I believe learning technologies…………

  • Improves the ability to foster collaboration, research, creation, reflection, publishing, and evaluation of learning.
  • Provides a medium to access and communicate information, enriching and deepening social exchanges, which produces new to the world ideas and knowledge.
  • Levels educational opportunities to all citizens through the access of information and research opportunities.
  • Allows for individualized approaches to ongoing reflection and feedback opportunities during the learning process.
  • Individualizes instruction improves the knowledge process employing technology by improving remediation and approaches that target a specific customer need.
  • Produces new forms of data to allow for improved decisions regarding educational approaches.
  • Increases creativity opportunities through the employment of technology applications.
  • Introduces students to a variety of perspectives, cultures, and beliefs.
  • Allows for the exchange ideas to a larger learning community, producing a personalized learning social network in which participants share learning objects to a larger community. This process produces new to the world approaches and ideas at a rate never seen before.
  • Extends learning beyond the physical environment and time, further deepening approaches to knowledge.
  • Fosters the construction of career skill sets via real world approaches through simulation, technology enhanced learning environments, and applications used in industry.

Above all, I believe Creative Thought and Economic Innovation requires social involvement, a human teacher facilitating social discussion, and that knowledge should not and cannot be substituted or devalued as a downloadable material. It is my cause and belief to stress as an Advocate for improvement in learning and curriculum design via technologies that can be distributed to all students equally.

We need teachers to facilitate creative thoughts, challenge beliefs, and to encourage social learning. Teaching is not a standardized process. We must inspire and question learning technology corporate approaches to do what is best for our students, thus our future. The purpose of my work and dissertation will be to consider these principles following my beliefs.

About Instructional Design and Delivery for the Modern Teacher

Originally posted on The Connected Classroom:

teachers as architectThe Midwest Education Technology Community Conference advisory committee is excited to bring back book reviews of materials that we will offer at the conference this February. Committee members and area educators are sharing their thoughts, here’s the latest from Claymont Elementary Library Media Specialist Julie Boatner:

Teacher As Architect, Instructional Design and Delivery for the Modern Teacher
Second Edition
Shawn K. Smith, Ann M. Chavez, Garrett W. Seaman

Considering the challenges of educators in today’s ever increasing STEM society, the analogy of Teacher as Architect just makes sense. Smith, Chavez and Seaman have collaborated to update this cohesive, well-researched, yet easy-to-read guide for the teacher candidate and experienced educator alike.

The second edition of TAA leads us through four core principles. The first, “Designing with Purpose,” examines the foundations of teaching – plotting lessons from the ground up by focusing on the CCSS standards, backwards design when considering assessments, and…

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Why I became a STEM or STEAM Educator

I enjoy making a difference, learning new things, motivating others, and providing a leadership role assisting K12 students and teachers with improving instructional design via learning technology.

Recently, I was asked to reflect about my STEM career role to young girls and to share with a larger audience using #STEMDaisies. I would like to share my reflection now and encourage other ladies serving in STEM career fields to reach out and do the same.

Pedagogical Tool Review: Wiggio (A Desire2Learn Productivity Platform)

Originally posted on jennysmoore:

When I set out to do a review of a pedagogical tool to facilitate student-centered learning by fostering engagement in either a hybrid or online-only course, I intended to focus on the a variety of tools embedded within Desire2Learn (D2L) that could be used for just such a purpose, but the uniqueness and complexity of Wiggio, a productivity platform used to facilitate group meetings and collaboration, necessitated an in-depth look at this particular tool. The capabilities offered by Wiggio are not new, but what Wiggio does that many platforms do not is offer a combination of capabilities that is usually achieved through the use of multiple platforms or programs, and while Wiggio is embedded in D2L, those who do not use the D2L learning platform can still benefit from Wiggio.

Wiggio, which is marketed primarily to academic communities, offers a host of productivity and collaborative tools ranging from a convenient…

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Part 1: Digital Citizenship Education… Over 20 Essential Resources

Originally posted on 21 st Century Educational Technology and Learning:

dc1

Welcome to a series that examines the importance of facilitating digital citizenship with today’s students. First, to ensure you do not miss one of these valuable posts or other resources covering PBL, Digital Curriculum, Web 2.0, STEM, 21st century learning, and technology integration, please sign up for 21centuryedtech by email or RSS.  As always,  I invite you to follow me on twitter (@mjgormans). Please give this post a retweet and pass it on. Have a great week – Michael Gorman (21centuryedtech)

Booking Info – Are you looking for a practical and affordable professional development workshop for your school or conference?  I have traveled the country delivering PD relating to technology integration, PBL, STEM, Digital Literacy, and the 4 C’s. I have done 100′s of workshops and presentations.  Check out my Booking Page… Please contact me soon if you have an interest. It is not to early…

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Motivate, Engage, and Empower Through Knowledge Visualization

instructionaltechnologist101:

A process piloted in rural Texas employing ‘the arts” to assist low income student to become more engaged and excited about STEM topics related to space weather is described below. The program inspired students to reflect on vocabulary to a larger community via digital art. Students later were able to participate in lab activities to further explore topics related to magnetism and solar energy.

Originally posted on Tom R. Chambers:

During the 2011-2012 school year, I worked with eighth grade students to motivate, engage and empower them to pay attention to and understand/retain content in the Sciences (Space weather). The bigger picture involved us with NASA’s Magnetospheric Multiscale (MMS) mission: a Solar Terrestrial Probes mission comprising four identically instrumented spacecraft that will use Earth’s magnetosphere as a laboratory to study the microphysics of three fundamental plasma processes: magnetic reconnection, energetic particle acceleration, and turbulence. The mission will be launched in October of this year (2014).

The above processes are not only a “mouthful”, but also an immediate put-off for today’s young generation mainly because they (processes) are perceived as difficult and boring. Difficulty calls forth boredom for their young minds … any mind, perhaps … and consequently, there is no appreciable interest.

In order to generate interest and defuse this perceived difficulty, knowledge visualization was pursued to make Digital Art…

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3D printing in the math classroom

3D printing in the math classroom.

When Someone Else Takes Credit

instructionaltechnologist101:

Words of wisdom: “Every challenge has become an opportunity to dig even deeper wells of personal integrity and practical wisdom.”

Originally posted on The ART of Business:

applause

Have you ever worked long and hard on a project, only to have a coworker sweep in and be recognized or take credit for what you accomplished?  Or perhaps you have been in a team scenario where the team’s success has ridden primarily on your hidden efforts.

I have.  More than once.

We may smile and nod, say it’s OK–we understand.  Remind ourselves, after all, “There’s no I in team.”  But deep inside it is not OK and our trust becomes a little more fragile, our relationships more cautious, our cards more tightly held.

There may be no “I” in team, but there is certainly a M-E.  There’s no team without M-E.

Teamwork should be about bringing our best selves to the issues at hand,  weaving our gifts together with others creating a synergy of the whole that is far greater than the mere summation of the parts.  Synergy cannot…

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You can survive.

6100 Course Reflection

As a result of the 6100 course, I have developed a personal theory of learning, applied instructional design approaches employing my personal theory of learning, and created a research proposal exploring teacher STEM perceptions in online and conventional learning environments. I have a deeper understanding of how Piaget’s theory of constructivism connects to Vygotsky’s theory of social constructivism to Paper’s theory on constructionism. Prior to this course, I did not have a strong background in learning theory as it applies to instructional design approaches. Also, I was able to create two instructional activities with two colleagues exploring topics associated with alternative energy and fabrication printing employing the 5E instructional model and product based learning instructional model. Both activities included considerations for online instructional delivery. In addition, I was able to improve my ability to provide professional development using the Canvas learning management system (LMS).

I was able to participate as a student in an online course that modeled true social presence, cognitive presence, and teacher presence. Instructors met with students twice a week, coaching students on advanced learning theory topics. Without the consistent feedback and collaborative exchanges received by both peers and instructors, I would possess required skill sets needed to complete a PhD study. My understanding of learning theory was very vague, and the collaborative synchronous meetings helped me fill in the missing gaps. I was redirected to improve my understanding of how to apply learning theory to instructional design models, and began to approach instructional design differently.

During this course, I was able to further my research in STEM and STEAM research initiatives and found that little to no research exists regarding online STEM professional development approaches. This is a huge finding for me, as I now have a clearer understanding on the direction my studies could go as I approach dissertation study. I hope to utilize instructional design activities developed this spring using a professional development STEAM Camp K12 MOOC (Massive Open Online Course), which was released for registration in Canvas’s Open Network yesterday. I would like to compare teacher STEM perceptions in online MOOC professional development to face-to-face professional development and hope to complete a mixed methods study doing so this summer.

Finally, I learned how to overcome obstacles and persevere during this process. The workload required this spring was heavy, but the work load  is preparing me for the final dissertation study. My writing process  has improved this spring, which is another benefit to blog postings required in the 6100 course. I was able to strengthen my connections with my online peers, through a stronger collaborative exchange. Activities required in this course paired me with three other cadre colleagues in which I had yet to work with. Our products and learning artifacts were strong and I enjoyed getting to know Bob Kaiser, Jarred Vanscoder, and October Smith this semester. Collaborative exchanges and discourse provided additional depth to my learning experience.

To sign up for the Canvas STEAM Camp Professional development MOOC, visit Canvas’s Open Network. Registration is up and the course begins June 2, 2014 and last for a 5 week period.

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