Week 12

Affected by numerous factors such as gender, age, race and ethnicity, income, and educational attainment, of which educational attainment and socioeconomic level seems to outweigh the others, digital divide refers to the inequality between individuals, households, business, and geographic areas in accessibility of ICT and internet connectivity and in knowledge to use the information, and that results in a big gap in economic gains and social and cultural capital.

As explained in the article, digital divide can be leveled due to various factors. Nonetheless, the determinants of the division are primarily associated with education levels as well as socioeconomic status. For example, genders by which people traditionally believe that male has a higher tendency of affiliation with technology have been proven to be insignificant in determining the digital divide. Partially, it is because women now have the equal access to educational opportunities as men do. It also could be the result of their increasing socioeconomic status that women, especially those who are highly educated and financially independent, can afford to buy the equipment which is necessary for connectivity such as personal computer, laptops, Ipad, internet installation fee, and so forth.

Among all the “bridges” aimed at addressing the digital divide, the programs of IMARA targeting at long-term, sustainable solutions has caught my eyes. For it tries to address the two key factors which are primarily responsible for digital divide- economic consideration and knowledge to effectively use the technology. On one hand, the program attempts to give donated computers to the underserved community. On the other hand, there are volunteers who provide services like training to help people use the technology provided by the program. Thus, by providing the community with the access to the digital world as well as training on how to function the technology, the program seems to be the most promising solution to lessen the digital divide.

I believe my lesson plans did challenge the Digital Divide in two aspects. First, I usually like to divide students into small groups in which each person plays different roles. With that in hand, students who are good at certain aspects such as technology could be the person who navigates on the computer while others take other responsibilities such as note taking or giving ideas. Doing so, those who are not familiar with function of technology can also be engaged in the class and learn how to use them by observing the navigator in the group. Secondly, I usually model for students before having them use any technology so i make sure they have had enough scaffolds for given activity. However, one aspect that I need to improve my lesson plan is to reflect on the purpose of using technology- does it actually improve the comprehension of the lesson.

As much as the list have addressed many challenges in digital divide, one thing that I would like to add the list is to encourage students to explore more technologies which they think could be beneficial to their study rather than just passively received what teachers have assigned them to, so that technology is not merely an instructional tool, but also a learning tool by which students can empower their learning experience in multimedia environment.

                            Week 11

-Would you let your son/daughter takes classes from FLVS? Explain your rationale.

I think I would not allow my son/daughter takes classes from FLVS. The first reason is that that all of the courses offered in FLVS are approved by NCAA. The second reason is that the courses are constructed for individual experience that it did not provide enough opportunities for students to interact with each other during the class to promote cooperation study because only giving collaborative assignment is not really sufficient, for authentic learning only takes places when students can discus, debate, and exchange their ideas with others and teachers.

-What circumstances would you let your son/daughter go to high school full time online? Explain your rationale.

The only circumstances that I would let my son/daughter go to high school full time online are if my child cannot go to physically schools due to his/her physical condition. For example, if my child is suffered from cancer that he needs to stay in the special care room 24 hours a day, I will allow my child to take some of the online courses. Other than that, I will choose physical schools over online schools like FLVS.

-What methods/activities would you use to try and influence student behavior and perception of copyright laws?

As the article suggested that in often times it is unlikely we are going to be called for litigation when we are at school, but incidents with severe consequence do occur. Thus I would choose to teach copyright laws by using real examples of law suit on copyright case. First, it warmed students by showing the seriousness of the issue and damage it caused if they choose to completely ignore the rights of others. Then I would like to guild the students to analyze on what ground the case was deemed as violation of copyright (i.e. motivation, profit/nonprofit intention) Last but not least, I will have students to come up with solutions that can help them prevent the incidents happening at the first place.

Week10

1.) What should the University of Education do to the girl who keyed Natalie's car and stole her

clothes? 

First of all, the university should call the police and urge the girl return Natalie’s belongs and repair her car. The girl should also formally apologize to Natalie about her misbehaviors. More importantly, university should take the chance to teach all students the danger of cyber-bullying by holding a forum where students and teachers can exchange their experiences and thoughts on the potential harm done by the irresponsible verbal attacks and how to protect ourselves from slander.

2.) Should Juicy Campus be held responsible for what happened to Natalie’s belongings?

Juicy Campus should not be held responsible for the thievery because the website is merely a tool or media, and the one who really should be held responsible for this matter is people who were spreading out the words and instigated others to do the thievery.

3.) When does social networking become cyber-bullying?

First, people will not realize the serious consequences caused by irresponsible verbal attacks unless they are taught on the damage of cyber-bullying. Also if people can conceal their true identity by using an alias online, believe or not, they will be much more vicious because they believe whatever happened they will not be held responsible. Last but not least, if people just take whatever stories told by the others as truth without any discretion, it hurts to the victim as much as those who spread the words.

4.) Could Natalie’s situations have been prevented?

This incident could be prevented if Natalie were taught on the damage of cyber-bullying and how to protect herself in such situation before using the social networking. Also, had she be more cautious and know what type of information she can disclose online, it will did less harm to her. Last but not least, if the Juicy Website required people to register with their true identity, whoever starts off the slander will think twice before his actions.

Week 8

My first reaction to this article is that the problem is caused primarily due to lack of communication among department of education, community, and schools. Although they share the same purpose- to help students to be ahead of trend for using online-based instructions and tests, the money spent on the previous projects failed to reach their expectations due to lack of organized planning and understanding the relationship between good instructions and technology. It seems to me that office believes that new technology equals to good instruction, despite the new does not necessarily mean an revolutionary change in its functioning but merely a more fast version of the old one yet will cost multiple times than the previous ones. In sum, number and figures cannot be translated as the effectiveness of instruction, and they need to be more careful when purposing for new technologies.

If I were the superintendent, I would redistribute the fund by first reevaluating the effectiveness of currently ongoing projects and cut off those overrated in performance yet costly, and spend more money on those promising ones which can address more immediate needs of schools for better teaching. Then I would try to reduce the gaps among different schools on technology spending. Although the capital fund cannot be used for salaries, I would use the money to build up a training program for teachers in which they are taught on how to effectively use those new tools so that the purpose of developing new technologies can be fulfilled. I would also evaluate if the current technologies can sufficiently serve its instructional goals because wasting money on a fast version of the old one which is perfectly doing its job is anti-productive. Last but not least, I would opt for technologies which have more developmental potentials. In another word, the technology should be able to be ungraded in the future to complete its functions as well as improving performances without overhauling the entire system, so that the money spent in the past won’t be wasted by throwing them away into the trash can.

Week 5

The first criticism with regard to using PPT is that it is not an especially high resolution method of data transmission compared with other transmitting visual evidence. Often times, as author suggested, people can read 300-1000 printed words in a minute whereas one slide of PPT can only contain far lesser number of words which results in poverty of content. I think it is true that PPT cannot convey number of words as much as in a paper, but it does not necessarily mean that it is content-free. If the presenter knows how to use PPT to supplement his speech rather than presenting it as isolated information, it might provide better comprehensibility to the audience. Besides, depending on how abstractive the topic could be, information contained in one slide might take more than 8 second to read.

Due to its distinctively cognitive style, the second criticism is that the PPT imposes on the audience and seeks to set up a dominance relationship between speaker and audience. From my point of view, blame on the style of PPT being relentlessly sequential-structured which is only good at advocacy but not analysis is overstated. Because whether or not the presentation is debatable completely depends on the goal of presenter. If the ultimate goal of presenters is to convince the audience, presentation will be aggressive, and PPT just one of the various tools to achieve that.

Week 4

The Author believes that inherent defects in cognitive style of PowerPoint can result in serious distortion in presentation. The first criticism the author advocated is that PPT is only presenter-oriented, and not content-oriented, not audience-oriented. Put in another way, PPT can only provide one-way transmission of information. Although I believe author has made a successful argument with regard to content deficiency, I don’t buy the claim PPT is that the one to blame on for lack of interaction between presenter and audience. Rather, I think it is more to do with the information presenter presents. Because PPT is only a media to convey the information, and what can contribute to good discussion is the information itself - Does it have the value to discuss?-thus, it is completely possible for the incurring of intensive interaction between presenter and audience, only if the topic is interesting enough.

The second criticism the author had toward PPT is its low resolution. In compare with paper, Information contained in each slide is considerably limited. Although it makes present seem to be easier for presenter, but with cost of sacrificing its content that incompletely/misleading information is provided due to over-generalization. Thus, the author urged people to use paper which provides larger volume for information instead of PPT. I agree with author on the point that PPT is inherently limited in terms of providing sufficient information. Nonetheless, PPT can still present information in a way that paper cannot, namely video or audio materials. So that I would suggest that instead of complete denial of either method, presenter can integrate both paper and PPT in presentation to fit the needs of types of information.

The third criticism the author argued against use of PPT which I completely agree with is its bullet outlines in which presenter is arbitrarily forced to use the linear construction to explain all types of information. As a result, the completeness of some concepts which are in need of spatial analysis can be undermined during the process. As the author suggested, oftentimes people are just too comfortable with the convenience of PowerPoint so that they are reluctant to explore new ways to address the defects of PPT. Only if presenter comes to realize the limitations of using PPT, can presentation becomes more meaningful and engaging.

Week3 Response

What are the main points the author makes about the myth behind “no significance difference.”

The main points the author were trying to clarify is that depends on what perspective people have on learning- is it mere an outcome or a growing process in which people explore and seek out answers for questions surrounding us through variety of learning activities so as to come up with the solutions?- they justify the significance of technology differently. For the most part of consensus on the notion of “no significance difference”, they view learning as a static status in which learning is as simply as a passive process of accumulation. Moreover, they try to blame on technology for not being able to provide fundamental changes in learning outcomes while them reluctant to change the old pedagogy. In short, if people tend to overlook what learning is and the process it involved, the assertion of “no significance difference” made by technology is thus unjustifiable.

What is meaningful learning from your perspective? Give some examples and non-examples from your overarching statement.

To me, meaningful learning is process learner are engaged in, in which they are actively looking for answer to explain our surroundings through variety of learning activities such as conducting experiments, collecting date, reading, negotiating with peers and teachers, and argument. For example, if a person tries to learn how to swim, he/she has to go to the pool to learn the movements- from the basic such as how to paddle, how to hold breath, and how to position his/her hands to the more advanced ones such as how to change breath in interval, how to function his/her hands simultaneously in order to proceed without sinking, and how to enhance the speed by making their each movements more efficient- Eventually he/she will acquire the ability of swim with repetitive practice as well as reflection on his/her movements. On the other hand, if a person read as much books of teaching how to swim yet has never gone to the pool to apply his/her knowledge. It should not be called as meaningful learning.

How do you see the role of technology in your view of meaningful learning?

With the ability of overcoming the limit of physical conditions such as time and space, technology provides us many platforms and opportunities with which students choose the one that serves their interests of learning best- communication purpose, analyzing date, simulation, visual/audio scaffolds to facilitate cognitive process, presentation, information sharing, and so forth. Furthermore, the unceasingly evolving technology changes our perspective of our world and motivates us to explore more as-of-yet unknown questions. In short, teachers should believe in the power of technology and what significant role it is playing in meaningful learning as it grants us access to abundant resources and the possibilities beyond our imagination. 

week1 response

What situations could viewing "learning as a product" be appropriate?

According to Smith, M. K. (1999), only if learning results in permanent change in behavior which can be seen or observed, then the claim “learning as a product” would be legit. For instance, a child plays with a knife and cuts himself. The impression that “knife is dangerous” might be permanently imprinted in his mind so that he would avoid such “behaviour” in the future as a result. Moreover, the changes viewed as outcomes of learning do not necessarily defined only by behaviour. To me, imparted knowledge such as facts and truths, to which Smith (1999) referred, could be branded as “product” as well. For example, if we learned that earth is rotating permanently regardless the fact that we are not able to actually feel its movement. Even if we have apprised of this truth without being informed the mechanism behind this phenomenon, our notion about earth would still be changed, despite this change might be not as obvious as that in behaviour.

Why do some people describe learning as a process? 

People opt to believe learning as a process instead of product simply because g is it result of experience by which we change the way we perceive surroundings and grasping knowledge over time. Furthermore, this notion is more concerned with the whole picture of learning in which changes in behaviour might be seen as manifestation of learning process.

Which orientation to learning to identify with the most? 

As to me, the view of cognitivist seems more identified with the most, even though I found myself have caught in other three orientations as well to different extents. Because not as behaviorist that it does not consider individual needs that might affect the outcomes of learning, nor Humanist which sounds too ideal to be true, cognitivist, to me, seems more consistent with the purposes of higher educational institutions that, in addition to acquisition of knowledge in general, we are trained how to be logical thinkers, how to analyze in systematic manners, and how to effectively utilize the resource/experiences to solve new problems.