Educational Technologies Blog (krnkendall1.blogspot.com)

            The educational technology blogs in this course have taught me many new tools to consider as beneficial to adult teaching and adult learning.  As I review the blogs that my colleagues have posted, there are three that I believe I will be able to use to enhance my adult teaching.  All three will be easily convert to the law enforcement arena in which I teach. 

The first technology that caught my attention was from J.L. Crawford (2014) at www.jlcford500.wordpress.com regarding SmartLabs.  Ms. Crawford states that SmartLabs challenge students to participate in real world scenarios and are asked to provide ideas and solutions.  This is an area that I could easily adapt to law enforcement training.  It would allow the students to interact with the real world scenarios and use critical thinking, collaboration, and problem solving to provide a solution.  I currently use handout scenarios but will be switching to a SmartLab format.

The second technology was from L. Clement (2014) at www.icblogs2014.blogspot.com regarding webinars.  I have attended webinars but have never create one myself.  The interactive ability of the webinar and the ability to record for future use is very appealing to me.  My employer is asking for more and more electronic training platforms and webinars are going to be one that I suggest to them.  Along with using technology it will also reduce the cost of training as it relates to travel cost, handout material, per diem, etc. 

            The third technology was from L. Ansley at www.lindansley.blogspot.com regarding incorporating computers, tables, virtual, and remote into the classroom.  One of the cost saving measure that I can suggest to my employer is to reduce printed handout material and provide electronic material to students.  We currently have an 80-hour supervisor’s course that has a 490 page student manual, an 80-hour management course that has a 722 page student manual, and an 80-hour instructor development course that has a 400 page student manual.  To require all students to bring mobile devices (laptops, tablets, etc.) to class, and provide the manuals electronically will save money which is imperative due to budget cuts.

            The use of all technology brings with it the responsibility of the students and the educator regarding digital citizenship, ethics, and netiquette.  Reviewing with my students Ribble’s (n.d.) nine themes of digital citizenship and having each student agree on a digital citizenship, ethics, and netiquette action plan would be a step in the right direction to ensure proper ethics while using digital technology and the virtual world of the Internet.  Richardson (2010) stated that: “the ability of teachers and students to use knowledge effectively is of the highest importance.”  I feel the three technologies that I have reported in this paper can assist myself as the educator and my students in using knowledge effectively.  Thinking has become a distributive/intellectual partnership between technology tools and people (Dede, 2011).  Educators can become the coaches and the transition person to move the student into the appropriate use and understanding of what technology has to offer.        

 References

Ansley, L. (2014).  Tablets and virtual and remote technologies.  Retrieved from:              www.lindaansley.blogspot.com

Clement, L. (2014). Webinars.  Retrieved from:  www.icblogs2014.blogspot.com

Crawford, J. L. (2014).  SmartLabs.  Retrieved from:  www.jlcford500.wordpress.com

Dede, C.  (2011). Adult learning in the information age.  Baltimore, MD: Author. Retrieved          from:  Walden Library Database

Ribble, M. (n.d.) Nine elements:  Nine themes of digital citizenship.  Retrieved from             http://www.digitalcitizenship.net/Nine_Elements.html (Walden Library Database).

Richardson, W. (2010).  Blogs, wikis, podcasts, and other powerful web tools for classrooms.        Thousand Oaks, CA:  Corwin

Educational Technologies Blog

            Digital citizenship, ethics, and netiquette are necessary topics to address with students, parents, and children.  The rules of netiquette are cultural norms based on common beliefs (Chiles, 2013).  The Internet is considered public domain and it is important that individuals and groups understand that we all leave a digital footprint.  This digital footprint can be accessed by many different organizations including law enforcement, employers, criminals, etc.  It is important that we protect our information and that we conduct ourselves in a responsible way when using digital technology. 

            Digital technology has allowed us access to unlimited information.  Many websites are now available that addresses digital citizenship.  One of these websites is the International Society for Technology in Education (ISTE, 2014).  They provide digital standards for students, teachers, administrators, coaches, and computer science educators.  Another resource is Fryer (2010) that put together a series of presentations regarding Internet safety, privacy, cyberbullying, digital footprints and digital citizenship.  Both of these sites have important information about digital citizenship, as well as, additional referrals to other resources.  There is an interesting Core Rule of Netiquette Quiz (2013) located on the Netiquette News website.  On other website that offered numerous resources was Tech Check (n.d.).  This sites offers digital ethics information, activities and lessons for students, computer ethics quiz, copyright information, plagiarism, social networking, and professional articles.               As an adult educator, I would use the resources listed above to educate my students regarding digital citizenship, ethics, and netiquette.  These resources would also allow me to stress the importance of personal security which is one of the nine themes of digital citizenship (Ribble, n.d.).  One way that I would introduce this topic to my students would be to divide the class into groups and have each group make a list of the rules that they think apply to digital citizenship.  Following the exercise we would review and discuss Ribble’s nine themes of digital citizenship.  Another example of how I would incorporate digital citizenship in my teaching would be to create scenarios regarding digital citizenship, ethics, and netiquette and have groups discuss the scenarios and determine which ones create a dilemma.  These two examples provide the students with a critical thinking exercise and problem solving.  They will stress the importance of responsibility and accountability as it relates to digital citizenship, ethics, and netiquette.     

 

References

Chiles, D. P. (2013).  Principles of netiquette.  CreateSpace Independent Publishing Platform.       Retrieved from:  http://www.networketiquette.net

Fryer, W.  (2010).  Teach Digital.  Retrieved from:  http://teachdigital.pbworks.com

Fryer, W. (2010).  Moving at the speed of creativity.  Retrieved from:              http://www.speedofcreativity.org/2010/08/20/internet-safety-and-digital-citizenship-            presentations-for-students-parents-and-teachers/

International Society for Technology in Education (2014).  Digital age learning.  Retrieved          from: http://www.iste.org/standards

Netiquette News (2013).  Network etiquette.  Retrieved from:              http://www.networketiquette.net/breaking_news.html

Tech Check (n.d.).  Digital ethics.  Retrieved from:  https://sites.google.com/site/361techcheck/digital-ethics

Educational Technologies Blog

            The United Nations Educational, Scientific and Cultural Organization (UNESCO) believes that universal access to high quality education is the key to building peace, social and economic development and intercultural dialogue.  Open and distance education is a way to achieve universal access to high quality education.  Any technology that is elective and not yet a requirement for educational organizations is considered to be an emerging technology (Veletsianos, 2010).  As I investigated open and distance education technologies, I found many to choose from.  One website that described 50 educational technology tools was very helpful (Edudemic, 2012).  The two technologies that I believe have the potential to enhance adult education are:  Knewton and Animoto.

            Knewton technology makes it possible to build learning applications that consolidate data, statistics, tagging, and learning histories in one place to enable personalization.  Knewton allows partners to create adaptive experiences for any type of content and in any subject for every student.  Knewton provides educators with a real-time snapshot of the student’s concept-level proficiency.  By understanding how the student learns best the educator can tailor assignments for the student.

            Animoto makes it simple to create video-based presentations to share with students and/or others.  In three easy steps (insert photos & videos, customize your size, and share).  Educators can apply for a free account for use in the classroom.  There are powerful features that can be used to create stunning presentations incorporating images, video clips, music, and text.

            Two examples of how I might incorporate these two technologies into my practice are to use Knewton to track student advancement and to tailor assignments that compliment how individual students learn best and use Animoto to create video-based presentations that will appeal to visual learners and also have students create video presentations for assignments.  I believe that this will enhance and increase learning as well as motivate students to use their creativity and critical thinking skills.  Both of these technologies could be used in my instructor development classes.  Animoto would assist the students as they learn how to research and develop a class.  Their presentations could be shared and critiqued with other class members.  Also, as the presentations are developed they could be posted on the web for others to access.

            My college-aged grandson is currently taking a Cisco class and the instructor is using a program entitled Second-life to allow the students to have access to him.  The instructor told the class that students around the world contact him through Second-life for help with Cisco lessons.  This is an instructor that is using technology in an open and distance way to assist and help students around the globe.            

                                                                        References

Animoto (n.d.).  Unlimited videos for educators.  Retrieved from:    http://animoto.com/education/classroom

Edudemic (2012).  50 educational technology tools every teacher should know about.  Retrieved   from: http://www.edudemic.com/50-education-technology-tools-every-teacher-should-   know-about/

Knewton (n.d.).  Heavy duty infrastructure for the adaptive world.  Retrieved from:           www.knewton.com

United Nations Educational, Scientific and Cultural Organization (n.d.).  Retrieved from:              www.unesco.org

Veletsianos, G.  (2010). Emerging technologies in distance education.  Retrieved from:      www.icde.org