This is my first media production for ETEC 531. This assignment has tested my media design skills and has challenged me to experiment with non-print media in cyberspace. I chose to explore the question “Describe the ways in which IPRs inspire and inhibit innovation”. Please feel free to leave a comment!
One of my colleagues in ETEC 500 this term posted this in one of our discussion forums. Thanks Michele B!
“You know you’re a grad student when . . .
(from Jody Culham at Harvard)
….you find yourself explaining to children that you are in ’20th grade’.
….you start refering to stories like ‘Snow White et al.’
….you frequently wonder how long you can live on pasta without getting scurvy.
….you look forward to taking some time off to do laundry.
….you have more photocopy cards than credit cards.
….you wonder if APA style allows you to cite talking to yourself as ‘personal communication.’”
Grad Student Jokes. (n.d.). Retrieved from uh.edu: http://www.uh.edu/~nfelt/grad.html
(sorry no hanging indent or italics)
Do I ever relate to this at the moment!
Casa Hogar is an orphanage providing a safe place for approximately 125 children from the ages of 10 months – 16 years old. Veronica Tejeda Guzman is a powerful woman who runs the orphanage and she is now working on the completion of a school that is under construction right next door to Casa Hogar. This school will be attended by the children living at Casa Hogar and is slated to open in August 2010. Westgate School has been involved in fundraising to assist with the building of the school. The main way we have done this is through making and selling art cards. This endeavor was wildly successful, and in one year, we were able to contribute a substantial amount of money towards the building of the school while involving students at Westgate in a meaningful Global Citizenship project.
In April 2009, two teachers and the principal of Westgate visited Casa Hogar and in February 2010, one of the teachers who had previously visited, Carmen, myself, and our assistant principal and his family were given the opportunity to travel to Guadalajara to learn more about their needs and to see how far the construction of the school has come. The highlight of the trip was the Elluminate session we conducted from Casa Hogar with students from Westgate. This was a wonderful use of technology that brought children from two different parts of the world together. For my journal entries from this trip, please read the following pages and feel free to leave comments or questions! View my photos on my MobileMe Gallery.
In ETEC 530, we had two major assignments to complete. For our first assignment, we were asked to select an issue or area of interest within the situated teaching/learning paradigm and constructivism and write a paper in which you critically discuss the issue or area. Based on my teaching situation, grade one, French Immersion, I chose to write about literacy, formal cooperative learning and constructivism. This topic lends itself well to the daily work that is emphasized in my classroom. Please find the link to my essay in .pdf format below and feel free to leave a comment.
For my ETEC 511, Foundations of Educational Technology scholarly essay, I chose to research and write about Digital Citizenship as I find that it is a timely and relevant topic to my teaching. I was inspired by a video entitled “Learning to Change-Changing to Learn” as I developed my discourse of Digital Citizenship.
Here is a Wordle summarizing my paper. Wordle is a toy for generating “word clouds” from text that you provide. The clouds give greater prominence to words that appear more frequently in the source text. You can tweak your clouds with different fonts, layouts, and color schemes. The images you create with Wordle are yours to use however you like. You can print them out, or save them to the Wordle gallery to share with your friends.
I think the Wordle has represented my thoughts well based on the more prominent words it has displayed!
This week in ETEC 511, we discussed the Ecology of Educational Technology. The discourse leadership group that presented asked us to upload a picture into the course shell that evoked our feeling of how technology is affecting or will affect the environment. At the end of the week, the group created two collages containing the submitted images. (see above)
This activity got me thinking about where waste generated from technology ends up. CBC’s “The National” has explored this issue with a story called E-waste Dumping Ground. This story uncovers a dangerous underground electronics recycling industry that employs China’s vulnerable migrant workers. The scary part is that Canadians export the raw materials to them, some unknowingly, as they think that they are taking the right action by recycling their electronics.
Have a watch and let me know what you think by leaving a comment.
Last week, I presented my group project, The Economics of Educational Technology, along with my two group members, Karen Jones and Bryan Hughes. We decided to host the module in a wiki. Please see http://economicfoundationsdlg9.wikispaces.com/ to view our content.
Some of our discussions took place using VoiceThread. A VoiceThread is a collaborative, multimedia slide show that holds images, documents, and videos and allows people to navigate pages and leave comments in 5 ways – using voice (with a mic or telephone), text, audio file, or video (via a webcam).
In addition, we used MindMeister, a collaborative online mind mapping tool. MindMeister brings the concept of mind mapping to the web, using its facilities for real-time collaboration to allow truly global brainstorming sessions. Users can create, manage and share mind maps online and access them anytime, from anywhere. In brainstorming mode, fellow MindMeisters from around the world (or just in different rooms) can simultaneously work on the same mind map and see each other’s changes as they happen.
As a culminating activity, we used animoto to summarize the major themes of the economics of educational technology. We had asked our classmates to contribute an image related to the Economics of Educational Technology. Here is our finished product:
Overall, the week went very well, with some very good discussions happening within the ETEC 511 course shell in Vista. The project itself was very interesting in terms of content and the tools we utilized in order to moderate the week.
The Wordle posted above is an amalgamation of core values related to technology in education. These values were posted by the students of ETEC 511 in order to examine their values of educational technology. Last week, in Module 6, we discussed these values and how teachers, either consciously or unconsciously teach their own values of technology to students.
One of the predominate values was a mode of learning with technology, Augmented Learning. From our course notes:
Technology augments, enhances, extends or magnifies our senses. Technology augments the learning process. The world is given a boost through technology and made more decipherable or perceivable to our senses. The world is merely amplified, magnified or clarified in the process of augmentation, somewhat like a prosthetic. This was McLuhan’s notion of media.
Augmented Learning describes technology as a tool that adds to the learning experience and process. Reflecting on my values of technology in education, and Augmented Learning, helped me to clarify my thoughts around my Philosophy of Educational Technology and my belief that Educational Technology is a tool to be used in order to provide student-centered learning opportunities.
Donna Haraway (1985), in her article, A manifesto for cyborgs, describes three blurred boundaries:
- human and animal
- human and machine
- physical and non-physical or virtual
To me, this image represents the boundary between physical and non – physical or virtual. Our current cultural climate demands the use of technology to stay connected and “grow” our knowledge, skills and attitudes.
Haraway, D. (1985). A manifesto for cyborgs. Socialist Review, 15(2), 65-107.