EC&I 833

Online/Blended – could it be the future?

Living and working in Weyburn, a good hour away from the University of Regina where I am enrolled in Graduate studies, is a challenge.  On campus classes in the evening require that I leave home by 4:00pm to travel to the city (encountering traffic and wildlife along the way), sit in class for 3 hours or so, and then drive home – roughly seven hours of time for one class.  This takes a toll on the mind and body.  Not to mention that I hate winter driving … and Saskatchewan seems to have 8 months of winter every year.  Not an ideal way to motivate me to attend classes in person.

Enter web-based classes!  Online/blended learning has been a surprisingly fantastic experience, despite me being a tech dinosaur. Tech usage may not come easy to me, but the benefits of learning in this type of environment are far more positive than negative. Despite my lack of experience with and knowledge of technology, my online/blended classes have been fantastic for a variety of reasons.  “Flexibility of online learning is clearly of great value to many mature adults trying to balance work, family, and study requirements” (Appana, 2008).  My classmate Scott pointed out in his blog this week that online learning is very beneficial to him as a busy dad, and I agree – as a mom/wife/teacher/coach whose schedule is packed,  learning from the comfort of my home and eliminating the commute to an evening class saves me invaluable time.  I use that time to work on class readings or to collaborate with my classmates on group projects using a variety of online resources.  Or to do laundry. You know – fun stuff like that!

For those who don’t know what is meant by online or blended learning, these might help:

 

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My first hybrid online/blended class last semester was a huge learning curve, made easier by the communication and support from Alec and my classmates.  I wish all of the grad classes were offered in this manner as it would make my life less stressful.  However, I know that not everyone feels the same.  This type of learning environment may work very well at a graduate level, but for my elementary teacher friends, it would probably not be as effective.  My classmate Brooke talks about her struggle with this in her blog for this week.  I agree that face to face interactions are vital for young students, but have been thinking quite a bit lately about how a more blended approach could be utilized in my high school ELA classes.  I currently have three students who have a variety of medical challenges and are missing quite a few classes while they deal with their situations.  Blended learning would greatly increase their chances of finishing their courses on time and obtaining their ELA credits.  The online delivery or environment would likely not be as much of a challenge for them as it has been for me since they are quite adept at the use of technology, and it would likely alleviate some of the stress that they feel for not being able to attend class on a regular basis.  I have done my own version of “correspondence” courses for students in the last ten years.  I have had students who have started at our school due to living in the community for hockey and then they transfer back to their home schools but want to finish my courses for a variety of reasons.  This type of learning was made possible through the use of the internet and was supported by my admin team and by the students’ home schools.  The students obtained their credits by communicating via web tools to “participate” in class, by sending me assignments electronically, and by attending some days in person (final presentations and final exams).  Could we have done it better?  Yes.  Overall, though, it was a good learning experience for me and for the students.  My experience with that and with taking Alec’s EC&I 832 and EC&I 833 has motivated me to take EC&I 834 next semester to learn more about designing online and blended learning environments.

Some of the online/blended learning tools that I feel have been of benefit to me and/or to students are:

  • Digital libraries – though I love books and physical copies of resources, digital libraries have played a huge role in education for me over the last ten years.  Being able to access online databases and libraries for educational research has saved me time and money.
  • Partnerships & Professional Learning Communities – the collaborative experience when using the internet for learning has been key to my growth as an educator and as a grad student.  From technical support to collaborating on projects to sharing our resources for teaching, the relationships that I’ve been able to foster have been beneficial to me in so many ways.  I am very lucky to have an amazing group of colleagues in the ELA department in my school with whom to collaborate but am also blessed to have a larger group of professional colleagues online.  Reaching out and discussing what is working for other educators in other parts of the province and across North America has been an incredible experience that I plan to continue.
  • Blogs – I love writing.  I truly do.  Writing helps me to organize my thoughts and contribute to my own learning.  Though I’ve never been really shy about sharing my opinion in traditional classroom settings, I do enjoy having time to think and organize my thoughts on a given topic before being required to respond.  Developing a blog for my EC&I classes has been a great learning tool for me!  I have many ideas for how to incorporate blogging into my high school ELA classroom because of these experiences.
  • Microblogging – though I am not a huge fan of Twitter on my mobile device, I do appreciate and enjoy the quickness of the microblogging experience.  Using Tweetdeck and other time-saving elements have made the experience more manageable for me.  I can click on the articles that interest me, easily see what my classmates are viewing or reading from their posts, follow people and organizations who have content that is of concern or interest to me as an educator, and connect with a variety of people all over the world in a matter of seconds.  There is value in microblogging  as a tool for learning in my classroom as well, though I know that incorporating this would be more of a struggle for me than blogging, for instance.  I would have to become more adept at the use of it myself before I would start introducing it to students.
  • Social Networking – hands down, this is the way students communicate.  An area of great interest to me as an educator is in how we can incorporate the use of social networking to enhance student learning.  The power of connecting to others around the world could be of great benefit to students in the growth of their social responsibility, a concept embedded in our SK ELA curricula.
  • Zoom – using Zoom for online meetings and classes has been a game changer!  It saves time and money for organizations such as the provincial sport board I am on – we don’t have to pay for mileage to have meetings.  It is a very valuable tool for online learning as classes can meet at a specified time to participate in class discussions.  The ability to share screens, form break out rooms for small group discussion, and to record the sessions are great perks to using this online conferencing tool.
  • Online sharing and collaboration – with tools such as Google docs and slides, working on projects or collaborating with classmates is very simple and effective.  Autosave features are helpful and working in real time with others on collaborative projects is easy.  Though it does have some limitations ( for example, I don’t like Google sheets due to some performance issues I’ve had with it in the past), the projects for which I’ve used Google docs and slides have all been good experiences.

While thinking about and searching for information on how to become a blended educator, I came across this useful infographic:

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Though I don’t think I am ready to be an online educator full time, I can see the benefits of using blended learning for myself and my students.  As an educator, I value the relationships that I am able to foster with my students in the classroom and I fear that I would not be as effective in fostering those same relationships online.  Fear of change and doing new things can be crippling, but it can also be used to grow.  Tackling the aspects of online/blended learning that cause me to feel apprehensive may take some work, but ultimately would be rewarding.  Using some of the tools I’ve encountered, such as Zoom, could help me with this.  Who knows?  Maybe someday I will be required to teach in an online environment.  I am thankful that I’ve been introduced to some of the tools that would help me make that shift and am even more grateful for the professional learning community that I’ve been able to foster as a result of my teaching career and my time in undergraduate and graduate courses, in person and online.

 

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EC&I 833

Welcome to the (Technology) Jungle

Our task this week was to develop a contemporary definition of educational technology and describe how our understanding of ed tech has been shaped.  I would define ed tech as technology that is used to enhance or promote teaching and learning through a variety of tools and methods, varying in delivery.  As for how my understanding of ed tech has been shaped, that’s a bit more complicated.

My sweet grandma recently celebrated her 93rd birthday.  Some of my favourite conversations with her have been when she describes her schooling and education and how she came to be an adult in a world that was so fast changing.  She remembers riding a horse to school (she was one of the lucky ones – the rest of her friends walked).  Most of the kids didn’t go to school past grade 5 or 6, especially the young men, since they were needed to help their fathers work the farm.  She remembers rationing during WWII and how they were so excited to find a beehive on their farm – it meant they could have honey.  The first piece of educational technology she remembers is the slate.  Having books to read was a privilege.  She remembers the first radio her family got and how all the neighbours would come to their home to sit and listen to the programming.  The radio is the first piece of educational technology that influenced her learning in a significant way.  She was a farm girl from Saskatchewan and suddenly she was learning about people living in other areas of the world.  As she grew into adolescence and young adulthood, there were new and exciting programs and all sorts of music on the radio.  The day she and my grandpa got their first television set was an exciting day, indeed!  Again, their home became a gathering spot, as they were the first in their community to own one.  My grandma has never owned a computer or a smart phone and she has said that she feels like she has dodged a bullet not having to learn how to use or operate “those machines.”

By grandma’s standards, I guess you could say that I also have witnessed some astonishing changes in educational technology.  Today’s students are not the same as students from 1993, the year I graduated high school.  We were taught and subsequently learned using different methods than students in 2018.  The mid-90s is when the Internet became “a thing” that I needed to know about and its capabilities were definitely not what they are today.  My students do not know or remember a time before the Internet was readily available at the tip of their fingers.  It is well known that I am not the most technologically literate person – I have to work hard to understand and incorporate technology in my daily life.  How, then,  am I to help my students navigate the technology jungle?  I would venture to say that in my day, learning was a combination of knowledge retention and critical thinking skills.  Today’s learning is more about critical thinking and application skills.  I can definitely help students learn to think critically and analyze information using the educational technology tools available to us.

 

Who could have predicted that this would become portable with so much power?

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Postman’s “Five Things We Need to Know About Technological Change” discusses key ideas that address some of the cautionary measures that should be addressed.  Yes, technology can be fantastic for teaching and for learning, but we must also approach it with an air of caution.  His first idea is that “culture always pays a price for technology.”  YES.  With the convenience of having our smart phones able to do so many things for us, what is being taken for granted?  Face to face communication!  People are forgetting how to communicate with others face to face or by phone.  How many people do you know who will go out of their way to avoid making a phone call?  My own daughter does this – if she can’t email or do it online, chances are she will avoid the task.   As educators, we can guide students to learn how to use these communication skills, we can practice them with the use of technology, and we can promote being social instead of solitary.

Postman’s second idea is that “there are always winners and losers in technological change.”  Think of my grandma.  She’s not interested in learning how to run a computer or a smartphone.  She definitely is not going to text us from her landline or get an email address at this stage in her life.  This requires us to call her or visit her in person, which is definitely NOT a bad thing.  But she is not the only one whom technology is keeping powerless.  Those who live in poverty and cannot afford smart phones or internet connections suffer as well.  Accessibility is often something my colleagues and I must address, as not all of our students are fortunate enough to have technology at their fingertips.

Postman’s third idea is “that every technology has a philosophy which is given expression in how the technology makes people use their minds, what it makes us do with our bodies, in how it codifies the world, in which of our senses it amplifies, in which of our emotional and intellectual tendencies it disregards.”  In the words of Marshall McLuhan, “The medium is the message.”

Sometimes I think that my resistance to technology is that I have seen firsthand that it can cause loneliness and isolation.  In an era where we have knowledge at our fingertips, retaining knowledge is less valuable than it used to be.  Indeed, wisdom seems to have vanished from some people completely.

Postman’s fourth idea is that “Technological change is not additive; it is ecological.”  His warning that we should be cautious of technological innovation is something that resonates with me.  Once a technology has been introduced, there is truly no going back.  We are stuck with the bad parts of it as well as the good parts.  As Postman mentioned, the creation of standardized testing has changed education dramatically.  It seems absolutely absurd that we would even use these tests with everything we know about the diverse abilities and ways that students learn, but they are still being widely used to categorize students and redefine curriculum.

Postman’s final idea that “media tend to become mythic” is a common conception of students.  Ask any teacher at a school and most of them will tell you that though “bring your own device” is great in theory, in reality it is a bit of a headache.  Students (and some parents) feel that it is their right to have their cell phone at all times and that they should be able to use it in whatever capacity they want simply because they own it.  Somewhere along the line they’ve lost track of the reality that they can certainly survive (and perhaps even thrive!) without having that piece of technology at their fingertips.  When I taught Media Studies, we did an experiment with students – we asked them to give up their cell phones for 24 hours.  The alternative to giving it up for 24 hours was giving it up for the school day – from 8:30am to 3:45pm.  Many students panicked.  We’re talking full blown hyperventilating, crying, and shaking.  I sent a letter home to parents to inform them of the experiment.  Parents also had mixed reactions.  Some were furious that I would ask their kids to do such a thing!  Some stated that it was a safety concern and their kids needed their cell phones so they could call in case of an emergency (insert eye roll – how did any of us survive before cell phones?).  Some parents thought it was such an awesome idea that they sent their own cell phones to school with their kids to be “locked up” overnight.  The experiment was a great way to remind students and their families that our reliance on technology to make us feel safe or complete is terrifying – indeed, it may even be dangerous for our health.

One thing is for sure … technology is ever-evolving and we must evolve with it to some extent.  My quest to find appropriate ways to use educational technology to enhance my teaching and students’ learning is ongoing.