Final Blog Entry

Part 1

This has been one of the most challenging and fun classes I have ever taken.  As a student in the Technology Integration certificate program, I have been most surprised not by what I have learned from the technology  aspects but by the theory portions of the assignments.  Not to say that the technology and web tools weren’t new to me and arduous, but that I was not expecting the educational pedagogy tie-in to each assignment (I should have, I just didn’t).

I believe that I have learned a great deal of solid foundational technologies and pedagogies that will empower me to integrate technology into my classes in a logical structure that supports my student learning objectives and incorporates assessment strategies.  At the same time, I hope be able to better engage the students.

My eyes are more open and the internet and web tools have a broader professional interest outside my class content areas; it’s like discovering a whole new giant set of tools that I can apply (and learn to apply) to my classroom.

I have already instituted some changes to my spring classes based on what I learned during this class: video integration and game-based learning (to start).  I am also planning to use CampusLabs to elicit immediate feedback during test reviews.  I will keep my Moodle course-site the same as it is assistive friendly but I now feel that I can transform the in-class lectures to be more constructive (rather than directive).  i am really excited to start introducing these new methods of teaching and learning and experimenting to figure out what works best.

 

Part 2

 

  • Vision Statement
    • Content 60/70 Decent but feels a little stale after reading other student’s more engaging statements.
    • Readings and Resources20 /20
    • Timeliness 20/20
    • Responses to Other Students 30/30
  • Overview of Instructional Software
    • Content 70/70 Discussed and described well.
    • Readings and Resources 15/20  Only used one resource – the textbook.
    • Timeliness 20/20
    • Responses to Other Students 30/30
  • Relative Advantage of the Basic Suite
    • Content 70/70  Discussed and described well
    • Readings and Resources 15/20 Only used one resource – the textbook.
    • Timeliness 20/20
    • Responses to Other Students 30/30
  • Social Networking and Walled Gardens (via Voicethread)
    • Content 60/70 A bit boring; should have used more slides.
    • Readings and Resources 20/20  Several good sources
    • Timeliness 20/20
    • Responses to Other Students 30/30
  • Video Blog
    • Content 70/70 Discussed and described well – handsome guy, too!
    • Readings and Resources 20/20
    • Timeliness 20/20
    • Responses to Other Students 30/30
  • Acceptable Use Policies
    • Content 60/70 A little vanilla.  Good overall discussion, I just wish I had spent more time thinking it over before writing.
    • Readings and Resources 20/20 Several sources and all good.
    • Timeliness 20/20
    • Responses to Other Students 30/30
  • Relative Advantage of Using Games for Content Area Learning
    • Content 65/70  Short but good discussion,
    • Readings and Resources 20/20
    • Timeliness 20/20
    • Responses to Other Students 30/30
  • Integrating Technology Into the Content Area
    • Content /70
    • Readings and Resources 20/20
    • Timeliness 20/20
    • Responses to Other Students 30/30
  • Obstacles and Solutions for Integrating Technology Into the Content Area
    • Content 70/70  I think I successfully presented my view without too much whining.
    • Readings and Resources 20/20
    • Timeliness20 /20
    • Responses to Other Students 30/30
  • Assistive Technologies
    • Content 70/70  My revision went well and I like the work I produced.
    • Readings and Resources 20/20  Lots of sound scholarly work to support.
    • Timeliness 20/20
    • Responses to Other Students 30/30
  • Assessing Two Students’ Final Projects (not required to be on your blog)
    • Content 70/70 A lot of review time and thought went into critiquing.
    • Readings and Resources 20/20 N/A
    • Timeliness 20/20 I tried to get these done early so the students could correct any deficiencies.
    • Responses to Other Students 30/30
  • Final Course Reflection
    • Content 65/70  While I spent a great deal of time thinking about this, I am uncertain that I successfully communicated all of the points well.
    • Readings and Resources 20/20 NA
    • Timeliness 20/20  NA
    • Responses to Other Students 30/30 NA

 

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Rationale for Assistive/Adaptive Technology

Schools, universities, and libraries are struggling with tight budgets. How can we justify spending a lot of money to buy assistive technologies that might only be used by a small number of people?

The answer here is twofold: first, federal laws exist which require specific plans for ensuring special needs students needs are addressed; this includes considering assistive/adaptive technologies(AT) (Roblyer, 2016).  Secondly, learners who have utilized assistive technologies have discovered them to be beneficial in accomplishing their learning goals.  Additionally, many of these learners have disclosed previously unknown challenges with reading and writing (Gelbwasse, 2012).

The Americans with Disabilities Act (ADA), Individuals with Disabilities Education Act (IDEA), and Section 504 of the Rehabilitation Act combined protect qualified individuals with disabilities, require schools to provide special education and related services to students with disabilities who require them, and prohibits discrimination on the basis of disability.  The IDEA is very specific in requiring schools to provide funding for special needs students while the ADA and Section 504 require certain accommodations for students with disabilities.  There exist a number of federal and state agencies that provide funding for assistive/adaptive technologies.  AT may also be paid for through Medicare or private insurance if prescribed by a physician. Finally, many AT are free or relatively inexpensive with extensive discounts for educational institutions and students.

Many assistive/adaptive technologies, while aimed at special needs students are also useful to the general student populace.  Students are many times unable to clearly hear the instructor and will find themselves disengaged.  A FM broadcasting system which improves acoustics and reduces background noises enables students with auditory processing disorders to focus on the instructor.  But the other students in the classroom may benefit in much the same way.  The number of special needs students has risen; in part, this has been attributed to the increased number of children who are diagnosed with conditions on the autism spectrum disorder (Shapiro, 2014) and other disabilities which previously went reported.  I think there are instances where the lines between general education technologies and AT are blurring and will continue to do so.

 

Sources:

Gelbwasse, Sherry E. (2012, March). Adaptive Technology: Not Just For People With Disabilities. Retrieved from https://www.webjunction.org/documents/webjunction/Adaptive_Technology_Not_Just_For_People_With_Disabilities.html

NYC Independent Budget Office (2014, July). New York City Public School Indicators: Demographics, Resources, Outcomes. Retrieved from http://www.ibo.nyc.ny.us/iboreports/2014edindicatorsreport.pdf

Roblyer, M.D. (2016). Integrating Technology into Education, 7th ed. (Mass.: Pearson)

Shapiro, Eliza, & Conor Skelding (2014: July). Report shows growing special ed challenge. Politico. Retrieved from http://www.politico.com/states/new-york/city-hall/story/2014/07/report-shows-growing-special-ed-challenge-014087

U.S. Department of Education, Office of Special Education Programs (2006, October).  Building the Leagacy: IDEA 2004. Retrieved from http://idea.ed.gov/explore/view/p/,root,dynamic,TopicalBrief,23,

Obstacles and Solutions for Integrating Technology in Ship Stability

The primary obstacle I have encountered in trying to integrate technology into Ship Stability is the lack of content-specific tools and software.  Most of the currently available content-specific tools consist of YouTube video lessons which are tangentially related to applied naval architecture.  The problem is common, however,  and “resources and lesson plans for teaching such content can always be adapted for particular learning objectives” (Vivian, 2014). General tools such as online games and other content neutral Web 2.0 tools allow faculty (such as myself) to rethink and differentiate approaches to curriculum.

Additionally, my university has been slow to make available some sort of standardized faculty training in this area; as a result, faculty are largely ill prepared to accept or properly integrate technology into the classroom.  I have previously blogged about this issue but reiterate that programs that use models such as TPACK give “students [future faculty]and their instructors a common vision and language for talking about their technology-related goals and illustrates to students the competencies they are aiming to develop.” (Roblyer, 2016).  Such education advances the goals of institutionally incorporating technology successfully into content areas more quickly and efficiently.

Resources

Vivian, Rebecca,  Katrina Falkner and Nickolas Falkner (2014, April). Addressing the challenges of a new digital technologies curriculum: MOOCs as a scalable solution for teacher professional development. (Co-Action Publishing). Retrieved from           http://www.researchinlearningtechnology.net/index.php/rlt/article/view/24691

Roblyer, M. D. (2016), Integrating Educational Technology into Teaching, 7th Ed., Mass.:      Pearson. p. 19.

Relative Advantage of Using Technology to Enhance Ship Stability Area Learning

The principles of applied modern naval architecture have not realized significant changes in over a hundred years.  As the topic is highly specialized and students are relatively few, content educational resources, commercial and private, are scarce.  Meanwhile, the number of general educational technologies continue to grow.  Educators are learning to how to use these technologies in many different content areas and are sharing their experiences and research results.
More than ever, faculty are turning to the internet for teaching materials.  The plethora of information and communication technologies open up opportunities for students to become more active learners and increase the likelihood that they will remember the material.  The classroom landscape also changes in that students are becoming independent and more demanding learners. (Costly 2014)  Instructors have better prospects for moving beyond basic learning objectives to advanced concepts.
Importantly, lesson and activity effectiveness should be assessed regularly.  Just as importantly, student work and success must be measured consistently.  Rubric-style tools detail metrics for both assessment needs discussed above.  These instruments are helpful as guides to students for understanding the exercise criteria. (Roblyer, 2016, p. 227).
References
Costly, Kevin C. (2014, October), The Positive Effects of Technology on Teaching and
        Student Learning. Retrieved from http://files.eric.ed.gov/fulltext/ED554557.pdf
Roblyer, M. D. (2016), Integrating Educational Technology into Teaching, 7th Ed., Mass.:
        Pearson.

The Relative Advantage of Using Digital Games to Enhance Learning in Ship Stability

Ship Stability is a course designed to introduce and develop demonstrated competencies of applied naval architecture to merchant marine students at maritime universities.  Typically, the material is received most students as enthusiastically as an unanesthetized root canal.  Nevertheless, it remains a critical component of their curriculum and the concepts and knowledge they gain here will be put to practical use immediately upon entering the industry.

So, how to engage the student and imbue in them a life-long (or career-long) desire to improve their knowledge in this field?  I introduced some simple gaming techniques in the classroom last spring when I taught the course and found that any change that included technology and/or gaming improved student attention and quiz/exam performance.  Part of the reason that educational gaming is successful is the ability for students to “fail up,” or continue to work on  problem until they solve it. (Schaffhauser, 2013).  Many of my students become very competitive and work harder to “beat” their peers in these games and, sometimes, even on exam scores.  Many of the students simply work harder to “beat” the game as discussed by MacKay (2013).

The most difficult aspect from my point of view is the difficulty in finding and/or developing games that fit into this area of study.  However, I have started asking my students (most of whom have a vastly large experience in gaming) their ideas on and for gaming.  Most feel that through gaming they are taking what Malykhina (2014) calls “a more active role in learning” both the technology skills and concepts they will need in industry.  To date, the replies I have received concerning developing actual games for ship stability have been few.

The success of educational gaming is an ongoing debate (Malykhina, 2014); but my experiences hold that, properly incorporated into the curriculum, these games are essential for student success.

 

References

MacKay, R. F., Playing to learn: Panelists at Stanford discussion say using games as an educational tool provides opportunities for deeper learning, (March 1, 2013), Retrieved from http://news.stanford.edu/2013/03/01/games-education-tool-030113/ .

Malykhina, Elena, Fact or Fiction: Video Games are the Future of Education, (September 12, 2014).  Retrieved from https://www.scientificamerican.com/article/fact-or-fiction-video-games-are-the-future-of-education/ .

Schaffhauser, Will Gaming Save Education or Just Waste Time?, (September 10, 2013). Retrieved from https://thejournal.com/Articles/2013/09/02/Will-Gaming-Save-Education-or-Just-Waste-Time.aspx?Page=1 .

 

Acceptable Use Policies

Acceptable Use Policies (AUP) are formal institutional policies which address their community’s behavior and use of technology.  Common Sense Media (undated) has outlined a list of topics to consider in creating an AUP which includes: use of network, internet safety, filtering and monitoring, copyright and ownership of work, network security and privacy, disciplinary action, digital citizenship, and social media usage.

Use of Network – refers to the use of any and all technology provided by, and accessible from, the institution.  This includes internet access both LAN and wi-fi, computers, etc.  (Purdue University, 2012).

Internet Safety – a broad are designed to protect the user and institutional technologies from malware, stalkers, and other inappropriate contacts.

Filtering and Monitoring – usually, the institution employs filtering software to prevent malware and/or inappropriate content access.  Many institutions also utilize some form of a user tracking to ensure the AUP is properly followed.

Copyright and Ownership of Work – covers the Fair Use and proper use and citation of another’s work to ensure adherence to federal copyright laws and avoid plagiarism.

Network Security and Privacy – the management and security of digital information stored on the institution’s technology primarily by using strong passwords (a series of lowercase and uppercase letters, numerals, and symbols).  Ensure that privacy policies and laws are followed and malware is avoided. (University of Oregon, undated).

Disciplinary Action – Sanctions to be applied for unacceptable behaviors or usage.  Might also include rehabilitation processes. (Gonzaga University, 2013).

Digital Citizenship – Netiquette, or acceptable user behaviors of technology and internet participants.

Social Media Usage – discussion of appropriate use of social media and inappropriate use of social media for the protection of the user and of other members of the community. (University of Maryland University College, 2010).

 

Resources:

Common Sense Media, Acceptable Use Policies (Undated).  Retrieved from https://www.commonsensemedia.org/educators/1to1/aups.

Purdue University, IT Resources Acceptable Use (VII.A.2) (Last revised April 1, 2012).  Retrieved from http://www.purdue.edu/policies/information-technology/viia2.html.

University of Oregon, UO Acceptable Use of Computing Resources Policy (undated).  Retrieved from https://it.uoregon.edu/acceptable-use-policy.

Gonzaga University, Acceptable Use Policy (Revised 7/1/13).  Retrieved from https://www.gonzaga.edu/campus-resources/offices-and-services-a-Z/Information-Technology-Services/IT-Policies-Proc/auphtml.asp.

University of Maryland University College, UMUC Guidelines for Participation in Social Media (Updated February 23, 2010).  Retrieved from http://www.umuc.edu/webpolicy/upload/UMUC_Social_Media_Use.pdf.