Borkmann,+Kenny

Journal #1

While taking English 101 my first semester of college, the class used Microsoft Office and Internet Explorer quite frequently in class. It was nice to have the technology right in front of me, as research for assignments were much easier to maintain and accomplish. I didn't have to take notes on what to research; I was able to simply complete the research in class, and have more time at home to revise and edit my assignments. I feel as if it was a great way to integrate technology into a classroom, as it provided students with a set time to research what was necessary for each paper due, and allowed more time outside of the classroom to take a good look at their work.

[] Journal #2 It has been my experience, that when dealing with technology integration, most professors do not do a good job. Most that use powerpoint have no clue what they're doing, as they just read aloud a more detailed version of what the bullets read on the screen. Also, I think the professors that read off of the powerpoint don't understand multimedia learning theory, and don't understand the tools they're using. This is the classic case of the teacher who gets lost in thier own presentation. If the teacher is getting lost, then it's sure-fire that the students are getting lost. I do see some teachers reaching for higher levels of technology integration. For instance, my Calculus II class here at TU has a computer laboratory here at the college once a week, however my Calculus II class last semester at CCBC Catonsville did not. While this lab requires about one hour a week to complete, I feel like there isn't much being gained from them. I don't know what the objective is; other than to assume that I'm learning how to use Wolfram's Mathematica. Teachers that are going to utilize technology in the classroom should do just that: utilize it. Don't give it your best shot, or experiment with this and that; master the elements of the technology and tools being used, because if the teacher is unsure, this will cause an awkward ambience to the classroom enviornment. No one wants to be that teacher; the one that's losing themselves in their own notes, and making mistakes in the material they're presenting. That's not teaching anything except NOT how to teach. I believe students learn best by their best way of learning things. For example, I had a professor for several semesters in a row (psychology courses to be precise), and she would have everyone take a VARK test. She then had every student write a short summary of how they learned best (visually, auditorily, via reading/writing, or via kinestesia). I later found out that in doing this, my professor was able to adjust how she was going to prepare her lesson plans according to each of her classes, and particular individuals in that certain class. In some classes there would be more lectures, and in others, more videos, or group activities. I believe that the classroom environment needs to excite students' motivation for learning that distinct topic, before they can begin to learn with clarity, the material the teacher is presenting. There's not just one learning theory applied to teaching - there's a plethora. I feel as if all learning theories relating to teaching could, and should be applied. Not one theory is right; that's why it's a theory. Acknowledgement of all theories and how certain trends work out, a good teacher should be able to understand any learning inhibitions a student may be experiencing, and what steps need to be taken in order to scaffold that individual to the next level of understanding. Journal #3 I don't use Web 2.0 tools in my everyday life. I have more obligations, priorities, and hobbies that coexist outside of a computer screen. Most people will blog, or communicate with other individuals via facebook, an instant messanger service, etc., however I am not onle of those people. I think that the personality of communication is lost in cyberspace when people use these things everyday (some people every minute). Not only that, but the short hand destroy's grammar and punctuation, inflections, emphases, tones; basically every human element other than written word, I feel, is destroyed when socializing on the internet. Another Web 2.0 tool that could be useful in my everyday life is Wiki's. For instance, when looking up generic information on a topic of discussion at work, it is usually settled with facts from WikiPedia. Unfortunately, WikiPedia was dubbed an unreliable and unviable source for true information. This is because any old Joe can go into that page and edit the information. After WikiPedia was dubbed unreliable for information, the sitemaster was prompted with the task of putting locks on certain pages, to get some credibility back. In referrence to a classroom environment, I will not use Facebook, MySpace, etc. to communicate with students; I will not use WikiPedia for referrence; I will not post a blog. If my students wish to have a discussion board set up on a server like blackboard, that's plausible. The only thing that a computer should be used for **is** information and knowledge. One should not be gaining social insights about the person sitting across the room; unreliable information shouldn't be represented in the classroom. Some people think that it's okay for an individual to set up a Facebook strictly for professionalism, and one for socializing, but then what are you doing with all of your time? Sitting on a computer, destroying your eyes. Classroom technology use is running rampant in schools that can afford it. In 5-10 years, maybe we'll see some of the lower SES schools receiving computers in their classrooms (i.e.- some Baltimore City schools, New Orleans schools, etc.). I think that regardless of all the innocence a teacher or professor must abide by in the classroom when using technologies such as Web 2.0 tools, there will still be some malpractice. Integrating technology into the classroom 5-10 years from now, I think, will be as significant as it is now: overwhelming. Journal #4 Working in a bookstore, I deal a lot with copyrights, and letting students konw what they can and cannot take from text books. For instance, when copying something from a text book, it is okay to paraphrase everything you read, however, it is illegal to use a copy machine to copy anything from the text book. Also, I was aware that items such as video and audio were permissable for use in the classroom. I was not aware though, that when digitizing a movie for a distance learning student, a professor needs to go from DVD to analog tape, as to only show particular sections of the media at a time. Also, I did not know that the TEACH Act required the institution if instruction to have mandated rules and regulations on copyrighted materials. I thought that it was all by state and federal statute. I have never had any problems with copyright infringement.