Learing Community Members:
Tawana
Laura
Monday, June 25, 2012
Sunday, June 24, 2012
Module 2: Tetrad on the Tablet
Module 2: Tetrad on the
Tablet
Tablets have become part of a lot of classrooms and
workplaces due to their versatility.
They have started replacing the traditional paper/pencil which allows
for individuals to become more organized.
The size of tablets makes it easier for individuals to transport them
from one setting to the other. The
advancement in the touch screen and use of stylus pens has also helped to make
the use of tablets more user friendly.
Another great feature is that most tablets allow the user to use the
same applications and software that they are used to using on their traditional
desktop and laptop computers.
Enhances: With tablets, they
are easier to travel with, they allow the user to print, search the Internet,
etc. Pretty much anything you can do
on a desktop and laptop can be done on the tablet.
|
Obsoletes: This piece of
technology could possibly make the desktop and laptop obsolete in the
future.
|
Retrieves: With this piece of
technology paving the future, there will be room for advancement in the
tablets. In the past individuals
assumed that the bigger the piece of technology was, the better it must
be. Then we went to era where the
smaller the tablet was the more convenient it was. Society has moved to a happy medium on the
tablets—where a decent size screen is easier to use.
|
Reverses: This piece of
technology can reduce the amount of traditional paper/pencil that so many
people are used to using. Tablets
allow the user to be more organized with various applications that are
available on the device.
|
References:
Chen, T., E. Chow, et al. (2005).
"Positivo Informática: The Tablet PC Textbook."
Retrieved June 24, 2012, from http://entrepreneurship.mit.edu/glab/files/positivo_case.pdf.
TabletPc2.com. (2007). "Software
For The Tablet PC."Retrieved June 24, 2012, from
http://www.tabletpc2.com/Software.htm.
Thursday, June 14, 2012
Module 1: Emerged Technology
Clickers in the Classroom
Clickers, or student response systems, are a technology used to ensure active learning in the classroom. Current research on the benefits of using clickers in the classroom has shown that students become actively engaged and enjoy using them. However, the majority of research on learning outcomes has only compared the use to clickers to traditional methods of learning. Research has proven that learning outcomes are higher when using clickers, the question is whether the clickers or the active learning pedagogies are the cause for this increase in learning. When clickers are compared to active class discussion is has been proven that clickers are more effective due to students being able to anonymously respond and clickers implement more of a game approach which seems to keep our students attention for a longer time.
Some of the challenges associated with clickers is that the questions students are supposed to answer using them are not challenging enough. In other words, the questions fall into the lower level of Bloom's taxonomy. Another challenge that faces teachers using clickers is sometimes technology can be problematic, especially when there is a large number of students in the classroom. Overall, the disadvantages are minor compared to the advantages associated with clickers and active learning.
From my experience with clickers, I personally find them to work great in the classroom when compared to traditional methods or teaching/learning. The students are more excited about learning when they know the clickers are involved. The students that are typically reluctant about answering questions become active in the lessons because they can do so anonymously.
References:
Beatty, I. 2004. Transforming student learning with classroom communication systems. Educause Center for Applied Research (ECAR) Research Bulletin ERB0403 2004 (3): 1–13. http://www.utexas.edu/academic/cit/services/cps/ECARCRS.pdf.
Draper, S., J. Cargill, and Q. Cutts. 2002. Electronically enhanced classroom interaction. Australian Journal of Educational Technology 18 (1): 13–23.
Clickers in the Classroom
Clickers, or student response systems, are a technology used to ensure active learning in the classroom. Current research on the benefits of using clickers in the classroom has shown that students become actively engaged and enjoy using them. However, the majority of research on learning outcomes has only compared the use to clickers to traditional methods of learning. Research has proven that learning outcomes are higher when using clickers, the question is whether the clickers or the active learning pedagogies are the cause for this increase in learning. When clickers are compared to active class discussion is has been proven that clickers are more effective due to students being able to anonymously respond and clickers implement more of a game approach which seems to keep our students attention for a longer time.
Some of the challenges associated with clickers is that the questions students are supposed to answer using them are not challenging enough. In other words, the questions fall into the lower level of Bloom's taxonomy. Another challenge that faces teachers using clickers is sometimes technology can be problematic, especially when there is a large number of students in the classroom. Overall, the disadvantages are minor compared to the advantages associated with clickers and active learning.
From my experience with clickers, I personally find them to work great in the classroom when compared to traditional methods or teaching/learning. The students are more excited about learning when they know the clickers are involved. The students that are typically reluctant about answering questions become active in the lessons because they can do so anonymously.
References:
Beatty, I. 2004. Transforming student learning with classroom communication systems. Educause Center for Applied Research (ECAR) Research Bulletin ERB0403 2004 (3): 1–13. http://www.utexas.edu/academic/cit/services/cps/ECARCRS.pdf.
Draper, S., J. Cargill, and Q. Cutts. 2002. Electronically enhanced classroom interaction. Australian Journal of Educational Technology 18 (1): 13–23.
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