Readings
(The readings here are from the 2005 version of this course)
1. Hlynka, D. (1998). The shifting discourses of Opening Speech: A meander in the mainstream of educational technology. Techtrends. January/February, 58-60.
2. National educational standards for students. International Society of Technology for Education. Available at http://www.emsc.nysed.gov/technology/nclb/istenets.htm and http://cnets.iste.org/teachers/t_stands.html
3. Armstrong, T. (1998-2000). Multiple Intelligences. Available at http://www.thomasarmstrong.com/multiple_intelligences.htm
4. Berlo's S-M-C-R Model. Available at http://www.cultsock.ndirect.co.uk/MUHome/cshtml/introductory/smcr.html
5. Mass media effects: Introduction. Available at http://www.cultsock.ndirect.co.uk/MUHome/cshtml/media/effects.html#hypo
6. The Laswell Formula. Available at http://www.cultsock.ndirect.co.uk/MUHome/cshtml/introductory/lasswell.html
7. Instructional Development Services. (2002). Designing an effective course. Instruction at FSU: A Guide to Teaching and Learning Practices. Florida State University. Available at http://online.fsu.edu/learningresources/handbook/instructionatfsu/
8. Instructional Development Services. (2002). Instructional media: Chalkboards to video. Instruction at FSU: A Guide to Teaching and Learning Practices. Florida State University. Available at http://online.fsu.edu/learningresources/handbook/instructionatfsu/
9. Fildes, R.E. (1935). Blackboards and their use. The Elementary School Journal, Vol. 35, No. 10. The University of Chicago Press. June, 760-767. Available at JSTOR
10. Kenway, J. (1996). The Information superhighway and post-modernity: The social promise and the socal price. Comparative Education, Vol. 32, No. 2, Special Number (18): Comparative Education and Post-Modernity. June, 217-231. Available at JSTOR
11. Noonan, K.M. (1998). Untangling the web: The use of the world wide web as a pedagogical tool in history courses. The History Teacher, Vol. 31, No. 2. February, 205-219. Available at JSTOR
12. Owston, R.D. (1997). The World Wide Web: A technology to enhance teaching and learning? Educational Researcher, Vol. 26, No. 2. March, 27-33. Available at JSTOR
Tuesday, January 8, 2008
Film Tactics
Film Tactics is a 1943 US Navy training film.
(If the link above does not work, it means that you do not have a JSTOR subscription. Google "Film Tactics" and "US Navy" for more information on this classic training film.)
A related training film is "Jap Zero" featuring Ronald Reagan and Craig Stevens.
(If the link above does not work, it means that you do not have a JSTOR subscription. Google "Film Tactics" and "US Navy" for more information on this classic training film.)
A related training film is "Jap Zero" featuring Ronald Reagan and Craig Stevens.
Internet - 2: Researching online
Five ways to search a topic.
Search engines search differently. Google is the penultimate choice, that normally comes to mind, so much so that the term has become a verb “to google” in just ten years. But consider a given topic that one wants information on. Let’s take “cyberbullying.” A google search will reveal a grab bag of documents of different kinds. Next, consider a search of “google news” . It immediately becomes clear that the kind of information received here is different, Here we get information that is written ONLY by journalists, and ONLY from newspapers. A third search is google scholar. Now the search is limited to scholarly works.
Questia.com
The above section identified “five ways” to search a topic. The next two are “special” in that they are subscription databases. Questia advertises itself as the worlds largest online library. It is a “real” library that houses only what you find in a physical library. Books, Journals. Magazines. The cost is relatively miniscule: about the cost of a single textbook for a year… about $100.
Questia has several other useful features as well, including assistance for writing papers for students, and lists of significant works in major areas.
If Questia has a problem, it is that it is not quite large enough, and is not always as current as one would like. Still, these issues seem relatively minor.
Questia offers a useful “peek” for non subscribers. The system locks out outsiders only when they attempt to read complete texts.
Dissertation Abstracts
Dissertation abstracts has always been a foundational source for academia. It belongs to a set of subscription databases belonging to ProQuest. Dissertation Abstracts provides “free” abstracts of masters and doctoral dissertations. Complete pdf versions of dissertations can be ordered at less than $50 per title.
Two other useful sources for teachers.
SparkNotes.com
Every student knows about Cliffs Notes in the US, Monarch Notes, or in Canada Coles Notes. These detailed summaries for students have often been frowned upon by teachers who worry that students will buy the Coles Notes version of novels, and never read the novel itself. These outlines tend to kick in at the high school and college level or possibly upper middle years. Nevertheless, the online equivalent is Sparknotes, created by graduate students from Harvard University.
Lesson Plans: NewYorkTimes.com
Lesson plans can be found throughout the web. Here, we shall identify one source only, regrettably a US site, but excellent nevertheless. The New York Times provides a free service for teachers that prepares lessons based on current events. Not only does a teacher get ideas for teaching, but the news stories which serve the basis for the lessons are provided as well. If there is a weakness, it is that to transfer to Canada, we cannot expect any Canadian content.
Search engines search differently. Google is the penultimate choice, that normally comes to mind, so much so that the term has become a verb “to google” in just ten years. But consider a given topic that one wants information on. Let’s take “cyberbullying.” A google search will reveal a grab bag of documents of different kinds. Next, consider a search of “google news” . It immediately becomes clear that the kind of information received here is different, Here we get information that is written ONLY by journalists, and ONLY from newspapers. A third search is google scholar. Now the search is limited to scholarly works.
Questia.com
The above section identified “five ways” to search a topic. The next two are “special” in that they are subscription databases. Questia advertises itself as the worlds largest online library. It is a “real” library that houses only what you find in a physical library. Books, Journals. Magazines. The cost is relatively miniscule: about the cost of a single textbook for a year… about $100.
Questia has several other useful features as well, including assistance for writing papers for students, and lists of significant works in major areas.
If Questia has a problem, it is that it is not quite large enough, and is not always as current as one would like. Still, these issues seem relatively minor.
Questia offers a useful “peek” for non subscribers. The system locks out outsiders only when they attempt to read complete texts.
Dissertation Abstracts
Dissertation abstracts has always been a foundational source for academia. It belongs to a set of subscription databases belonging to ProQuest. Dissertation Abstracts provides “free” abstracts of masters and doctoral dissertations. Complete pdf versions of dissertations can be ordered at less than $50 per title.
Two other useful sources for teachers.
SparkNotes.com
Every student knows about Cliffs Notes in the US, Monarch Notes, or in Canada Coles Notes. These detailed summaries for students have often been frowned upon by teachers who worry that students will buy the Coles Notes version of novels, and never read the novel itself. These outlines tend to kick in at the high school and college level or possibly upper middle years. Nevertheless, the online equivalent is Sparknotes, created by graduate students from Harvard University.
Lesson Plans: NewYorkTimes.com
Lesson plans can be found throughout the web. Here, we shall identify one source only, regrettably a US site, but excellent nevertheless. The New York Times provides a free service for teachers that prepares lessons based on current events. Not only does a teacher get ideas for teaching, but the news stories which serve the basis for the lessons are provided as well. If there is a weakness, it is that to transfer to Canada, we cannot expect any Canadian content.
Basics 5: Functions of Technology
See sidebar for basic functions of media/technology using the TRIAD-MC acronym.
Basics - 2: Communication theory
1. An American folk definition:
“The teacher at one end of a log and Mark Hopkins at the other.”
2. David Berlo: SMCR
3. Shannon-Weaver
MODELS OF COMMUNICATION: HARRISON
Harrison’s model contains the following dimensions
A: Communicator One (Teacher?)
B: Communicator Two (Learner?)
X: Subject
X’ Medium of transmission
I: coding
II: Relationship dimension
1 perception
2 encoding
3 decoding
4 response
“The teacher at one end of a log and Mark Hopkins at the other.”
2. David Berlo: SMCR
3. Shannon-Weaver
MODELS OF COMMUNICATION: HARRISON
Harrison’s model contains the following dimensions
A: Communicator One (Teacher?)
B: Communicator Two (Learner?)
X: Subject
X’ Medium of transmission
I: coding
II: Relationship dimension
1 perception
2 encoding
3 decoding
4 response
Teacher and Technology
This is the first entry of a blog for EDUB1990 at the University of Manitoba. The course is set to run beginning January 2008.
Several guiding questions will focus the course over the next few weeks. The fundamental question is simple: What do middle years teacher candidates need to know about educational technology? The corollary question takes us a step further and asks: What do middle years students need to know about educational technology? What do they need to know about technology? In spite of the similar "look", these are very different questions with very different answers. Each is important, but it is the first which must remain the focus of this course.
The first class begins with a video/film: Norman McLaren's 1961 classic Opening Speech . The short film asks more questions than it answers, though its ultimate question is indeed answered. Within the short film lie the germ of the idea of educational technology.
At the outset, it is important to state what this course is NOT, and at the same time what educational technology is NOT. This is important, because it is almost always misunderstood. The question about technology, the philosopher Heidegger famously said, "is nothing technological." The question about educational technology is not to turn teachers into technicians. You are teachers. You are NOT techies. For those of you who are teachers and who are also techies, we will try not to hold that against you. Nor is educational technology about becoming computer scientists, and understanding how to use Java, or how to program in html or how to set up a website.
Then what is technology about? Technology is a complex system that involves cultural, political, social, economic and aesthetic issues. The next class will examine some of the definitions of educational technology.
Technology is already a part of the classroom. That technology must be low cost or even no cost, and user friendly. The focus must be on using the technology to assist the teacher, not to interfere.
Several guiding questions will focus the course over the next few weeks. The fundamental question is simple: What do middle years teacher candidates need to know about educational technology? The corollary question takes us a step further and asks: What do middle years students need to know about educational technology? What do they need to know about technology? In spite of the similar "look", these are very different questions with very different answers. Each is important, but it is the first which must remain the focus of this course.
The first class begins with a video/film: Norman McLaren's 1961 classic Opening Speech . The short film asks more questions than it answers, though its ultimate question is indeed answered. Within the short film lie the germ of the idea of educational technology.
At the outset, it is important to state what this course is NOT, and at the same time what educational technology is NOT. This is important, because it is almost always misunderstood. The question about technology, the philosopher Heidegger famously said, "is nothing technological." The question about educational technology is not to turn teachers into technicians. You are teachers. You are NOT techies. For those of you who are teachers and who are also techies, we will try not to hold that against you. Nor is educational technology about becoming computer scientists, and understanding how to use Java, or how to program in html or how to set up a website.
Then what is technology about? Technology is a complex system that involves cultural, political, social, economic and aesthetic issues. The next class will examine some of the definitions of educational technology.
Technology is already a part of the classroom. That technology must be low cost or even no cost, and user friendly. The focus must be on using the technology to assist the teacher, not to interfere.
Functions of Educational Technology
What precisely do we need technology for? Seven functions stand out. It must be clear that one does not merely add technology to the teaching and learning situation. One adds technology for a purpose. Here are seven purposes; seven things that technology can do for education.
Technology can be used to solve a particular identified TASK
Film: How to Build an Igloo
Internet: wikihow
YouTube: How to fold a shirt
Technology can provide REALISM
Film: City in Seige; Paul Tomkowicz.
Internet:
Simulations:
Technology can provide INFORMATION
Film: Lady Fishbourne’s Guide to Table Manners
Video: Video courses,
Print: textbooks
Internet: ubiquitous
Training videos
Technology can provide an AESTHETIC function, and become a work of art in its own right.
Film: Fiddle Dee Dee; Nails
Audio: Music. (eg. archival recordings)
Technology is a DELIVERY system
Technology provides MOTIVATION
Motivational videos.
Technology is a tool for COMMUNICATION
Technology can be used to solve a particular identified TASK
Film: How to Build an Igloo
Internet: wikihow
YouTube: How to fold a shirt
Technology can provide REALISM
Film: City in Seige; Paul Tomkowicz.
Internet:
Simulations:
Technology can provide INFORMATION
Film: Lady Fishbourne’s Guide to Table Manners
Video: Video courses,
Print: textbooks
Internet: ubiquitous
Training videos
Technology can provide an AESTHETIC function, and become a work of art in its own right.
Film: Fiddle Dee Dee; Nails
Audio: Music. (eg. archival recordings)
Technology is a DELIVERY system
Technology provides MOTIVATION
Motivational videos.
Technology is a tool for COMMUNICATION
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