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New Media Literacies - 1 views

newmedialiteracies.org/...-choice-for-your-children-.php technology classroom media Jason Ohler
shared by ian august on 10 Jun 11 - No Cached
  • On the other hand, the one life perspective says it is time to help students blend their two lives into an integrated, meaningful approach to living in the digital age.
  • It says that the technology that kids use is too expensive, problematic, or distracting to integrate into teaching and learning. It says that issues concerning the personal, social, and environmental impacts of living a digital, technological lifestyle are tangential to a school curriculum. Above all, it says that kids will have to figure out how to navigate the digital world beyond school on their own and puzzle through issues of cyber safety, technological responsibility, and digital citizenship without the help of the educational system.
  • It says that if we don't understand that schools are exactly the place for kids to learn how to use technology not only effectively and creatively but also responsibly and wisely, then heaven help us all.
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  • Should we consider students to have two separate lives--a relatively digital free life at school and a digitally saturated life away from school--or should we consider them to have one life that integrates their lives as students and digital citizens?
  • ian august on 10 Jun 11
     
    should we embrace technology in the classroom and teach kids how to use it?
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Classroom technology distracts from learning - 0 views

www.dailynebraskan.com/tracts-from-learning-1.2280840
shared by Nicole Arduini-Van Hoose on 06 Jun 11 - No Cached
  • Nicole Arduini-Van Hoose on 06 Jun 11
     
    Summarizes a study the Journal of Computing in Higher Education called "The Laptop and the Lecture" in which researchers found laptop use during lectures to negatively impact learning.
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Emotional presence, learning, and the online learning environment | Cleveland-Innes | T... - 0 views

www.irrodl.org/...2333 online_learning emotion emotional_presence pedagogy
shared by Alena Rodick on 23 Jun 14 - No Cached
  • Those engaged in online learning deal with the effects of emotion on a daily basis, whether in designing instruction, teaching, or learning online. The work of Damasio and LeDoux independently suggests that emotion is neither an objective nor outcome of learning yet is central to cognition. The study of O’Regan (2003) showed that students express their emotions in relation to the various aspects of an online course such as design and organizational issues (i.e., a lack of clear instructions), cognitive issues (i.e., learning materials, success), social issues (during communicating), time management, or technology. Similarly, Cleveland-Innes, Garrison, and Kinsel (2007) also found out that students disclosed emotions in relation to the social, teaching, and cognitive presence in an online course.
  • Research results from multiple studies indicate that emotions are an integral part of the learning environment and influence students’ learning experiences (Cleveland-Innes & Campbell, 2006). According to Baumeister, DeWall, and Zhang (2007), emotions influence outcomes. That is, positive emotions lead to positive outcomes and negative emotions to negative outcomes.
  • Emotion may constrain learning as a distracter but, if managed, may serve as an enabler in support of thinking, decision making, stimulation, and directing. Online learning is replete, not fraught, with emotion. We conclude, with others, that emotion is present in online learning communities
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  • Given this reality, emotion must be considered, if not a central factor, at least as a ubiquitous, influential part of learning—online and otherwise (Plutchick, 2003; Stets & Turner, 2006; Wosnitza & Volet, 2005). Therefore, emotions expressed in the online experience, as explained by the CoI model (Garrison, Anderson & Archer, 2000), indicate that emotional presence exists in social, cognitive, and teaching presence.
  • ey to online environments is to acknowledge and discuss emotional tenor as much communicative information is lost without tone of voice and facial expressions— emoticons excepted. The exploration of emotional states that are not present— hidden yet influential—needs attention.
  • Alena Rodick on 23 Jun 14
     
    In spite of evidence that more and more students are engaging in online learning experiences, details about the transition for teachers and students to a new learning environment are still unconfirmed. While new technologies are often expected to make work easier, they also involve the development of new competencies. This change may, in itself, elicit an emotional response, and, more importantly, emotion may impact the experience of online learning. Knowledge about the impact of emotion on learning broadly is available, but not about emotion and online learning. This study presents evidence of emotions present in online environments, and empirical data which suggests emotional presence may exist as a fundamental element in an online community of inquiry.
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http://scholar.lib.vt.edu/ejournals/JCTE/v19n2/pdf/redmann.pdf - 0 views

scholar.lib.vt.edu/...redmann.pdf technology-distraction
shared by alexandra m. pickett on 06 Jun 11 - No Cached
  • Nicole Arduini-Van Hoose on 06 Jun 11
     
    Discusses the integration of technology in education, including barriers to success and implementation of the KOTRLIK/REDMANN TECHNOLOGY INTEGRATION MODEL
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http://jite.org/documents/Vol10/JITEv10IIPp033-042Kay840.pdf - 1 views

jite.org/...JITEv10IIPp033-042Kay840.pdf technology-distraction
shared by alexandra m. pickett on 06 Jun 11 - No Cached
  • Nicole Arduini-Van Hoose on 06 Jun 11
     
    A study regarding the difference in learning outcomes for students that use laptops in class as part of structured course work, versus students that are allowed to freely use laptops during lecture.
  • alexandra m. pickett on 06 Jun 11
     
    great! you figured out how to bookmark pdf files!!
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