not the set standards but a guide and everyone plays a role in what they believe will work. There are six philosophies that are taught in education. They are Perennialism, Existentialism, Progressivism Education, Social Reconstructionism, Pragmatism/Experimentalism and Essentialism. Each is different in the concept of what is best or works best for the teacher and or student. It is learning style that one feels comfortable with and suites the individual. Each is based on education. It is followed by teachers, administrations and schools.
Perennialism philosophy is the philosophy that believes that one should teach the things that are important to everyone everywhere. By these practices one will develop. Progressivism is based on the student’s need. The overall learning experience is focused upon and not only based on standards. In Existentialism the focus is the student itself. The student is vital and should not be explored by society or the teacher. Essentialism the focus is on the needs of the school and its survival. Social Reconstructionism school is the place for order. School setting is important and this will come through changes in society. Pragmatism/Experimentalism experience is through reality. In this philosophy everything is based around what an individual experience.
When it comes to what I believe, I feel connected to the Perennialism and Progressivism Education. These are the two philosophies I believe in; therefore, these are my educational philosophy.
In the perennialiism philosophy a great demand is placed upon the students in terms of learning. The students are responsible to get the understanding of the lesson being taught or introduced by the teacher. There is not that much emphasis placed on learning discipline form textbook learning. This philosophy believes since science is always changing it should not be taught. Learning is dialog based and the teacher is the one introducing the ideas to be explored.
In the Progressivism Education each person is unique and that uniqueness and talents are focused on. Here again the student is the focal point of the learning experience. This is more like hands on approach to education one will learn by what is done. As stated earlier one will have to find the philosophy that will work for that individual and student to ensure success.

Digital Story
This style of portfolio is from the constructivist aspect of learning. Digital story has created a form of a new movement. This movement takes ordinary people and uses aspects of their personal life to tell a story. The use of technology and multimedia is applied to all aspect of the story. Digital photos are used; sound tracts, voice recording and backgrounds are all combined to produce a digital story. Most of the work is done through a workshop type format.
Digital story is nothing more than a storytelling style. It usually runs within a time frame of about 2 to 4 mins. In length. For many it is considered to be fun, inspirational, inspiring, and many believe that it has ties with learning. Some of the use in education is that, it is used as an assessment tool in combination of a portfolio. When the portfolio is combined with the digital story or contains it, one can have a better understanding of that individual’s ability.
A digital story has some major elements. There are seven elements critical to a digital story. A digital story must have a point of view that is going to be directed to the audience it is trying to captivate. It also must pose a dramatic question also addressing the audience. It should have an emotional content that holds the audience attention. It should contain the voice of the person telling the story. Reason being is the narrator of the story if it is the individual will have a connection to and with the story. The sound tract should also be taken into consideration because it will help with the story. The economics aspect should also be considered. One does not want it to be too costly and the pace at with the speaker are speaking should also be considered when creating a digital story.
Digital story is considered to be deep learning because it has elements of new ideas combined with what is already known and it can help one with problem solving. There is also a reflective aspect to digital story where one can think or ponder. Most of all it is something that can last for a very long time.

Telecollaborative lesson plan

Telecollaborative Lesson
In this form of lesson planning the lesson is web based, and the information and style is from the Constructivist lesson format. This type of learning is mainly involved with the use of technology and the internet. Also because this type of lesson is Constructivist based it deals with group settings as well. All of the information and groups involved interact with each other through the web. Also the lesson has to match the needs of the group and appropriation as well should be considered. Just like the Constructivist lesson plan this lesson plan allows the students involved to gather all the resources and materials needed to complete the lesson plan with minimum guided help from the instructor.
In this format of lesson plan the students that will be participating will team up and pull their resources together. This form of learning is also idea if other cultures or ethnic groups are involved. Different ethnicity and cultural awareness can arise and spark an entire level to this learning format and style. As a result the groups can learn other interesting facts about the groups they are teamed up with. The Telecollaborative lesson is also modeled after the Inquired Based Learning because questions are used to bring about the overall learning experiences.
In order for this lesson plan to be a success the instructor should also remember that the goals of the lesson should be tied in with the curriculum. In other words what is to be learned does it match up with the goals of the plan is the question to ask when considering or using this lesson format. Also keep in mind that time will be a factor and it should be maximized and cost effective for everyone participating in this lesson format. Many individuals will not use this form of lesson because the instructor in charge of the lesson must have sufficient and be fluent enough with the internet to effectively use this lesson plan. Therefore, because technology will be the back bone for this form of lesson all assignments will also be technologically based. What the students learn and what the will be doing on the internet is a key factor with the Telecollaborative lesson plan.
Also keep in mind that when using this form of lesson check and see what others on the internet have done and compare the information. One may also invite others to join the group and extend the communication. One may also use this format when using the telecollaborative lesson plan Interpersonal exchanges, information collection, problem solving projects, and electronic process writing.