Assignment 29: Reading: The Media Education Elephant

http://interact.uoregon.edu
/MediaLit/mlr/readings/articles/tyner/elephant.html
Basically, this article talks about the history of media literacy and how political and social issues have impacted it from funding to the perception of it by practitioners. The author compares Media Literacy/IT to the "blind man and elephant" fable in that it does not have just one component and practice but many.

In times of economic downturn, it seems that media literacy (like many other "fringe" educational elements from the art to music to pe) are pushed to the side because they are deemed less important than the basic "3 Rs". The protectionists try to continue to promote standards of materials, especially in regards to programs aimed at a younger audience. As a side benefit, the protectionists are also concerned about the impacts of programming (especially) television as it relates to children's mental and physical health.

The author also discusses the rise of technical education (formerly known as vocational education). The end goal of technical education can be summed up in the word "job readiness." Partnerships with corporations are mutually useful in that it provides materials to schools in desparate need of funding and it gives the corporation a chance to influence its potential future workforce (as an added bonus, it may also help establish brand loyalty, even at a young age)

I think the rise in Technical education in the US is very interesting. It seems that some of the Technical Institutes/Universities advertise heavily on TV ; they tout the short amount of time to finish the programs and the "big bucks" payoff --money, prestige, etc. Little is said abount true learning or even what the student might learn. In fact a least one ad that I saw a few months ago compared a University degree to wasting time, vs. a Technical degree (a real degree).

Models that the author discusses are school/media specialists, video production, and museum programs (media arts)

Assignment 28: Reading: Media Comparison Research

http://www.gsu.edu/~mstswh/courses/it7000/papers/media.htm
Media Comparison Research
The author points out that many believe that there has been a shift in education from instructional media research from behavioral to cognitive.

He defines Media as

• refer[ing] to a class of instructional resources and representing all aspects of the mediation of instruction through the agency of reproducible events. It includes the materials themselves, the instruments used to deliver the materials to learners and the techniques or methods employed. (Allen 1)
• defined by its technology, symbol systems and processing capabilities. The most obvious characteristics of a medium are its technology: the mechanical and electronic aspects that determine its function and, to some extent, its shape and other physical features. (Kozma 180)

Media Research is based in

• obtain knowledge about the educational or instructional effectiveness of a chosen medium
• increase understanding of how media and technology function and what psychological effects they have on a learner
• improve the practice of education through the provision and evaluation of better materials, media, procedures and technologies (Salomon, Clark 1-2).

This article revisits many of the Kozmo(medium important)/Clark(medium not important) argument and discusses the impact of research results on ongoing research.

Assignment 27: Reading: The attack on ISD

http://www.nwlink.com/%7Edonclark/history_isd/attack.html
This week's readings could just as well be called IT hangover. :)

Perrsonally, all of the articles in this week's reading, just seem like an expected backlash. Before people change a habit (or way of doing something) there is often a big flurry of regression/nostalgia for the old way. I think that is completely true with what is happening with technology. There is a psychological term for this, but I am odds to remember.

Basically, this article discusses how the ISD module is outdated and that the harder you try to describe how it should be done, the further you get from the realilty. Kind of like if you try to describe infinity...the more words you put on it the further you get from the reality of it. There will never be enough words to describe it.

Anyhow, back to the article. Sorry, I know I am rambling. I really am very tired.

Four major charges are brought against the model:

• ISD is too slow and clumsy to meet today's training challenges.
• There no 'there' there.
• Used as directed, it produces bad solutions.
• It clings to the wrong world view.

This kind of reminds me of what I do, or at least one component of what I do in my daily work. On the surface cataloging seems like a very easy thing to do, you take an item, determine it's "aboutness" based upon a certain criteria and add those keywords in. Sounds simple enough, hmm? Well, there's many wrong ways to do as well as many right ways to do it. Sometimes, it is a matter of determining which is the best way, but perhaps, not the right way. One can learn cataloging relatively quickly; however, to understand it, to be able to synthesize the rules, standards, and practices requires many years of experience. Even the best cataloger can make a bad decision.

To add to that analogy, Cataloging is often seen as an outdated practice. With keywords and metadata who needs cataloging? Well, those are forms of the cataloging concept as is any organizational structure. While the ISD module may need some tweaking, the concepts inherent to it will continue to remain valuable. It's taking the fundamentals of the critical thinking and applying it to new concepts.

Assignment 26: Reading: The computer delusion

http://www.tnellen.com/ted/tc/computer.htm

Oh, haven't we all suffered from the computer delusion at one time or another? Something that will make our life easier ends up taking up more time than if we had just done it the old-fashioned way.

Wasn't it supposed to get rid of the stacks and stacks of paperwork I have to do? Yeah, that's right, where's the paperless society at tax time??!?

The author starts out with this statement:

There is no good evidence that most uses of computers significantly improve teaching and learning, yet school districts are cutting programs -- music, art, physical education -- that enrich children's lives to make room for this dubious nostrum, and the Clinton Administration has embraced the goal of "computers in every classroom" with credulous and costly enthusiasm

He then quotes Newt Gingrich during his time as Speaker of the House, "talking about computers to the Republican National Committee early this year, said, "We could do so much to make education available twenty-four hours a day, seven days a week, that people could literally have a whole different attitude toward learning."

Personally, I think both of those statements clearly indicate what is wrong with the use of technology AND the overall state of our education system. Learning 24-7? How long will be before people hate the site of a computer? Where is the fun in learning? Where is the excitement of learning?

Basically, the author posits that contrary to what pro technology experts say, history is repeating itself but no one is paying any attention (is that surprising in the Rittalin World?)

Five main arguments underlie the campaign to computerize our nation's schools.

• Computers improve both teaching practices and student achievement.
• Computer literacy should be taught as early as possible; otherwise students will be left behind.
• To make tomorrow's work force competitive in an increasingly high-tech world, learning computer skills must be a priority.
• Technology programs leverage support from the business community -- badly needed today because schools are increasingly starved for funds.
• Work with computers -- particularly using the Internet -- brings students valuable connections with teachers, other schools and students, and a wide network of professionals around the globe. These connections spice the school day with a sense of real-world relevance, and broaden the educational community.

He then examines each of these issues and offers his criticism. In a nutshell he compares computers to the "filmstrips of the 90s". An interesting comparison when you think of what happened with filmstrips. What he may not realize is that to alot of us who remember filmstrips, we loved them. They were cool -- even the hokey ones. In a worst case situation, it was nap time. The thing is kids will always tune out if they are not interested and engaged, computers are no different in that means (although I believe that they do offer a greater chance for interactive which should be more engaging).

Assignment 25: Digital Diplomas Mills A Desenting Voice

http://www.firstmonday.dk/issues/issue4_7/white/index.html

This is from firstmonday which I used to read abit when I was in "library school".

The author notes the following points:

Where he agrees on the topic of digital diploma mills:

• Technology is used as a means of social control (e.g., there is a division between those who are pro-technology as a new mechanism for teaching and those who feel that teaching is best served in a traditional setting) As he points out, change is neither good nor bad and does have the ability to breed conflict.

Where he disagrees on the topic of digital diploma mills:

• The author disagrees on many points of the digital dipolma mills discussion including research into the effectiveness of online teacher, the impact of technology on student performance (critics point to a reduction), it is intrinisically inferior, students do not want it, and that it can never replicate a true teacher/student relationship.

In the remaining part of the article, the author addresses these points and also delivers this stinging commentary, " ...Noble appears to have made it his business not to know much about information technologies."

Frankly, I found both articles very biased, although I did feel the bias was not as pointed in the first article, "Digital Dipolma Mills". In addition to the followup/rebuttal article being personal and subjective, it seemed to be a little too heavy on the "you should believe me because I am an expert" and "do not listen to that man over there because he doesn't even read his email so how could he know anything about online technology?"

Assignment 24: Digital Diploma Mills PT 1

http://communication.ucsd.edu/dl/ddm1.html

Ok, first let me say that I lost my first post on digital diplomas which was long to the blogger monster. I will try to summarize that post below. Also, I am very tired & yucky feeling, so please pardon, any typos.

Basically, this article divides higher ed into two camps:
faculty & students vs. administrators & legislators (for those of us in public institutions)

In other words, learning vs. making money

The author sees the push to digitize learning as just a way to get more people through the door, e.g., the diploma mill. He also discusses the kinds of online programs, and what prestige is attached to various ones.

I thought this was an interesting article, because I have now been a student at UGA through two different administrations. Although, it would seem that fundraising has gained importance, I haven't noticed an incredible shift towards digital learning. In fact, it seems that some of the nontraditional student learning (ALP, Evening Program, etc. have just faded away)

Ohhhh.

Ok, I just finished a big part of my chunk of the webquest assignment (I think). I still need to review the web resources and help out with the evaluation stuff, but the part that is the most important to me is done. I say the most important to me, because it is really the only area of the webquest I feel any competence in. I do not know any high school students. I do not teach and the only classes I have taught have been college freshmen or con't ed kinds of things. I have no clue what appeals to a senior in highschool. In the real world, I would hope to have a little more time to actually ID students to work with and evaluate the content. For the purposes of this assignment, the evaluation of the content is going to be minimal.
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Assignment 22: Reading: Six challenges for educational technology

http://www.virtual.gmu.edu/SS_research/cdpapers/ascdpdf.htm
I think all of these questions are very relative but some are more critical over the long run. Certainly funding up front for computers is needed, and adequate future funding to maintain those computers. However, in the long term support for computers and the technology must come from the community (#4). If parents, legislators, the school board, governing board, etc. can not SEE (understand) the relationships of technology and learning, they will be less likely to support those programs financially.

The second question that I see as very critical over the long run is analysis of student achievement utilizing technology. As technology can provide so many variables, having standards is crucial, especially, in documenting achievement for the purposes of obtaining funding.

Chris Dede (George Mason Univ) sees six challenges for educational technology:

• How can schools afford to purchase enough multimedia-capable, Internet computers so that a classroom machine is always available for every 2-3 students?
• How can schools afford enough computers and telecommunications to sustain new models of teaching and learning?
• How can many educators disinterested or phobic about computers and communications be induced to adopt new technology-based models of teaching and learning?
• How do we prove to communities that new, technology-based model of teaching and learning are better than current instructional approaches?
• How can educational technology increase equity rather than widen current gaps between “haves” and “have-nots”?
• If we use technology well, what should we expect as “typical” student performance?

NOTE

Sorry, I accidentally marked some of my earlier entries draft, so you probably did not see them (if you were looking for them...)

Assignment 23: Reading: Storm Clouds on the Digital Education Horizon

http://www.ascilite.org.au/
conferences/auckland02/proceedings/papers/key_reeves.pdf
Storm Clouds on the Digital Education Horizon

1. Does this shift change the traditional aims of education in our society?
2. What skills will be necessary for success in the Knowledge Age?
3. What have we learned about learning that might help us gain these skills?
4. What does Knowledge Age learning really look like in practice?
5. How do we get there from here- which reform strategy will be effective?
6. How can we best apply learning technologies to support this alternative?

I find the Knowledge Age concept very interesting and I often wonder whether this is a true cultural and societal shift or whether it is just a ripple. Is the Knowledge Age a unique time in history, such as the Industrial Age? or is what is being called the Knowledge Age the beginning of something bigger which we can not articulate at this point? Are we only touching the elephant's left leg?

Assignment 21: Reading: No cliche left behind

http://www.ncrel.org/tech/netc/
2002/keynote.htm
This is a transcript of a speech entitled No cliche left behind: Why Education Policy is NOT like the movies.
In the beginning of the speech, the speaker seems against no child left behind, but then in the end, he seems to have softened his view. The speaker calls the policy, the action hero method of decision making. :) I may have to "borrow" that analogy the next time I am on a committee where people do not want to take the time to come up with a plan.
He points out the challenges that teachers face trying to deal with competing priorities.
He also refers to standardized testing as the "Wizard of Oz" approach to education. Students must
achieve against impossible odds (lack of resources) in order to gain the reward (a passing grade funding for particular things, etc.)

I think this speech does reflect what most people feel about the "no child left behind" --it is a good idea, but poorly implemented and without planning and guidelines, is a terrible.

It's like a lot of things... It's not enough to have a good idea... there must also be a good plan, implementation, and followthrough.

Assignment 20: Reading: Diffusions of Innovations

http://www.arches.uga.edu/~bhummel/6200Project/

Within the framework of this project, the group attempts to address the following:

What are the elements of Roger's Diffusion of Innovations Theory?
What stages do adopters pass through from knowledge of an innovation to adoption?
What are some characteristics of adopters of innovations?
What are some attributes of innovations which impact rate of diffusion?
How does Diffusion of Innovations Theory apply to adoption of innovations within household systems?

I found this website very interesting because it really packed in alot of info regarding how innovation happens . As a creative person, I am very interested interested in innovation. When acrylic paint first arrived on the scene (at least to the mass market) it was very much plastic like and very pop art colors. Now acrylic paints mimic oil paint and there are even now hybrid paints.

I won't go into the whole depth of the website but just a few of the basics...

Components (Elements of the theory):

Definition of innovation
According to Roger, innovation is "an idea, practice or object this is perceived as new by an individual or other unit of adoption. (Rogers, 1995)"

Description of how innov ations are communicated among individuals
Innovations can depend upon perception (i.e., the newness of it)

Communication occurs through interpersonal or mass media channels

• Mass media is quickest while interpersonal is most effective

Description of the role of time in the diffusion process

Time is important to innovation

• " in the innovation-decision process (stages) where the individual passes from "perception as new" to adoption.
• in the categorization of individuals as innovators (early adopters vs. late adopters)
• in the measure of rate of adoption of an innovation which is measured in terms of the number of members in a system which adopt an innovation in a certain time frame"

Definition of a social system

• is " a set of interrelated units that are engaged in joint problem solving to accomplish a common goal(Rogers, 1995)"
• act as boundaries for innovation
• Attributes include: Norms, Change, Agents, Opinion Leaders, Innovation-Decisions, Consequences of Diffusion

Group 3 Assignment WebQuest planning

My group is doing a WebQuest on butterflies, esp. building a butterfly garden.