Applying Research to Internet-Based Teaching & Learning

The articles in the section Podcasting & Blogging/User-Created Content, explored the issues of how effective these types of resources are in the classroom. There are many arguable points on both sides of the debate of integrating technology in the classroom. As teachers we do not have any specific guidelines on what is “too much” technology. When does it become a point where we are taking away from the education of the students and letting computers and gadgets take the place, or does this new wave of technology enhance and broaden students ability to learn and ways to relate to their generation.

The background of this discussion was in the article, Distance Education Trends: Integrating new technologies to foster student interaction and collaboration. The purpose of this article was to explore the benefits of using new technology such as, wikis, blogs, and podcast to enhance learning. This type of education came in response to the need of providing access to those who would otherwise not be able to participate in face-to-face courses. It allows the instructor to provide communication in a multiple of ways. Technology allows and enables learners to access education at anytime or any place. The article discussed the seven principles for implementing new technologies in distance education programs. These include:

(1) Encourage contact between students and faculty.

(2) Develop reciprocity and cooperation among students.

(3) Use active learning techniques.

(4) Give prompt feedback.

(5) Emphasize time on task.

(6) Communicate high expectations.

(7) Respect diverse talents and ways of learning.

With these seven principles along with the specific needs of the course, will help determine the purpose of applying a particular technology into the classroom and the benefits it will provider for the students.

In finish, since workplaces require that individuals create and collaborate within the constraints of time and place. The need of this has allowed for technological advancements that allow real-time communication among peer and co-workers who stay connected over the internet. The challenge will be for educators to meet the needs of a mobile diverse population who is more technology-savvy than any previous generation. We know the demand for distance education will only grow. As educators, we will have to keep evolving our skills and find new ways to keep up and create different ways to use this technology and teach. We have the tools and resources, so it’s our job to use these to the best of our ability.

In the article, The New Podagogy: Incorporating Podcasting into Journalism Education, it examines students’ use of electronic devices like, I-pods, MP3 Players, etc. With new technology it is possible for professors to record different materials from class on audio. This could be anything from lectures, further material, discussions, which could be beneficial to the class. The issue with podcast becomes a problem because it’s arguable if by having so many resources outside of class available will the student still come to class. The study in this report dealt with college students. The conclusion of the test was the researchers were satisfied that the experiment goal was accomplished. Podcasts brought trendy technology to the curriculum, engaged student interest, and expanded time available for discussions and lectures in class. Students indicated the podcast were informative, accessible, and added value to their class experiences. The nearly unanimous support from students shows the Podcast enhanced teaching and learning. On the other hand, the workload mostly fell upon the teaching because of planning and production of the podcasts. The study showed it added approximately three hours per week to the faculty workload.

Expanding on this topic and applying it to high school students this type of technology could be helpful in the classroom. In this setting student really don’t have the option of coming to class so attendance issues may not be a big problem. This could actually be a way for students to keep up with class and homework if they do become ill. The teacher could record class notes and extra help assignment to make the students become more engaged in the learning. In this study it did mention how a teacher would use this avenue to post extra credit assignments. This way those students who wanted the extra credit and more learning could utilize this option on their own time. One problem with the high school setting is all students are not guaranteed to have access to computers. In college, majority of the students have laptops, computers, or have on campus access to go to and use one. Depending on what demographics you are teaching in students may or may not have access to a computer. Therefore, it would be important not to totally rely on this as the best way to teach students. Extra credit is a good idea for something like this because those students who don’t have a computer at home could go to the library over the weekend and use the computers there.

Another new wave of technology being introduced to the classroom is blogging. This topic is researched in the article, Blogging in the Classroom: A Preliminary Exploration of Student Attitudes and Impact on Comprehension, This study explored student view of blogging in the classroom regarding , which specific characteristics of educational blogging are most helpful for understanding course content and other characteristic of the instructional blogging experience, such as the process of providing and receiving peer feedback to and from other students. There are several aspects and features that are incorporated in blogging. Online discussion groups have allowed individuals to share ideas, information, and support. Recently, such systems as Blackboard have allowed instructors to create online discussion groups for students. Another form is Electronic Portfolios (e-portfolios) are digitized collections assembled in World Wide Web site or recorded media such as CD-ROMs. These collections can include things such as course assignments, student artifacts and reviewer’s response to students work. One benefit of e-portfolios allows students to engage in learning by creating, compiling, and editing. Also, with students being able to edit a collection of material they will be able to see the progress made over time and reflect upon these changes and see how their learning experience has broaden. Moving along to weblogs educational consultant Will Richardson claims that blogging allows students to reflect on what they are writing and thing as they write and this it, carry on writing about a topic over a sustained period of time, maybe a lifetime, engage readers and audience in a sustained conversation that then leads to further writing and thinking, and lastly synthesize disparate learning experiences and understand their collective relationship and relevance. His point is blogging exposes students to a wider audience for their writing, we can guest that student might attend to their work more carefully as opposed to papers turned in to the teacher. Since blogging has students reflect on specific text the students interpretation and thought process will be more careful.

The test given in this article was conducted in a junior and senior non-required course at a large Midwestern university focusing on the social impacts of new communication technologies. The results for many students blogging was a new experience and students expressed general approval of the blogging citing the added convenience. However, technical concerns were an issues and some expressed anxiety of wonder if the teacher received the assignment. Students also liked the ease of the form of the blog entries. They felt as if they could talk in their “own voice” more than a written paper assignment. Blogs are more personal so students will tend to write more personable then traditional so no blog entry will come off as “stupid” or “fake” as a normal paper may. On the other hand, students did admit that they do not take blog entries as seriously as a formal paper turned into the teacher, so it can cause laziness sometimes. In addition, a question was raised of how substantive feedback was provided by peers. Students like to read what others wrote, but don’t think it help with understand this issues of the assignment.

The conclusion of this study claims students need explicit guidance in regards to defining their positions and how to reflect their ideas to others. Only by this can the purpose of blogging be met. Blogging can potentially provide a window with a global audience and a way for students to reflect on their own writing and thinking. What this is showing us as teacher is that even though this can be a helpful way to engage students we still need to be conscious of how we have students do the work. The basics of writing still need to be taught by teachers. This way when students are blogging they will be able to take it more seriously. Even though this is a more personal way for students to engage in learning proper etiquette and guidelines still need to be addressed and followed. By combining both of these aspects the learning experience for this type of resource will be met.

After reviewing the articles the consensus is that technology is here to stay and as educators we need to keep coming up with creative ways. Students can benefit from these resources but we need to give them guidelines and not make technology the only important part of learning. Technology needs to be used as a supplement to what we are already teaching in the classroom. By combining, “old school” teaching with “new school” technology students will benefit from the best of both worlds and be able for the challenges of the workforce as adults.