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ETEC 540

Mark Antony’s Funeral Oration

Ong contends that one characteristic of a primary oral culture is that expression tends to be agonistically toned.

He says that that opposite of agonistic name-calling in oral cultures is praise and he cites Mark Antony’s funeral oration to demonstrate the awareness of this. I find it interesting that the lines directly following “I come to bury Caesar, not to praise him” are as follows:

“The evil that men do lives after them;
The good is oft interred with their bones;”

Shakespeare, living in a residual oral culture has his character Mark Antony, living in a primary oral culture, draw attention to polarities in his oration. Ong says that “praise goes with the highly polarized, agonistic, oral world of good and evil, virtue and vice, villains and heroes” and there certainly is an awareness of this in Julius Caesar. Earlier in Chapter 3, Ong references the fact that oral cultures need to use certain strategies as part of their rehearsal and repetition of information (I believe he cites the “brave soldier” and “beautiful princess”). Polar opposites would just be another way of committing information to memory as it sends a strong message. Notably, Antony refers to Brutus as an “honourable man” multiple times in his short oration and refers to Caesar as ambitious multiple times. I’m not sure which would be more desirable to “go down in history” as but these descriptive words are repeated so many times that in literate cultures, it would be deemed too repetitive and outside of the modern stylings of the English language.

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ETEC 540

Homer’s Catalogue of Ships – the significance of lists

The list is certainly utilized is all genres of written language. As a writing culture, we use lists to serve utilitarian purposes (such as checklists or grocery lists) or to convey facts or other criterion based information (ie. list of US presidents or list of entrance requirements for university). I think that the use of headings and categories also applies to “seemingly simplistic writing forms” that are significant. The ability of writing cultures to make “black and white” of information, facts, ideas etc. is something that I suppose would be the evolution of Ong’s assertion that orality requires mnemonics or other recall formulas. In the case of a writing culture, lists, headings and categories are not for the purpose of recall but rather for the purpose of making sense of multiple items.

In terms of what significant oral forms we might have lost… I thought tonight, as I listened to my dad rattle on and on about his childhood and that of my grandparents, that our society has lost some of the ability to “tell a good story”. The written form, especially in academic settings, is just that, academic in style, content and purpose. Much of what we read (ie. in the newspaper, in work related publications etc.) is critical or informative or analytical but without the context of a story. Of course, we live in a world where fiction is prevalent but it is just that, fiction. Much of the oral tradition of storytelling is lost and no amount of biographies or non-fiction stories can totally replicate that. A&E, Biography etc. have taken storytelling to a multimodal level on television but to actually listen to a detailed, meaningful story based on experience or generational retelling… I don’t think it is as prevalent or valued as it once was. I believe Ong mentioned something about looking at how societies educate their young and the fact is that we do not use oral storytelling as part of education, rather, we rely on the voice of text. Perhaps we need to make a LIST of oral forms lost or marginalized!

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ETEC 511

Mead and “cultural relativity”

What particularly struck me about the Mead article was the fact that because it was written in 1955, there were not the associations with the word “technology” that there are now. I think that for the most part, we use the word technology as something synonymous with computers, the Internet etc. These modern connotations with technology are not seen in Mead’s article as she uses “technology” to refer to those tools, procedures and inventions that defined and altered specific cultures.

As for the ways that educational technology is culture… Mead says that “a change in any one part of the culture will be accompanied by changes in other parts”…. since the modern system of technology is largely defined by the innovations in computer technologies, the other parts of modern culture (such as political practices, education, daily habits etc.) are changing as a result. Educational technology, as computer based innovations in learning, is changing the landscape of communications, information gathering and other methods by which our culture is defined. Educational technology may not be historically a driver of “cultural relativity” but is a current defining force in our culture and an agent for change. The question is, how long will this remain the case?

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ETEC 511

Computers and smarter kids

I think, or at least hope, that the thinking has changed from “computers will make kids smarter” to “computer literacy is an important life skill for kids to acquire”. I too don’t buy any argument that would say computers contribute to smarter kids. Of course, I think a lot of studies blur the lines between socio-economic status and computers. In the case of the third world, computers are equal to an unlimited range of knowledge not otherwise available which in effect, has the potential to broaden the mind of students and brighten their futures. However, in Canada (or the US etc.), computers are more of a tool and computer literacy is as valued by many as basic math, reading, writing etc. The fact that computers allow us to access more knowledge, do calculations faster etc. is an affordance that does broaden the learning process because without it, we would be more limited because of the constraints of time and space. Definitely would be interesting to investigate the then vs. now mindset!

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ETEC 540

The nature of writing

I remember my school days of “rough copy in pencil, good copy in pen” which was not very conducive to revision, editing and evolution of ideas. I feel that technological tools enhance our ability to write because of how easy it is to manipulate words and build upon ideas. I remember writing English papers in the senior years of high school and every time I went through a draft, I had to start all over again to create the “lastest version”. The affordances of word processing leave our writing foundations intact and allow us to continuously build instead of starting from the ground up each time. Computers definitely don’t take away from our intellectual facilities…. that is, until the day they can tap into our brain and pull the thoughts out automatically!

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ETEC 540

From Papyrus to Cyberspace

There are some great insights in this forum about O’Donnell’s lecture. Two things struck me while I was listening to “From Papyrus to Cyberspace”. The first is simply the format of the lecture. So far in the MET, most of the pieces I have been asked to reflect upon have been readings (either online or tangible) or even video clips. I found that listening to O’Donnell’s lecture without being able to watch a supporting video or read along with his speech was very difficult for me. I never really thought about how much I rely on visual learning.

O’Donnell speaks about the gains and losses that come with innovations, citing automobiles as an example. When new technologies are introduced the focus is always on what we will gain from their use. Some of the losses that come with technology are more obvious than others (ie. given the prevalence of computer use, the importance of handwriting becomes marginalized). I think that one of the biggest losses has to do with the importance of people, spaces and social interactions. The library is mentioned as an example of a space that is being affected by technology, as we are beginning to explore the library “on screens” rather than by interacting with a librarian or reading through a catalogue. I often wonder how much more dependent we will become on technology and how many jobs and spaces will be transformed or otherwise eliminated in order to reap the gains of new technology.

I certainly have struggled to predict how much more technology will alter our social landscape. I have always thought that no matter how innovative the technology, there simply cannot be a replacement for things like a face to face conversation, writing with pen and paper, enjoying the outdoors etc. However, if I were to adopt a more radical point of view maybe I would say that society will eventually change its values to adopt the role of technology in all aspects of life. Perhaps, internet dating will be seen as the way to meet someone and the thought of just randomly meeting someone without being afforded a full profile will be seen as archaic?! I do agree that human interaction has been marginalized because of technology although it’s not always in a bad way. Maybe it’s anti-social to say, but I am often happy to be able to do things (ie. banking, registering for courses, checking out at the grocery store etc.) without having to go through a person at every step of the way. I am not one for extremes so I am hopeful that there will continue to be a balance between the virtual and the physical!

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ETEC 511

The many faces of technology

I grew up watching the evolution of technology but it wasn’t until I had to reflect upon this evolution did I realize how broad this field really is. I found also in talking to colleagues that there are many misconceptions about educational technology and the powerful place that it has in education. My favorite response when people hear about the program I am taking…. “How can you do a whole degree about computers?”. I find that the majority equate educational technology with the actual devices/tangible objects which, as we know, doesn’t even scratch the surface. It is my hope that teacher education programs will start to incorporate educational technology into core courses. I am definitely interested to see what the future holds with respect to technology and all of its associated definitions!

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Submitted Assignments

Synthesis Reflection

1-2 paragraph précis of your flight path (5)

 

When I originally set out in ETEC 565, I recognized that I had hoped to learn much about the five areas of the course, particularly about how to create an effective LMS and how to use social software so that it appeals to both my teaching style and diverse learning styles. I recognized that Bates and Poole’s (2003) SECTIONS framework as well as Chickering and Gamson’s (1987) Seven Principles…. were both relevant frameworks that when duly applied, grounded the selection and use of learning technologies in effective practice. I noted that I could see how multimedia could be used in order to “respect diverse talents and ways of learning” but that I was unclear of how exactly to achieve this (Chickering and Gamson, 1987). I also recognized that social media and newer, user friendly communication tools have made the “I” in SECTIONS (Interactivity) much more tangible in today’s learning environments.

 

 In looking at my flight path, I can see that I was framing LMS, multimedia, assessment tools, communication tools and social software as individual operations. I now see that really, there is much overlap and instructors should be aware of the interconnectedness of these five elements when selecting and using technology. I originally stated that my goals for this course were to learn about how to select appropriate learning technologies and how to use technology as part of communication and assessment within the classroom. In reflecting on these goals, I would say that I have certainly learned a great deal about both, particularly about how to select appropriate learning technologies.

Reflection on your eLearning toolkit experience overall (5)

            The eLearning toolkit was a helpful inclusion in this course. I admit, there were some components that I found repetitive because of my existing knowledge (wikis, web design and html authoring), but overall the toolkit was not a burden or a hard assignment. Rather, it was a helpful tool that could be accessed at any time and provided great links and examples. I enjoy self-regulated learning experiences and as such, the toolkit was something that I could navigate at my own pace and customize to my existing knowledge structures. I found the social software activity to be the most thought provoking because it had me looking at terms of service and really thinking about how that affects both my own practice and the experience of my students.

 

Apply SECTIONS model to self-assess your portfolio, where applicable (5)

Bates and Poole’s (2003) SECTIONS – application to my LMS

 

Students – My students are middle school aged (grade 7) and as such, my LMS is a balance between “kid friendly” and adolescent appropriate resources and activities. The LMS also shows as awareness that grade 7 students need to be kept engaged by appealing to their interests, hence, the Facebook style activity, podcast assignment and Google Earth assignment. All are assignments that could have been presented in a more traditional way (such as a report or illustration) but these students require something that will keep them interested in their learning and allow them to use some of the tools that they already use for personal purposes.

 

Ease of Use – As the instructor, I found Moodle to be relatively easy to use. My students would certainly be able to handle the technology but at the same time, very specific instructions are given so that students have clear step by step instructions regarding how to proceed. Moodle is becoming a common open source tool and I am confident that it is reliable.

 

Cost – As open source software, Moodle is free and no other costs were incurred in the making of this course. Tools used – Google Earth, CMap Tools, Garageband, iTunes – are all either free downloads or come with Mac computers (which students will be given access to for Garageband).

 

Teaching and learning – Students need to be able to learn the basics about ancient civilizations while at the same time be able to assimilate existing knowledge and have access to extensions. A constructivist learning approach is something that I (and my LMS) subscribe to and while there are direct resources I created with text, there are also links to my sources and further information. As grade 7 is a pivotal grade for easing students from an elementary to secondary style of schooling, higher thinking questions are given for discussion that require students to go beyond the resources of the LMS.

 

Interactivity – The LMS enables students to interact with the teacher (via chat) and other students (via entire class discussion forums as well as small group discussion forums). Additionally, students are required to complete individual assignments to be viewed by the teacher only, individual assignments to be posted for all to see and group assignments to be posted for all to see.

 

Organizational issues – N/A

 

Novelty – Neither Moodle nor any of the embedded programs are brand new. All technology being utilized is well used and constantly updated to continue improved functioning.

 

Speed – Materials can be changed instantly by the instructor and students that do not have required programs downloaded can download them in a matter of minutes.

 

Describe next steps for you, in terms of your practice in educational technology (5)

As a K-12 teacher, I have found ETEC 565 to be the most useful course of my MET program so far. I will continue to apply the SECTIONS framework when I prepare technological teaching and learning activities. I think that I will be able to better analyze educational technologies and make recommendations for my own practice and the practice of others. As a result of my learning and experience here, I will be using an LMS in my classroom. My short term goal is to be able to use Moodle for one course and long term, expand its use to other classes. I also hope to utilize social software more with my students in order to appeal to their interests and make academic connections to these programs. I am hopeful that the selection and use of educational technology will become more a natural process akin to how I would plan for teaching without technology. Already, I have SECTIONS memorized and can call upon it instinctually when thinking about educational technology so I hope that this will continue and become a natural part of my practice.

 

 

References

 

Bates, A.W. & Poole, G. (2003). Chapter 4: a Framework for Selecting and Using Technology. In Effective Teaching with Technology in Higher Education: Foundations for Success. (pp. 77-105). San Francisco: Jossey Bass Publishers.

 

Chickering, A.W. and Gamson, Z.F. (1987).  Seven Principles for Good Practice in Undergraduate Education.  American Association for Higher Education Bulletin, 39 (7), p. 3-7.

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Module 5

LMS Reflection

Splash page using an object orientation (5 points)

3 units (Greece, Rome and Egypt) are clickable images that take you to appropriate modules. Additionally, the top right navigation is specific to the current unit on ancient Rome and orientates viewers to the appropriate module.

Two (or more) complete content modules (5)

Yup! 3 actually… Ancient Rome #1 (Introduction), #2 (Religion) and #3 (Government)

(At least) one module programmed for selective release (1)

So after much searching, I have concluded that Moodle will not allow one to program for selective release. I have, however, “hidden” a module (Ancient Rome – #4 – Warfare) to demonstrate to you that I know how to keep a module hidden until I wish to release it to the class. Additionally, my main quiz is programmed to open at a specific scheduled time (selective release within the LMS).

Two general discussion fora topics (2)

I have both entire class and small group forums including “Icebreaker”, “Resource Forum” and “Question Forum – Help!” under “General Forums”.

One group discussion forum for (at least) 2 groups (2)

In “Learning Forums”, I have group forums set up for “Republic vs. Empire”. Within this forum, I have selected the “separate groups” option and created 6 group forums.

A reflection upon your experience completing this assignment in your reflective practice weblog

The LMS creation experience has been the most practical experience of my MET to date. Even the moments that frustrated me felt worthwhile because they made my understanding of how to use Moodle stronger. I think of myself as an “independent learner” in many respects and I was pleased with the fact that I could explore Moodle without help and do 95% of what I wanted to do. The only things that I was not able to figure out on my own were programming a module for selective release  (which I concluded was not a possibility in Moodle anyways) and programming an object orientation (which was built in anyways). I particularly enjoy knowing that I really could use Moodle in my own classroom because of the ease of use and zero cost associated (SECTIONS!). The most challenging part of this assignment for me was actually the content creation. Since I am a new teacher, I decided not to use materials that I currently had and instead create the course that I actually hope to teach. Overall, this assignment was extremely rewarding because I was able to synthesize theory, experience and practice. My synthesis will delve further into this.

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ETEC 565A Module 5 Submitted Assignments

Multimedia Inventory

I can’t paste a chart here in WordPress so for the full “effect” I have attached my Multimedia Inventory as a Word doc.

View my Multimedia Inventory

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