Web 2.0 Educator

D’arcy Norman dot net is the user name of a technology developer at the University of Calgary. His job consists of playing with new technology to create different learning strategies by implementing technology software. D’arcy Norman has been an active blogger since May of 2001, and in 2005 won the best library/librarian award for blogging. After reading his four most recent posts, it is clear that his knowledge and skills with technology are far above mine. I could follow his terminology at times, but when he incorporated abbreviations describing software he lost me completely. His most recent blog describes the experiences he has had using the new ipod touch. He provided a list of recommended improvements for both the hardware and software of the new iPod Touch, but ended that blog by stating; “You’ll have to pry my iPod Touch from my cold, dead hands. And even then I’d probably give up a pretty good fight.” In another one of his blogs he discusses his dislike for the transparent menu bar developed by apple, an attempt to keep up with the new windows vista program. I think I am accurate when saying, D’arcy Norman is a fan of Mac/Apple software. The last post I read from this blog connected with me the most. He discusses the rising problem associated with the sharing of information via Facebook. I have actively used the program facebook as a social tool while in college. It allows me to share many of my interests, likes, pictures, and most importantly personal information. While using facebook I never think of the consequences that could arise if the wrong people got a hold of my personal information.

Type I and Type II Technology

The most obvious difference between Type I technology and Type II technology is the amount of free choice the student is given. When working with Type I technology, students are using learning tools that represent the exact same learning technique each student before them used. Type I technology is a more cut and dried learning style which many times is very effective, but it limits students. Type II technology which is not used as often, provides students the opportunity for more free thinking and decision making. Each student is able to choose a different way to go about solving problems, the technology is an aid to the student. When using Type I technology the student is more of an aid to the program being used. Each style can render successful learning, and should be included in all educators' teaching techniques at one time or another.
Type I:
Junior High; keyboard lessons where every student typed through the same program.

High school; Spanish class we would have to listen to a monotone recorded voice to practice understanding sentences instead of working on an open ended project that required sentence structure practice.

For example; The entire class in the computer lab had to successfully create the same animal with the same exact characteristics to become familiar with the program. This project would give the student no input on the outcome, it requires no thinking and problem solving just simply how to use that particular program.

Type II:
Fall 2004 at UMF; LIA class we were to create a 10 minute movie, topics had to be appropriate but were completely open ended.

Fall 2007 at UMF; Art 112 class was to create any illustration using just letters of the alphabet.

Fall 2006 at UMF; Geology course required us to use this online simulation program to create a bridge that could withstand the greatest earthquake magnitudes.


Maddux, Cleborne, and D. LaMont Johnson. "Type II Applications of Technology in Education: New and Better Ways of Teaching and Learning. " Computers in the Schools. Vol. 22, No. 1/2. (2005): pp.1-5.

My MEL experiences

• Student/Teacher relationship: The classes I most enjoyed in high school were the ones where I had a good relationship with the teacher. I expected my teachers to be fair, and give equal opportunity to all their students. Teachers who were enthusiastic about their subject always seemed to get more out of me. These were the teachers who gave examples of how the information to be covered in class relates to us, and how it could be used in real life situations. I had a great relationship with my physics science teacher in high school; she was always so "up beat" about material, designed lab experiments that were extremely fun, and she made it clear she was always willing to provide students help outside of class. I believe a teacher must be approachable, and display interest in their material if they want students to put forth the effort to learn it.
• Hands-On: Just as most of the interviewed students, I feel like I learn more with hands on activities. If the class is the same exact come in sit down and take notes the whole day period I lose concentration easily. Projects and group activities that required reading and researching gave me more motivation to actually learn the material versus just doing assigned reading. Experiential learning has by far become the most desirable, and most effective learning style for me. Then taking a moment to reflected on the activity, discussing what worked and what didn't. Each student is able to give his/her input, and successful problem solving ideas discovered can be taken and used in other situations. I really hope to make experiential learning a part of my teaching style.
  
• Helping Students Succeed: Probably the most difficult part of a teacher's job is to get students motivated, and wanting to learn the subject material. English and History were two subjects in school I liked the least. I really didn't like to read, and I wasn't a big fan of writing long papers. It wasn't that I didn't like the teacher, or that we had a bad relationship, but they were too nice. Writing was never a strength of mine, so I would hate it when teachers would give great remarks on a paper I wrote the morning before school. I mean I wasn't about to argue with the grade, but I knew it wasn't my best work, and compared to other students it was just average. I wish these teachers would have pushed me a little harder, expected a little more, if so I might be a better writer than I am now.
  
• Interest: It was a combination of material, and also the experience the teacher provided in her class why I am studying to become a science teacher. My sciences classes became a time I looked forward to in school, and it then became a subject I performed well in. She was the funny teacher who was always wound-up and excited about new material. Her interest and enthusiasm towards the material transferred on to me. I became fascinated with science, the explanation of how and why things work the way they do. All content areas: Biology, Chemistry, Physics, and Geology excited my interest and motivated me to learn more. I give credit to Mrs. Brennen, she made my high school experience more enjoyable because of her interest in science, and wanting her students to be successful.
  
• Autonomy: It seemed to me that the teachers who were "power hungry," and gave no room for decision making were my least favorite. A class that offered no free thinking really took away the idea of "stepping out from the box," and didn't allow for open-ending thinking. In some instances it is good to have a set way of doing things with no lee-way, but at times it sparked my interest more when I was given choices. No student is the exact same; therefore, providing students with choices allows them to choose a way to learn that interests and motivates them the most.
  

Learning Style Inventory Results

Style Scores

Visual 8

Social 10

Physical 11

Aural 8

Verbal 5

Solitary 6

Logical 16

These are the results from a survey I completed to figure out my favorite learning styles. I ranked a series of questions on a scale of 0-2. With zero meaning nothing like myself, one meaning sometimes like myself, and two meaning myself most of the time. Each seven areas could receive a minimum score of 0 and a maximum score of 20. Dr. Michael Muir created the Meaningful Engaged Learning Model (MEL).

Chapter 2: Respect, Liking, Trust, and Fairness

“If the teacher doesn’t like you, they won’t say, you can do it, or push you to your full potential” (P. 22). This section that discusses, “Must teachers like students,” brought me back to when I was in high school. Even if not on purpose, teachers many times show signs of favoritism towards students during class. Teachers display that they have a better relationship with certain students in their classes.

This stood out to me as an issue that could really affect the education a teacher provides to all of his/her students. Teenagers are dealing with a developmental period full of choices, change, and confusion. When teachers give the impression that one student is more important than another “the students can also tell, and it affects their learning” (P.22). Another student's story stated that his teacher referred to some students as “advanced,” this created learning barriers between himself and students in class. Displaying bias for one student over another could lead to a reputation, all students talk and share their thoughts about teachers outside of class. I feel it is extremely important to treat all students equally, and to also make each student feel important by recognizing their qualities.

Chapter 1: Knowing Students Well

“Even ten minutes of writing a week will help” (P. 7). In chapter one, the section which discussed understanding the importance of communication with students really caught my attention. A suggestion was to provide students time to reflect in a personal journal. This journal is to be read only by the teacher, providing another way for the instructor to get to know the students life outside of the classroom.

The idea of having students keep a weekly journal seems to be a great way to learn more about each student. Since each high school student is different, I believe this could become a very valuable communication tool between the teacher and student. The student has the opportunity to let the teachers know about any issue they feel comfortable enough to share. These issues could be either positive or negative issues, and may be occurring in or out of the classroom. Developing a good relationship, and creating a comfortable atmosphere to be taught in are both important for successful learning. I also like that the journals are not graded, this gives student a chance to turn in a piece of writing that doesn’t have the added pressure of receiving a grade.