Blogspot July 9, 2008- Global Village
I would define the term ‘global village’ as the world connecting in various ways and through different forms to easily communicate with each other. The idea of a global village has both good and bad consequences. Starting with the positive, people are able to be in contact in seconds with people from all over the world. You could have a conversation or work on a solution to a problem as quickly with someone next door to you as you could with someone thousands of miles away. Another positive aspect of the global village is that people who may never travel far away are able to get at least a glimpse of what life is like in other faraway places. When you see pictures, videos, or emails from someone in a developing country or a country at war, you can have a stronger sense of what it is actually like there.
Some of the negative outcomes really tie in with the positive ones. For example, the idea that people can see a glimpse of other distant communities might be just that, a glimpse. Many times people see a quick video or a short news segment on something going on somewhere in the world and that’s all they ever find out about that place. There isn’t always a deep understanding or meaning of what really is going on there. Also, much of what we see about other places is fed to us by the media and can have a very political slant to it that might be very biased. Another negative outcome can be that people feel so overwhelmed by seeing all of the events going on all over the world that they feel helpless to do anything in their own communities let alone in a distant community. I know I have heard people say that they talk almost every day to someone in a foreign country, but don’t even know their own next door neighbor’s name. The idea of a global village is exciting, but can also be overwhelming.
A global village affects a classroom because just as adults are being faced with all of these images and sounds from all over the world so are children. Many of them are not equipped with the tools of how to analyze and evaluate all that is coming at them. In the past, many classrooms only saw life in other countries in a textbook or in a more static way. Now, students can view webcams, listen to podcasts, read blogs, and watch videos from pretty much anywhere in the world with a click of their mouse. This is a great thing, but it can be overpowering to students without any idea of how to filter all of that information. Teachers also have to learn how to best incorporate the global village around them so that their students can learn from it, help those in need, and be a part of the world around them. This is not an easy task and it is important for us to teach students to be open-minded and accepting about all cultures as they explore the global village.
There was a quote that stuck with me from the article, “Do We Really Want a Global Village?” that came from chapter 9 of The Future Does Not Compute: Transcending the Machines in Our Midst, by Stephen Talbott. He said, “If we really wanted a global village, we would start with the local culture, learn to live in it, share in it, appreciate it, begin to recognize what is highest in it—what expresses its noblest and most universal ideals—and encourage from within the culture the development and fulfillment of these ideals. Only in this way can any culture enlarge itself.” This really shows how we can’t just put our ideals on another culture, but that we need to embrace the differences among all people and learn from them. This is a challenge for everyone as this idea of a global village continues to grow.
Wednesday, July 9, 2008
Monday, July 7, 2008
Moral Purposes
Blogspot- July 7,2008
Moral Philosophy: Pojman describes 5 purposes of morality. Do you agree with him? why or why not? As a teacher, what part do you play as a moral agent?
I thought that Louis Pojman’s views on morality were quite interesting. He seemed to believe that if a moral set of rules are followed then everyone will better off. His five purposes of morality are:
1. To keep society from falling apart
2. To ameliorate human suffering
3. To promote human flourishing
4. To resolve conflicts of interest in just and orderly ways
5. To assign praise and blame, reward, and punishment and guilt
Although these purposes are somewhat simplistic in wording, I do generally agree with these ideas. I think that most civilized societies try to follow some set of moral codes and these purposes are some of the reasons why. I think that if all people felt more of a sense of duty to follow a set of moral codes then maybe people’s lives would be happier and more fulfilled. Although morality may not necessarily be a legal issue, I think that the last purpose definitely happens because people feel a sense of guilt if they don’t do the right thing. Another idea I thought of related to the last purpose is how many awards are given out to people or groups for doing “good” or charitable deeds. This relates to people being rewarded or praised for following a set of morals.
As a teacher, I do feel a strong sense of being a type of moral agent or at least a role model. Personally, I teach in a Catholic school so the idea of religion is also brought into the discussion of morality. There are many times throughout a day that I think about what I am doing or saying and how the children are interpreting that. Being a teacher, students are always watching you. They want to see how you react to various situations and how you handle so that they can use that as a guide. Luckily the school I am at now has parents who make an effort to be involved in their communities and discuss moral issues with their children. Other schools I have been in, the students have had a lack of that at home which made it even more important to not just be a good role model, but to also discuss situations and morals directly with the students. I think that when you spend so many hours a day with children, you have such an impact on them that anything you can do to improve their sense of morality and help them think about how they can be better people is beneficial. This can be concepts as simple as helping out a colleague, speaking to others in a respectful tone or more developed ideas like starting community service projects and getting the students involved in ways to help their classmates and their community. I really believe that the most important thing children can learn is to be a good and kind person. That is more important than learning math facts or how to spell. Hopefully parents and other community members are involved in this process as well, but as teachers we definitely have a role in helping students to become moral people.
Moral Philosophy: Pojman describes 5 purposes of morality. Do you agree with him? why or why not? As a teacher, what part do you play as a moral agent?
I thought that Louis Pojman’s views on morality were quite interesting. He seemed to believe that if a moral set of rules are followed then everyone will better off. His five purposes of morality are:
1. To keep society from falling apart
2. To ameliorate human suffering
3. To promote human flourishing
4. To resolve conflicts of interest in just and orderly ways
5. To assign praise and blame, reward, and punishment and guilt
Although these purposes are somewhat simplistic in wording, I do generally agree with these ideas. I think that most civilized societies try to follow some set of moral codes and these purposes are some of the reasons why. I think that if all people felt more of a sense of duty to follow a set of moral codes then maybe people’s lives would be happier and more fulfilled. Although morality may not necessarily be a legal issue, I think that the last purpose definitely happens because people feel a sense of guilt if they don’t do the right thing. Another idea I thought of related to the last purpose is how many awards are given out to people or groups for doing “good” or charitable deeds. This relates to people being rewarded or praised for following a set of morals.
As a teacher, I do feel a strong sense of being a type of moral agent or at least a role model. Personally, I teach in a Catholic school so the idea of religion is also brought into the discussion of morality. There are many times throughout a day that I think about what I am doing or saying and how the children are interpreting that. Being a teacher, students are always watching you. They want to see how you react to various situations and how you handle so that they can use that as a guide. Luckily the school I am at now has parents who make an effort to be involved in their communities and discuss moral issues with their children. Other schools I have been in, the students have had a lack of that at home which made it even more important to not just be a good role model, but to also discuss situations and morals directly with the students. I think that when you spend so many hours a day with children, you have such an impact on them that anything you can do to improve their sense of morality and help them think about how they can be better people is beneficial. This can be concepts as simple as helping out a colleague, speaking to others in a respectful tone or more developed ideas like starting community service projects and getting the students involved in ways to help their classmates and their community. I really believe that the most important thing children can learn is to be a good and kind person. That is more important than learning math facts or how to spell. Hopefully parents and other community members are involved in this process as well, but as teachers we definitely have a role in helping students to become moral people.
Wednesday, June 25, 2008
Instructional Design Models
There are basic elements found in all of the traditional Instructional Design models. These would be analysis, strategy, evaluation, and revision. In each of the models, the elements might occur in a different order or under a different name, but they are still there. There is always some type of analysis which might include stating goals or objectives and identifying the learners. Then there is a strategy which includes developing the materials, selecting media, and implementing the tasks. Next comes evaluation which includes measuring learners’ accomplishments, formative, and summative evaluations. Finally, there is some type of revision where reflection happens to see how the process could be made better.
Examples of instruction, materials, and curriculum that best fits with each model:
I tried to think of all of these models in reference to schools I have worked in and where they would fit best in those areas.
Dick and Carey-
The Dick and Carey model seems to fit with a school that would be trying to achieve a specific long-term goal. The example I thought of was when I taught in Houston we were always trying to improve our scores on the Texas skills tests. We had set goals to achieve and we analyzed our students for their strengths and weaknesses. We developed objectives and strategies to improve their skills. Along the way, we would do various assessments and revise our instruction based on those results. Then there were formal evaluations as well.
Big 8-
This model seems to fit with someone coming in to teach a specific lesson maybe as a one-time lesson. For example, maybe a school nurse coming in to teach a health lesson. In the Big 8 model, there needs to be specific concepts and objectives identified. Then the activity and media are chosen. The lesson is presented and an evaluation is given. The reason why I think this would be different than a regular lesson by a classroom teacher is because there isn’t as much thought given to the learners and their specific needs. Also, there isn’t really any reflection at the end to make adjustments for improving the lesson. There also doesn’t seem to be as much emphasis on making the learners active and involved.
ASSURE-
I think that this model most closely fits with classroom teaching. Good teachers are hopefully doing all of the parts of this model for their daily lessons. Each class period, they analyze their learners based on all of the knowledge they have about their students. Then they have to state clear objectives they want to cover in each lesson. Next, teachers would select materials and supplies that would be best suited for their students and their specific objectives. Hopefully they have previewed and practiced with the materials they will be using. By doing this, they can have active learners who discuss, ask questions, work in groups, etc. All good teachers have some sort of evaluation at the end whether it is a formal one or an informal one. Lastly, after a lesson, teachers go back and reflect on what went well or what could be improved upon.
Complete Instructional Design Plan-
This model seemed to fit with a specific unit being taught in a classroom. For example, it might be a math unit on fractions or a social studies unit on the Civil War. There would probably be a pretest given to assess prior knowledge. Based on that information, objectives and goals would be established with thought given to any state goals. Teachers would then collect resources and start planning appropriate activities. As the instructional activities are being planned, evaluation is also being considered to fit with the chosen objectives. At the end of the unit, an evaluation is given to see that the unit’s goals were achieved by the learners. Teachers would also revise activities along the way and afterwards to make the unit more successful.
ADDIE-
I had a difficult time with this one because it seems more geared toward the corporate world than the educational world. This could possibly fit in at a graduate level or maybe in teacher training. This might work well if teachers needed to learn a specific skill or were getting updated on software. It first looks at the learners’ current skills. Then a program and activities are developed to address those specific needs. There is an evaluation done at the end of the session with feedback given about its effectiveness. This reminds me of training that we did at the end of the school year on new software programs that were being added to our computers.
Examples of instruction, materials, and curriculum that best fits with each model:
I tried to think of all of these models in reference to schools I have worked in and where they would fit best in those areas.
Dick and Carey-
The Dick and Carey model seems to fit with a school that would be trying to achieve a specific long-term goal. The example I thought of was when I taught in Houston we were always trying to improve our scores on the Texas skills tests. We had set goals to achieve and we analyzed our students for their strengths and weaknesses. We developed objectives and strategies to improve their skills. Along the way, we would do various assessments and revise our instruction based on those results. Then there were formal evaluations as well.
Big 8-
This model seems to fit with someone coming in to teach a specific lesson maybe as a one-time lesson. For example, maybe a school nurse coming in to teach a health lesson. In the Big 8 model, there needs to be specific concepts and objectives identified. Then the activity and media are chosen. The lesson is presented and an evaluation is given. The reason why I think this would be different than a regular lesson by a classroom teacher is because there isn’t as much thought given to the learners and their specific needs. Also, there isn’t really any reflection at the end to make adjustments for improving the lesson. There also doesn’t seem to be as much emphasis on making the learners active and involved.
ASSURE-
I think that this model most closely fits with classroom teaching. Good teachers are hopefully doing all of the parts of this model for their daily lessons. Each class period, they analyze their learners based on all of the knowledge they have about their students. Then they have to state clear objectives they want to cover in each lesson. Next, teachers would select materials and supplies that would be best suited for their students and their specific objectives. Hopefully they have previewed and practiced with the materials they will be using. By doing this, they can have active learners who discuss, ask questions, work in groups, etc. All good teachers have some sort of evaluation at the end whether it is a formal one or an informal one. Lastly, after a lesson, teachers go back and reflect on what went well or what could be improved upon.
Complete Instructional Design Plan-
This model seemed to fit with a specific unit being taught in a classroom. For example, it might be a math unit on fractions or a social studies unit on the Civil War. There would probably be a pretest given to assess prior knowledge. Based on that information, objectives and goals would be established with thought given to any state goals. Teachers would then collect resources and start planning appropriate activities. As the instructional activities are being planned, evaluation is also being considered to fit with the chosen objectives. At the end of the unit, an evaluation is given to see that the unit’s goals were achieved by the learners. Teachers would also revise activities along the way and afterwards to make the unit more successful.
ADDIE-
I had a difficult time with this one because it seems more geared toward the corporate world than the educational world. This could possibly fit in at a graduate level or maybe in teacher training. This might work well if teachers needed to learn a specific skill or were getting updated on software. It first looks at the learners’ current skills. Then a program and activities are developed to address those specific needs. There is an evaluation done at the end of the session with feedback given about its effectiveness. This reminds me of training that we did at the end of the school year on new software programs that were being added to our computers.
Monday, June 23, 2008
Definition of Instructional Technology based on definitions of media and technology
Given your definitions of Technology and Media, define Instructional Technology:
Our group came up with the following definitions for media and technology:
Media is a source of information or a way to carry that information which is designed for a specific audience. Educational examples of media include videos, software, the Internet, etc.
Technology is used in the process of retrieving media and information. Tools that could be considered technology in education include computers, multimedia projectors, iPods, etc.
Based on these definitions, instructional technology is using these resources listed above to help educate students. Instructional technology is using all sorts of tools including computers, software, videos, multimedia, etc. to help students learn. Because media is the way that the information is carried, that would be the tools teachers use. Technology would be the items that both students and teachers use to further their learning. There is design and development involved in these as well. Instructional technology includes all aspects of media and technology related to education. In the definition of technology given in class by Dr. Hargrave, she mentioned that technology is, “a process or way of doing things and products to make life better.” This applies to instructional technology because it is the process of using these new tools to further education. It also adds to the school experience and makes the progression of learning even better and more productive.
Our group came up with the following definitions for media and technology:
Media is a source of information or a way to carry that information which is designed for a specific audience. Educational examples of media include videos, software, the Internet, etc.
Technology is used in the process of retrieving media and information. Tools that could be considered technology in education include computers, multimedia projectors, iPods, etc.
Based on these definitions, instructional technology is using these resources listed above to help educate students. Instructional technology is using all sorts of tools including computers, software, videos, multimedia, etc. to help students learn. Because media is the way that the information is carried, that would be the tools teachers use. Technology would be the items that both students and teachers use to further their learning. There is design and development involved in these as well. Instructional technology includes all aspects of media and technology related to education. In the definition of technology given in class by Dr. Hargrave, she mentioned that technology is, “a process or way of doing things and products to make life better.” This applies to instructional technology because it is the process of using these new tools to further education. It also adds to the school experience and makes the progression of learning even better and more productive.
Wednesday, June 18, 2008
Blogspot: What are the similarities and differences between visual literacy and media literacy?
According to Wikipedia, “visual literacy is the ability to interpret, negotiate, and make meaning from information presented in the form of an image. Visual literacy is based on the idea that pictures can be “read” and that meaning can be communicated through a process of reading.” In the article, “The Changing Nature and Uses of Media Literacy,” media literacy is defined as the ability to access, analyze, evaluate, and create messages across a variety of contexts. These two concepts are related because they both have to do with things in a visual nature. In both types of literacy, there is some type of message trying to be conveyed.
Although these two have some similarities, media literacy involves a more active and engaged role. Visual literacy seems to be more of a static idea where an image is interpreted and understood, but higher level thinking skills aren’t utilized as much. In the article, “Media Literacy-A National Priority for a Changing World,” the authors bring up the idea that media literacy, “is needed now, urgently, to assure that our citizens are equipped to make the decisions and contributions a global economy and global culture demand of them.” This is showing that media literacy encompasses much more than just a visual image. Media literacy can include all types of systems to convey a message including oral, verbal, etc. Media literacy is much more involved and makes students more active and engaged learners. While visual literacy might include all types of visual materials and audiovisual tools, media literacy would include that and also more technological tools. Media literacy is an important part of education and will continue to be an evolving and changing concept.
Although these two have some similarities, media literacy involves a more active and engaged role. Visual literacy seems to be more of a static idea where an image is interpreted and understood, but higher level thinking skills aren’t utilized as much. In the article, “Media Literacy-A National Priority for a Changing World,” the authors bring up the idea that media literacy, “is needed now, urgently, to assure that our citizens are equipped to make the decisions and contributions a global economy and global culture demand of them.” This is showing that media literacy encompasses much more than just a visual image. Media literacy can include all types of systems to convey a message including oral, verbal, etc. Media literacy is much more involved and makes students more active and engaged learners. While visual literacy might include all types of visual materials and audiovisual tools, media literacy would include that and also more technological tools. Media literacy is an important part of education and will continue to be an evolving and changing concept.
Tuesday, June 17, 2008
How the theories that support IT fit with the theories of education
After reading and learning about the theories that support instructional technology and the theories of education, this is where I believe they best fit together.
*Communication Theory- This theory focus on messages and a delivery between a sender and a receiver. I believe this fits with reconstructionism. In that theory of education, both students and teachers are part of the learning process. The communication theory involves both sides as well. There has to be interaction between each side and this could be done with good communication.
*Behaviorism- In behaviorism, educators are looking for specific mastery of skills and measurable results. This seems to fit with the theory of essentialism. Essentialism is focused on students achieving knowledge and solving problems. Both of these theories are looking for an outcome that can be taught and then tested in some way to see that the education was attained.
*Constructivism- This theory is focused on students being active participants in their education. They are supposed to be the ones working cooperatively with each other. The teacher's role is one that is more of a guide in the student's education than completely being a formal instructor. This relates well to the progressive theory of education. In progressivism, assignments are more project related and the student has a much more active role in his/her education. Unlike behaviorism, there is more focus on the actual activities and learning process instead of the measured outcome.
*Systems Theory- I had a tough time trying to fit this theory into a specific theory of education, but I would say the one that it most relates to is perennialism. Both of these theories seem to focus on education as a whole and that intellect is most important. The world is looked at in its entirety. Students and teachers are trying to find truth and have a disciplined approach.
Sunday, June 15, 2008
Intro to CI501
Hi! My name is Kristin Jorgensen and I am currently enrolled in CI501. I am a fifth grade teacher in Chicago, IL. I teach at an independent Catholic school. I teach in a school that has single sex eduation so most of my day is spent teaching girls in all subject areas; math, language arts, and social studies. I teach one section of all boys social studies also. I have been teaching for 8 years at my current school. Before that, I taught 4 years in Houston, TX and one year in St. John, USVI.
I am starting this masters program because I thought the subject matter sounded interesting and I wanted to pursue a graduate degree. Also, I found the idea of completing my graduate degree in a distance learning intriguing. My goals for this particular class are to become more familiar with various types of technology, be able to share my knowledge with my students in the fall, and learn more about instructional technology in general. Since this is my first graduate class, I also am looking forward to meeting the professors and fellow students. I think this course will be quite challenging and I hope that I can be successful at it.
I am supposed to discuss a unique characteristic I have. I am having a difficult time coming up with something extremely unique about myself, but I guess one thing that might be different about me is that I am a female who really enjoys sports. I played softball growing up- although I'm not very talented at a lot of sports, I really enjoy watching them and I enjoy coaching. I love going to Cubs games. If I can catch a Cyclone game on TV, that is always a plus. Not only do I like watching sports, but I'm pretty well versed in the aspects of most sports; rules, players, etc. Particularly, I enjoy college sports like football and basketball, but I also like pro baseball and football. So when I do attend a game, I not only enjoy the atmosphere, but I also can follow the action. Not the most unique or interesting trait, but something that is a part of me.
I am starting this masters program because I thought the subject matter sounded interesting and I wanted to pursue a graduate degree. Also, I found the idea of completing my graduate degree in a distance learning intriguing. My goals for this particular class are to become more familiar with various types of technology, be able to share my knowledge with my students in the fall, and learn more about instructional technology in general. Since this is my first graduate class, I also am looking forward to meeting the professors and fellow students. I think this course will be quite challenging and I hope that I can be successful at it.
I am supposed to discuss a unique characteristic I have. I am having a difficult time coming up with something extremely unique about myself, but I guess one thing that might be different about me is that I am a female who really enjoys sports. I played softball growing up- although I'm not very talented at a lot of sports, I really enjoy watching them and I enjoy coaching. I love going to Cubs games. If I can catch a Cyclone game on TV, that is always a plus. Not only do I like watching sports, but I'm pretty well versed in the aspects of most sports; rules, players, etc. Particularly, I enjoy college sports like football and basketball, but I also like pro baseball and football. So when I do attend a game, I not only enjoy the atmosphere, but I also can follow the action. Not the most unique or interesting trait, but something that is a part of me.
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