The Maker Movement allows individuals to create, design, sell, and inspire others through their innovative and unique creations and DIY projects. Personally, I enjoy purchasing products off of Etsy and different links that I find on Pinterest, as well as Instagram. Instagram advertises and sponsors companies and small businesses from educational purposes, to selling handmade jewelry and has a simple layout that allows to to view all of the products that the particular seller is displaying (this is where I find myself on the products website putting items into my virtual cart). The challenges mentioned in the articles touched upon legal issues, moral and ethical frameworks, and fairness. These challenges are obviously issues that the Maker Movement can or does have; but I do agree with the Huff Post article and believe that society is changing for the better and that innovative and unique creators deserve to display their creations to the world just as any other company can do.
Throughout EDUC 4000 we have learned about various methods that incorporate media and technology into the curriculum, lessons, and testing. Without realizing it, we have been studying the method of blended learning and how it applies to teaching and learning all along. One definition of blended learning is “learning that is facilitated by the effective combination of different modes of delivery, models of teaching and style of learning, and founded on transparent communication amongst all parties involved within a course” (Heinze & Proctor, 2004, p. 11). A prime example of blended learning would be EDUC 4000 in itself, as we are in part learning through a delivery of content and instruction via digital and online media, with some form of student control over time, place, and pace. This course emphasizes the central role of computer-based technologies, incorporating blended learning in everything that we do.
According to Sharma (2004), blended learning is a ‘buzzword’ in language learning, and has been used for almost 20 years with its meaning constantly changing throughout this period (p. 456). Sharma (2004) also talks about three main definitions that blended learning has. The first definition is, “‘the integrated combination of traditional learning with web based on-line approaches”, the second, “the combination of media and tools employed in an e-learning environment”, and lastly, “the combination of a number of pedagogic approaches, irrespective of the learning technology used” (Sharma, 2004, p. 456). The first definition is seen as the ‘classic’ definition, using both traditional learning and integrating the online part of the course through different learning technologies. The second definition describes a “purely distance learning course, where no face-to-face lessons occur. Communication between the learner and e-tutor may take place through any number of technologies, such as email and Internet telephone” (Sharma, 2004, p. 456). Before looking at what the third definition describes, there is already a large difference between definition one and definition two. Definition one reflects on a combination of face-to-face and online teaching, where as the second reflects on a combination of technologies. The third definition reflects on a combination of methodologies, and “combines ‘transmission’ and ‘constructivist’ approaches, such as one involving elements of a present-practice-produce methodology as well as task-based learning” (Sharma, 2004, p. 456). As we already see just through these three definitions, blended learning is constantly developing as technology continues to grow and the world we live in becomes more virtual-based. There are copious amounts of ways that blended learning applies to teaching and learning; the most evident being that it combines the best of the teacher with the best of the technology, resulting in improved learning outcomes. Courses are now mainly based online (such as D2L) which accompanies students as they leave school and can continue their studies at home with ease. Online learning needed a little ‘remodeling’ and a new way to capture students’ attention while still emphasizing on social interaction. Blended learning is that little bit of remodeling that was needed and is now seen as the “effective combination of different modes of delivery, models of teaching and styles of learning” (Heinze & Proctor, 2004, p. 2). Before educators decided to ‘blend’ their learning, they had to weigh the positive and negative sides of blending learning. There were six reasons identified why one might chose to design or use a blended learning system, “pedagogical richness, access to knowledge, social interaction, personal agency, cost effectiveness, and ease of revision” (Graham, 2004, p. 7). Although it is evident that blended learning has its benefits, just like anything else it also has some drawbacks. The biggest setback found by Heinze & Proctor (2004) was the unsatisfactory use of face-to-face time, leaving students “feeling as if they were not receiving enough guidance or structure to their learning” (Heinze & Proctor, 2004, p. 6). Heinze & Proctor (2004) also found that there is not only one right form of media for delivery, and that other limitations include the application of conservational framework to online group based learning (p. 4). As a future educator, I personally believe that if teachers stay educated on technology and media, and ensure that they are using proper sources when facilitating a class, blended learning is a very valuable form of teaching. It is evident that face-to-face learning is still important in order for students to learn, but it is also evident that media enriched curriculum has a large impact on the way the 21st century learners are learning. Just like every other form of learning there needs to be trial and error in order to perfect it, and I believe that we are on the path to creating a form of education that we will never drift away from. The beauty of blended learning is that it is forever growing, just like our minds, and the future of education. We are now living in a technology driven world, where the accelerating rate and power that technology has over the past, present, and future is growing at an exponential rate. Information technology is growing at a rapid pace, being one of the most powerful forms of technology. Since technology is so powerful in education, it is compulsory for 21st century teachers to incorporate technology in the elementary classroom setting. Educators need to familiarize themselves and their students with the newest technologies in order to find ways to effectively incorporate them into lesson plans. Using technology in the classroom creates engaging, hands-on learning through the use of tools and devices such as smart boards, iPads, laptops, apps and much more. Although innovation with digital media to promote learning in schools is fraught with challenges, educators have found multiple ways to prove that technology is beneficial in a classroom setting. Herro (2015) reminds us that it is important to remember that, “context, or circumstances unique to each classroom, must be accounted for when considering ways to innovate” (p. 118). Educators need to consider that “one-size-fits-all educational innovations do not work because they ignore contextual factors that determine an intervention’s efficacy in a particular local situation” (Herro, 2015, p. 118). A simple solution to this problem would be for educators to consider the operational context and identify what learning methods work best for their students based on their needs and learning environment. However, in order to integrate technology in the classroom, teachers themselves need to learn how to properly educate themselves on technology. This ensures that they are incorporating proper technology and media literacy skills into the curriculum and in-class work. A productive way to guarantee that students understand what they are learning is to provide them with content on teaching blogs, which will act as guides or facilitators more often than engaging in direct instruction. This allows students choice in content and aesthetics for assignments, which in return will make them more attentive in their work (Herro, 2015, p. 119). When educators facilitate that group decision-making and content sharing is encouraged, students are now learning from themselves and their peers how to research and answer questions. Who says that only teachers can create blogs and not their students? This is where they can creatively show off what they have learned with words, images, polls, and hyperlinks to support reasoning. When teachers let students do their own learning with digital tools it shifts their role away from teachers modeling technology, to teachers facilitating learning (Herro, 2015, p.119). Story-telling apps are fascinating for students and helps them demonstrate their understanding of multiple things they are researching. Students can design their own storyboard, play-test, and revise an app all in one lesson plan (Herro, 2015, p.121). As educators, it is important that we remind our students that creating apps is novel and collaborative learning will help the progression of their work (Herro, 2015, p.121). This is an excellent way for teachers to learn from their students, and to also create instructional materials and revisions for future years to come. Undoubtedly, moving forward with social media, applications and game design in classrooms requires forethought and can present challenges (Herro, 2015, p. 124). With proper support and forethought to match the students learning needs and environment, technology driven lessons will have students more motivated to learn. This gives them the freedom to learn more independently, use group work, and find new ways and ideas to learn in the classroom. As teachers we have to remember to make use of free digital resources, and share the best practices among colleagues. Most importantly, teachers need to embrace the ever-shifting features in digital tools. Once integration is complete, educators have to remember that progress in technology is exponential. Meaning, that educators need to guarantee that they are teaching not only themselves, but also their students how to independently learn and use technology in safe, and educational ways for years to come. After watching the videos, I reflected back to when I was in elementary and high school and how cell phones were completely frowned upon. If we were even seen with a mobile device in our hands, teachers and principles were allowed to confiscate our devices because they were seen as a 'distraction' and never as a way of learning. It is so refreshing to see how not only are educators in North America on board with mobile learning, but so are educators world wide. As one educator said in the video Thoughts on the state of mobile learning, mobile devices are now just seen as invisible tools... they're just there so we might as well use them towards our education. Every student now-a-days has a mobile device (which allows schools to cut back on technology costs), things have moved on, educators need to be open to change. Students now need dynamic content where they can manipulate and engage themselves. I agree that educators/schools need to get the technology that fits and supports each classroom setting, and that we as educators need to keep the outcomes in mind and see technology as a support system and not the focal point.
Hey Everyone,
For my Blog Site I chose Weebly as my platform. I searched an abundant amount of different blogging sites and something about Weebly really caught my attention. I really like the layouts that Weebly provides, and it also has a very user-friendly layout. As a first time blogger I was surprised at how easily I was able to maneuver around the site, which is also an added bonus. There have not been any ‘big’ challenges that I’ve come across yet, but with being a first time blogger I find myself questioning if I personally am making the site properly, writing blog posts properly, and making it user (student, peer, parent, etc.) friendly. Here is my blog – explore, read, and most importantly enjoy! Kurzweil’s presentation’s main focus is about the accelerating rate and power that technology has over past, present, and future years to come. As a future educator it was fascinating to note the tremendous expansion and growth that information technology has achieved over the years and how powerful it has become. Information technology predicts the future, so as educators we not only need to educate ourselves on technology, but we need to assure that we are incorporating proper technology and media literacy tools and skills within our curriculum to ensure that our students not only understand but are confident using technology. Progress in technology is exponential, so if we guarantee that we are teaching our students how to independently learn how to use new technology then they are sure to succeed for future years to come.
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