IT 645 has been a very informative class. Working on the learning projects has given me numerous ideas on how to present material in the classes I teach, especially the on-line classes. Not only were the learning projects informative, but every component of the course contributed to the learning process and gave me ideas to implement in my own classes. At first I was not a fan of writing a blog; however, looking back I realize that answering the blog questions got me to really focus on the chapter information. I had to refer back to the chapters when answering the question, which got me to take a closer look at the material. Commenting on the blog of my peers did prove to be somewhat of a challenge. Sometimes I was able to think of something to promote discussion, then other times I really struggled. I felt like too many of the comments posted to my blog were of the “I agree” or “good job” variety, which did not promote discussion. It may have been due to my question answers not being thought provoking enough. I have had this same problem in my own on-line classes and am at a loss on how to correct it. I want my students to interact or I would do away with discussions in my on-line courses. I may in the future have my students, specifically my on-line students, keep a journal and write reflections on the topics covered in the class. I will implement some of the other tools I learned about in IT 645 to promote student interaction. I found the video clips more useful than the podcast clips. I am a very visual person, and unless I am listening to music it is hard for me to focus on an audio recording only. I found the videos the most useful when I watched them while reading the text. I would read a section of text, then watch the video associated with that topic. This process really help to reinforce what I just read. The class component I found the most useful was the hands-on projects. I am a very visual, hands-on person, and learn best by doing. You can tell me or show me how to do something, but I will not learn it until I work through the process myself. The hands-on projects fulfilled this need. I currently create lesson plans for each of my courses, so I was already familiar with the process. Although, I really create a course lesson plan for myself and do not share it with the students, I just provide them with a tentative schedule and a copy of the course objectives. I plan on providing students with the objectives covered in that days lecture so they can better prepare before class. I have never created a Google forms survey until this class and found it very easy to do. I do not plan on using it for a technology survey, but like the idea of using it to poll my junior hematology students to see what background in health and medical topics they have. This way I would know how much time I need to spend covering basic metabolic processes and defining terms. I found Google Docs and Slides also very easy to use; however, I do not plan to post lecture notes or PowerPoints in this format. I have my students create presentations in several of my classes. Google Slides would make it easier for them to collaborate with one another. They wouldn’t have to meet outside of class as often to work on projects. While I like the idea of posting notes in Google Docs so students can easily add their own notes and share them with others, I believe students should take their own detailed notes. While I think podcasts are a great idea and may work for other courses, they are not the best option for my courses. All of the courses I teach have strong visual component. In hematology my students have to identify blood cells, in body fluids they have to identify urinary sediment, and in coagulation they need to see the process of coagulation. I do not plan on using podcasts, even in my on-line classes. I do like the idea of using movies even though the process was tedious at first. Videos provide auditory stimulus and the much needed visual stimulus. Videos will be more useful in my on-line classes, which I like to keep in the asynchronous format. Having the students watch several short videos on their own time is a better format than me lecturing in real-time using Blackboard collaborate. My favorite hands-on assignment was the Edupuzzle. This is a great way to tailor existing material to your needs, especially if you do not have the time to create your own videos. Edpuzzle videos would also be a great way to see if your students are actually watching the videos you provide. I had never used Rubistar until this class; I have always created my rubrics from scratch. Rubistar made the tedious task of creating rubrics very easy and I will definitely use it again. Quizizz was also a very useful tool. I may use it to create lecture quizzes or homework quizzes. If I used it in lecture I could make a game out of it. The student with the highest score would get a piece of candy or an extra point on a test. I also may have my students create their own quizzes. Thinglink is a great way to provide an interactive learning experience. This is another teaching tool I could use as a project for my students to create. I found creating these projects made me immerse myself more in the topic of coagulation more than if I just read the book. I have a YouTube page of videos I have viewed to make sure the information is accurate, which I share with my students. There is so much information out there and I want to make sure my students watch accurate videos. Scoop.it is a great way to share other forms of information found on the web that I know is accurate; this way my students can focus on learning without worrying about determining if the information is accurate. While I see the purpose of creating a website for this course, I do not plan on having my students ever create a website. It was needed for IT 645 because it allowed me to see how all the technologies we discussed could be used together. I will always use Blackboard for my on-line courses, so I will never create an on-line quiz, other than using Edupuzzle or Quizizz, to create on-line quizzes. I have used on-line quizzes created in Blackboard and will continue to do so. I currently use discussion forums in my on-line classes and will continue to do so; however, I will not use nabble or anyother program outside of Blackboard. I may eventually replace discussion forums with another method to promote student interaction. I never plan on having my students create an electronic portfolio; it does not really pertain to my courses. If my students needed to document how they had met certain standards or goals it would be a great tool. They would have it ready for their first job interview. If I taught at a clinical site an e-portfolio would be a great way for students to showcase what laboratory instruments, tests, and laboratory information systems they have used. However, I could use it for my students to write and post laboratory procedures; they could create an electronic laboratory manual. My main weakness is not coming up with projects for my students, or new teaching methods, my weakness in an inability to fill in the details. I am great at seeing the big picture and coming up with big ideas, I need help with the fine details that make it work. IT 645 has taught me how to work on those fine details and how important they are. If I tell my students to create a PowerPoint on primary hemostasis and not give detailed instructions, they may not give me want I was looking for. The project could be lacking in subject matter or they present too much information; either way they do not learn from the experience. Providing thorough instructions really enhances the learning process. My main weakness is a lack of background in education. I was never taught how to teach, and IT 645 has enlightened me on teaching techniques and the importance of proper course planning. My future learning goals involve learning how to create the best possible learning environment for my on-line and face-to-face classes. Pursuing my PhD in Instructional Technology and Design (ITD) is a big step in achieving that learning goal. When deciding on what PhD program to apply to, I knew it would be one that would make me a better teacher, and ITD was the perfect fit. Over the next several years I will be learning how technology can enhance learning, and I look forward to learning how technology can enhance the learning environment. In conclusion, IT 645 was a major step in achieving my learning goals, and it has taught me that just lecturing using PowerPoint is not always the best option. Technology, if used correctly, can really make learning fun and interesting.
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What are the legal considerations of which a teacher must be aware when implementing technologies in the classroom? Explain each consideration and the step(s) you should take in your own classroom to ensure you do not violate the law. When implementing technology in the classroom, instructors must consider acceptable use, ADA compliance, student privacy, copyright law, and software piracy. Acceptable use refers to the use of technology in a manner that protects students from inappropriate information and dangerous situations. Most school districts have an acceptable use policy (AUP) that describes what students may and may not do when using school equipment. Instructors need to review the AUP so they can share the computer code of ethics with their students. Since I teach at a university, and do not teach minors, the code of ethics is the only aspect of acceptable use that applies to me. Also, they use personal laptops which I have no control over. It is still important for me to go over the computer code of ethics, so my students know what information on the internet is appropriate for use in class projects. I train students to be a medical professional, so included in that code of ethics should be a section on how to behave professionally on social sites. If I taught minors, I would have filtering software on the computers, which would prevent my students from accessing unacceptable sites. This software would also let me know who tried to access those sites. Parental control options built into computers is also a good way to prevent students from accessing unacceptable sites. Again, I do not teach minors and my students use their own computers, so parental control options and filtering software would not be used in my class. Compliance with the Americans with Disabilities Act (ADA) has become important in education, including the use of technology in the classroom. Section 508 of the ADA covers electronic and instructional technology used in the classroom. The ADA makes sure information is presented in a way that is acceptable to all, including those who are hearing impaired, visually impaired, or have any other disability that prevents them from using technology in its normal format. I include a statement in my syllabus that refers to the ADA, and instructs students with any disability that may require alterations in my presentation methods to go to the Office for Disabilities Accommodations (ODA) so I know how to help. I always make sure to state the first day of class to go to the ODA if you have any problems; I can’t help unless you let me know what you need help with and how. Medical laboratory scientists have essential skills that we list in our policy manual, so I do not have to worry about ADA compliance too often. However, I do try to present information a variety of ways. Student privacy is also a huge concern. I do not deal with minors, but I still have to worry about student privacy. Our department has our students sign a form that gives us permission to take photos of them and use those photos on our website and social media pages. I do not have to worry about parent/guardian permission to share in formation. The Family Education Rights and Privacy Act prevents me from sharing student information without the students consent. I cannot release academic information to parents without the students consent. I can only discuss information with the student or fellow instructors in my department. It is not acceptable to talk about students via social media, or with anyone outside of the institution I work for. With all the information available on the internet, copyright law needs to be taken into consideration. When using information from the internet, even if there is no obvious copyright information, it is best to assume that it can’t be used without permission from the creator unless it is clearly stated that it can. It is illegal to claim someone else’s work as yours, or to use someone else’s work for profit. The fair use component of the copyright law does allow temporary use of copyrighted material if it is for non-commercial educational purposes, it is a portion of a published work and a small portion is used, and it is not used for profit. I site all photos, images, and information that I can and state that it is not my own creation if I do not have the source. I make sure students cite all images obtained from the internet. Finally, software piracy, which is copying software for use on multiple computers, should be considered. This does not apply to me. Our department does not have computers for student use, only for each instructor to use. We all teach different subjects, so we have no need to copy software, nor should we. As instructors, we need to make sure we should be aware of all the legal considerations and make sure we comply with all that apply to us. As instructors, our job is to prepare our students for the world. With this in mind, I think we should also teach them about those legal considerations and teach them the importance of following them. Technology continues to evolve, becoming more personally responsive, more collaborative, and more individualized in addressing the needs of the learner. This approach of teaching and learning – whether using personal learning environments, MOOCs, or digital badges – will change how teachers use technology to ensure instruction that addresses the unique needs of the learner. How do you think the personalized learning will alter the way you implement technology-centered personalized learning in your classroom? Give at least three examples. I am a big fan of students collaborating with one another in the learning environment. One can learn a lot from discussing ideas and reviewing information with their peers. I think electronic paper holds many uses in for learning in my classroom. Students can take notes and easily share those notes with their peers, and may be much cheaper than current e-readers. Many textbooks are now in electronic formats, and an inexpensive tool to present the material is needed for college students. Massive open online courses also appeal to me. They are a great way to collaborate and share ideas with medical laboratory science (MLS) students around the world. Not only can they interact and learn from their peers locally, but can learn about how labs are run in other areas of the world. Using a MOOC would teach the importance of staying in touch with MLS peers and how much we can learn from the diversity of the world. Finally, I would love to get my hands on a 3D printer. Many students today are hands on learners. A 3D printer could be used to print out a model of a platelet and all its receptors. I could use the printer to teach collaboration by having my students work on the design together. There are so many new and emerging technologies out there that the learning possibilities are endless. I look forward to where these technologies where take me in the future. This weeks projects included thinglink, which creates interactive images. Thinglink is a great learning tool for hands on and visual learners. I think it would be a great idea to have my students create their own. Below you will find the link to my thinglink. I also had to create a scoop.it page. This is a great tool for sharing resources. Essentially, it is a tool for creating an online magazine or news letter. I think it is great for helping students find accurate and pertinent information, There is so much out there it can be hard to find the good. You may find my Scoop.it link below. There has been much discussion about whether distance education can provide students instruction that is equal in quality to traditional education. Do you think an equivalent experience is possible via distance delivery? Why or why not? I believe if the right tools are used a course delivered in a distance learning format can provide instruction that is equal in quality to a course presented in the traditional face-to-face format. Face-to face classes consist of content delivery, peer interaction, instructor feedback, assessment, and grades. Distance learning courses can provide the same course components. Content can be delivered using PowerPoint, videos, podcasts, and many other tools. Just like the instructor provides material and explanations while lecturing in a face-to-face class, the podcasts and etc. used in the distance learning program do as well. Peers can still interact in a distance learning course. Instead of discussing topics in the classroom, discussion boards and blogs may be used. Chat rooms and programs such as Blackboard Collaborate provide a synchronous format. The only problem with distance learning format is the delay in instructor feedback. Students need to be reminded at the beginning of the course that there will be a delay in receiving answers to any question; students need to keep in mind that they do not need to wait until the night before or the day of exams to ask questions. Use of instant messaging systems or a simple phone call may shorten the delay. Assessments may still be given with the assurance students are not cheating by using moderators. Timed exams may also be given. If the student is trying to look up answers he or she will not have time to finish the test. It is very easy to return grades to students in a distance learning format. Assignments may be submitted and graded with in the delivery software, and made available for students to see. As long as the distance learning course has all of the same components of the face-to-face course, students receive an education that is up to par with a face-to-face course. Distance learning courses do have their problems. The students need to be motivated to do the work and realize that they must approach a distance learning course differently than a face-to-face course. I have known students to do fine in a face-to-face course but lack the self-motivation required to complete an online course. I had a co-worker who had a student tell her that she did not have time to look up the answers while taking an exam. Students need to realize that an online course is not meant to be easier than a face-to-face course; an online course requires the same or more amount of work. But then again, there are also students who fail from lack of motivation in face-to-face classes as well. The instructors also need to realize that they cannot set up the course and walk away. The teacher needs to be there to answer questions and provide feedback to the students. In conclusion, traditional learning formats and distance learning formats can provide the same quality of education if 1) the students are motivated and willing to put in the time and effort required to succeed and 2) teachers utilize the tools available to the in an effective manner and stay involved in the course. Below there is a link to my Intro to Hemostasis online lesson that has an example of an online quiz and a discussion forum using Nabble. Click on the Quizizz link and enter the code 065173 to experience a quiz with instant feedback. Rubrics can be very useful in letting students know what is expected of them. Below you will find an example. I hope these examples help with any future online classes you may teach.
Web communication tools open broad new opportunities for interaction among students across the globe. Of the communication tools you have learned about, which do you think holds the most promise? What are its strengths and weaknesses? How might you use this type of tool in your classroom to develop and promote 21st century learning skills? The web communication that offers the most promise for me personally would be discussion groups. Discussion groups are a great tool for promoting interaction between on-line students. The asynchronous format allows students from around the nation and globe to interact without the time constraints of being in different time zones. From use in my classes I have found the greatest weakness lies in actually getting students to hold a discussion. Even with a rubric that states what I am looking for I still have students posting “I agree,” “good point,” etc. I cannot seem to impart the importance of the discussion. I believe an important 21st century learning skill is the ability hold a polite conversation with co-workers, even when one’s ideas are different. Currently, and in the past, I have used discussion groups in my on-line classes to teach the importance of communication and discussion skills. I have found that case studies are a great way to promote discussion. The students usually find them interesting. Discussion groups are a great forum for the sharing of ideas and learning key communication skills. Students learn a lot from one another; students can help others understand things that the teacher may have trouble conveying. For IT 645 I had to create an on-line course, the link may be found below. Tell me what you think. Do you have any ideas on how I may use web communication tools and what tools what be the most appropriate? This week’s assignments required me to step outside of my comfort zone and record myself talking. I created a podcast, video, and interactive video. My podcast introduced the topic of hemostasis. I actually found this process very easy, but hated to hear myself! I may would use a podcast for my online classes; however, I think the video would be a better option. All of my courses have a visual component, and a podcast leaves that out. Images are the best way to explain primary hemostasis, and a video allows me to show pictures of what I'm explaining. The video was a bit more challenging to create. I do not have the patience to edit videos. I do not see myself making videos in the future. I really enjoyed creating my Edpuzzle video. I like being able to choose videos that already exist and edit them for my own purposes. This was much easier than creating a video from scratch. I loved being able to add questions to make the video interactive. I was able to take a simple video and create a quiz on the details not mentioned. I plan on creating more for my students to use for review. I will also be able to see their strengths and weaknesses in the subject matter. Chapter 8 mentioned several animation applications such as Google Sketchup and SAM Animation. Applications such as these would be a great way for my students to apply the information presented. I found I had to review the topic thoroughly while creating my projects this week and last week. Instead of the usual poster board, I think I will have my students create an animation. They will have to think through the material to create, which will lead to a better understanding of the subject. I have enjoyed using Edupuzzle and learning about other interactive apps this week. I look forward to implementing them for class projects and teacher prepared materials. Please check out my projects from this week and let me know what you think. |
AuthorAnna K. Swann, M.S., MLS (ASCP)CM Blog Roll
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