When choosing videos to rent, I have always enjoyed browsing the shelves of the rental stores. My children and I are huge movie fans, and enjoy finding a rare gem once in a while. Recently, we have become fans of Netflix, and this has changed our lives!

Netflix affords us the same luxury of browsing the shelves, only digitally. Each one of us is able to create a list of movies which we would like to see in the future. We also enjoy rating movies within the section allowed so that we can receive specific interest related suggestions from Netflix. This has increased our rare gem viewing, since some of the suggestions were unknown to us or simply not available in our local rental store. Using a specific genre and age range guide also provides us with more valuable returns on our search. Not to mention the ability to sit on our couch and choose an instant view of a movie!

So, when this assignment mentioned renting a video, I immediately went to Netflix to find the titles recommended. I believe four of the titles were available, and after reading the reviews and seeing the ratings which most closely match my interests, I chose to view Total Recall.

This project closely relates to my final project of choosing an antiquated technology. Video streaming for educational purposes as well as for entertainment has taken over the DVD industry. So apparent is this, that when I do enter a video rental store, it is usually to purchase a video at a dramatically reduced price. Much like iTunes overtook the CD music industry, so is video streaming taking over the DVD rental and purchase industry. But is this an example of a Red Queen? I believe it is. Because of the awareness of the competition, rental stores are no longer maintaining as large a supply of movies. The dumping of their inventory at significantly reduced rates illustrates the move towards the digital download or viewing of the videos. Though Netflix has been an option for many years, I myself have just recently become a member, and upon viewing the leading rental store in our area, Blockbuster’s site, I found that they too have moved to a mailing distribution subscription policy which offers in store return. Following the form of Netflix, Blockbuster offers the uploading option for immediate viewing through TiVo. This limits the users to the TiVo audience. While Netflix offers similar programming through Xbox Live, the option for viewing through any network connection is available. Limiting the users to specific hardware may end up limiting their audience. So, when looking at these competitions to move forward, the Red Queen comes to mind. As Blockbuster, and other video rental or sales institutions look to the future, they know they must keep up the pace with those streaming live and on demand. Even the cable providers are aware of the “on demand” aspect of consumers when choosing viewing options.

As McLuhan’s tetrad is concerned, I believe that this is still reminiscent of the past, viewing movies through a tool which allows the consumer the power to not only choose the media, but the time of viewing.

Cheng, J. (2009, January 27). Streaming video cannibalizing DVD rentals, says Netflix. ARS Technica. Retrieved November 16, 2009, from http://arstechnica.com/media/news/2009/01/streaming-video-cannibalizing-dvd-rentals-says-netflix.ars

Dubner, S. J. (2009, November 16). What Are the Lessons of the Blu-Ray/HD-DVD Battle? A Freakonomics Quorum. New York Times. Retrieved November 16, 2009, from http://freakonomics.blogs.nytimes.com/2008/03/04/what-are-the-lessons-of-the-blu-rayhd-dvd-battle-a-freakonomics-quorum/

Living 2 Lives

The appeal to be able to live a life outside of the one you already live in can be appealing, intoxicating, and limitless. The life we lead from day to day in the "real world" can seem ordinary and full of limits, including financial, geographical, physical. So, with a "Second Life" you are able to live more freely with only those boundaries you place upon yourself. In this virtual world, we are able to create ourselves as to who we feel like on the inside, and not who we appear to be on the outside. Not only are these physical characteristics, they are also inclusive of activities which we participate, locations we choose to live, and create, and worlds in which we wish we could live within. As Second Life becomes more real to those who participate, I am reminded of the movie Total Recall (1990). The premise of the movie is that there is the capability to implant memories into the brain. That you can have an experience of the mind, which is so real that you feel you have actually experienced this in reality. So, how is this like Second Life? Once emerced into this world, the experiences are real as far as the interaction with the media, however, it's not really you. The memories of the avatar's interactions, the learning, the feelings and the experiences are really happening to you through the avatar. This creates an attached feeling to the world, and to others within this world. The interactions with other avatars are simply pawns as interactions with you. However, in creating who you want to be, how "real" can it be? It's your alter you, just like many other avatars.

As a disruptive technology, the Second Life 3D world has created a major shift and focus within the technological world. The ability to interact through avatar and living space creation has changed the face of social networking. Never before have we been able to interact as human beings with our surroundings, other people and activities. A three dimensional world which we can create for our avatars to live in has the potential to shift the way in which we learn. Do I need to hire a tutor, or simply trade services with one through Second Life. Do I need to take a class in order to learn how to tile my bathroom, or can I find an avatar willing to teach me and show me, and allow me to experience these actions through my avatar, and with no fee for materials? This disruption, the type of experiential digital experience, has not replaced any other kind of technology. This is not an evolved process, this technology is now evolving into the type of technology which has the potential to change the way in which we live our lives...in the real world.

Rhymes of History

Storytelling, as I’m sure Mark Twain the author of the quote, “History doesn’t repeat itself. At best it sometimes rhymes.” would agree, has had a long tradition throughout the ages. Ceremonial, historical, educational, and always purposeful, storytelling has seen changes through the medium used, yet has remained a staple of our society. Through the sharing of stories, whether factual, fictional or fractured, the human race has continued to communicate messages through the use of verbal and written stories.
How has storytelling been rekindled through the digital age? This tradition reaches all people throughout history while presently allowing us to maintain an archive of data for generations to come. The utilization of the internet through many sites which sponsor digital storytelling efforts have recently been highlighted as useful tools of expression, reflection and documentation of our lives. This allows for a more amateur effort of storytelling to take place, and encourages the rejuvenation of the storytelling process.
Considering that we all have a story to tell, the internet and the tools with which to share, have given voice to many more, has allowed listeners a wider range of content, and has brought the world of stories to everyone with internet capabilities.
So, what will the next 5,000 days of internet bring? One can image the power of stories, which have historically been used to communicate understanding of the world around us, brought to life and shared throughout the world as a universal understanding of one another’s experience. We can hope that the power to communicate our stories across the globe can bring us closer to understanding, tolerance, acceptance and peace.

Wordle - Mrs Wagners NAMe

Wordle - Mrs Wagners NAMe: ""

Cell Phone Tetrad: The Blackberry

VoiceThreads for iPod Touch Summer Course

The below embeded VoiceThread is the collection of activities, discussions and projects which helped the children to create an understanding of the book they were reading, Savvy, by Judith Law. If you can, check it out! It was an amazing learning experience for all of us.

Savvy by Ingrid Law

Emerging Technology in Education

In the past, I have commented and worked with mobile technologies. These are fascinating devices as they have the accessibility and portability which is inclusive of connectivity. While this was a topic of mention of Dr. Thornburg's article, Current Trends in Educational Technology (Thornburg, 2009), it bears to mention that the handheld computing capabilities are available through the iPod Touch as well. My work in the past year has focused on how to include this powerful handheld within educational settings. In fact, this meets the one-to-one computing needs of students while sufficiently reducing the cost.

Currently, within the elementary and middle school settings which I work, classrooms are using up to six desktop computers, and have recently purchased grade level carts of 24 laptops to serve the needs of the students within the schools. While this has been a tremendous infusion of technology, the cost, spotty connectivity, reconstruction of the classroom setting, the setting up and taking down of the laptops, and issues related to hardware management while sharing laptops between classrooms, have actually made this situation a bit overwhelming for many educators.

So, we have the iPod Touch, and here's what we as educators can do. Now, with this device, we have the power of computing within each child's hands. For around $200.00 per student, we can give them access to the internet, and the ability to utilize multiple (and growing) amounts of applications which would enhance and assure the engagement of each student. These devices can replace the listening centers of past, and allow for students to progress at their rate of ability. The amount of materials which are available and accessible increases by virtue of downloads. An educator has the ability to customize each handheld to the child's needs, and is able to maintain these devices while consuming less electricity! The “rearrangement” of the classroom issue, as mentioned above, would be eliminated, as well as the sharing of hardware.

While these are all fantastic additions to the future of technology in the classroom, there are also some issues which would need to be addressed in order for this type of technology to be successful. For instance, this still doesn't address the spotty connectivity students deal with when using laptops. When using the iPod Touch, the connectivity would remain an issue if connected through the building's wireless network. However, if the iPod had the capability to connect as the iPhone, through the 3G network, then the issue of connectivity could be virtually eliminated.

Other pieces which could enhance the use of he iPod Touch would be the ability to capture digital images, video and especially, sound.

So why not just get the iPhone? That would be great, too! But to quote Dr. Thornburg, “I have so many rich applications to use that I sometimes get annoyed when someone calls me to talk!” (Thornburg, 2009). Who needs that when you're face to face?

Thornburg, D. D. (2009a). Current trends in educational technology. Lake Barrington, IL: Thornburg Center for Space Exploration.

LearningInHand.com hosted by Tony Vincent is an amazing resource for educators using mobile technology and netbooks. Be sure to check out the link!

If you have the guts to keep making mistakes, your wisdom and intelligence leap forward with huge momentum.
Holly Near

ARCS Model of Motivation

As a Learning Center Director, my role last year was to introduce and assist teachers and students to use our newly updated cataloging system. This system allowed for online access throughout the building, and students had the ability to employ search terms, limiters and reading levels to locate, hold and checkout materials. This system also allowed students and teachers to create resource lists of materials to share with other students and educators in the building, as well as write reviews of any materials held within the school and district. This was, what I considered, a very powerful, user-friendly, and time saving tool for educators and students alike.

That being said, some teachers were less inclined to utilize this tool than others. Looking at Keller’s ARCS model of motivation, I can pinpoint some of the issues involved that influenced the successful diffusion of this program’s usage throughout the building.

First of all (A), teachers didn’t feel that this lesson on usage of the system applied to them so much as to their students. Therefore, the activities that they were involved with, such as grading papers, distracted their attention from the lesson on using this system. In lacking attention, some educators missed the relevancy (R) of the acquisition of skills associated with this program, believing this to be a skill only students would benefit from knowing. Having prior unfavorable experiences with technology, these educators may have also lacked the confidence (C) coming into this activity, which could have created a somewhat spiraling affect prior to the onset of the lesson. This led to the lack of knowledge associated with the power of this program, the lack of understanding of it’s relationship to them, their classroom or their students, and their lack of usage, or follow through within the classroom. In other words, zero satisfaction (S) was gained by some of the educators in the attempt to implement this program. (I pause to SHIVER at the memory).

Great learning experience…for me, not them.

So, what would I have changed in order to better meet the motivational needs of the educators, and therefore influence the usage of this powerful program with students?

First of all, with a little more preparation ahead of time, I would have met with the teams of teachers and let them know of the powerful new application which I would be introducing to them and their students the following weeks. I would then, ask them to come prepared with some search terms relevant to a current subject within their classroom, and have them model the learning experience in front of their children as I acted as more of a guide through the process. This would attain attention, and conquer the display of relevance through the connection of a current topic in relation to their classroom. Allowing the teacher to take on the responsibility of the learner, by physically utilizing the program and the input of information, gives them the opportunity to attain confidence and acquire a sense of satisfaction with the experience of learning.

Hindsight is always 20/20. Foresight is too scary. But as I progress through my experiences, with forethought, information and knowledge, better results may materialize.

This network representation illustrates the connections of my digital life. However, I could continue on and on. This represents a more linear visual image than that which is really my experience. However, upon attempting to diagram all of these connections in a more cyclical fashion, it became difficult to follow. Let me explain.

This network of information and people work together. By that what I mean is that they appear to be individual slots on a diagram, yet in “reality”, so to speak, these individual links are very fluid, connected, and more circular in nature. One person, or piece of information, many times leads me to another link within the chain of connections, or to a new avenue which has never before been discovered. These connections are not just inclusive of my experience, either. Others within this network are affected by the actions which I take, the information which I seek, and the communication which we take part. Their reaction to my network causes a ripple effect within the greater community of connections. This affects my learning and the learning of others related to my network. This can be seen within all of the communities I am involved with.

So, how has this changed the way I learn? By involving myself with a community of experts and other seekers of information, I have created a pool of personal information, a wealth of resources for myself. Likewise, I am able, within my network community, to share my expertise and outside resources with others. The power of choice of communities, not based on geography, appeals to me because I am able to extend myself beyond physical borders and reach out to many more. The power of shared experiences gives me more of a sense of belonging, not just socially, but experientially to others I may not have been able to connect with within my physical community. The power of asynchronous communication gives me time to digest information, revisit, and archive. This has been an invaluable tool for me and has impacted my learning and knowledge base tremendously.

One of my favorite and least favorite places to visit is Facebook. It’s one of those places I hate to love, and love to hate. I originally joined in because of a request made by my 15 year old nephew. Now, when a 15 year old actually asks you to be part of his world, you don’t ‘decline’. Once my face page was created, and he was signed up as my friend, I was amazed, and still am to this day, at how many people find me. I purposely used my nickname in order to attempt to avoid too many requests, however, that didn’t seem to matter. That’s the part I hate. I love my solitude, and find it difficult to decline requests. The part I love is how intricate this web of connections is woven. It’s like playing six degrees of separation; in fact that’s not a bad idea for a game with friends.

Basic Instinct or Survival?

Basic instinct is a concept which is difficult to truly understand. After listening to Rheingold’s presentation regarding interaction of humans and the collaborative nature of man, I would have to say I agreed with much of what he was professing. However, when I look at the question “Do you believe that humans have a basic instinct to “interact and work as a group”?” I would have to say not necessarily.

While my background on ancient man is weak, I seem to recall from history that survival is what brought us together. Hunting in groups worked much better than alone. Relying on the group for safety, traveling as a hunting group, following herds of animals, etc., is what brought man together. And, speaking of herds, this is what brings many animal species together, too. Survival.

Personally speaking, and maybe because it’s so difficult to find, I seek solitude. Quiet time to reflect and be is what I seek in order to regenerate my battery and face the world of interactions which I must face in order to survive and be a contributing member of our society. Often times, I truly enjoy the interactions I have with others and sometimes I just really have to get myself prepared in order to face certain groups or individuals. What may have happened is that my “basic instinct” has been tampered with. Maybe the world around me or my upbringing has affected my instinct to seek interactions with groups. Maybe I would seek interactions more if they weren’t always in my daily routine!

Small children have basic instincts which are very apparent. Their instincts are to eat, sleep and to be nurtured through touch. All of these basic instincts are facilitated by a care giver; feeding a baby, holding, rocking to sleep. So, maybe we are more social beings than interactive beings. While these basic needs are also being addressed interactively, again, this is part of survival as well.

So, in conclusion, I would have to disagree with the statement that interaction as a group is a basic instinct. Socializing is what I would call a basic instinct of man, but to interact and work as a group, I believe, derives from survival techniques. And this continues into this day and age from the stone age to our information age.

EBSCOhost: Von Glasersfeld's Radical Constructivism: A Critical Review

EBSCOhost: Von Glasersfeld's Radical Constructivism: A Critical Review

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Module 2: _isms

isms cause me pause.

Clearly we, as educators, are all part of a practice. This practice is one which deals mainly with the unseen; learning. How can learning be authentically measured in order to prove one learning theory as affective over another?

In viewing the blog postings between Karl Kapp and Stephen Downes, http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html,
I walk away with more questions than answers, which I enjoy!

The analogy which originally came to mind was that of a physician attempting to diagnose an illness which presents itself with certain symptoms. Symptoms were looked at in many ways by differing physicians, through different medical procedures, and therefore, different diagnoses may be assigned. Likewise, the students present themselves with certain behaviors and abilities which demonstrate the assumption of increased knowledge or assimilation of information. However, as educators we must guard against the burden of proof being placed upon our students through anything but authentic demonstration of knowledge. Whichever learning theory is utilized, based upon the situation, task or level of information, as Karl Kapp believes to be the correct formula, the learning theory must address the outcome, the desired knowledge first and work back to the individual learner by design. This design is essential in order to assure that testing of knowledge isn’t based on simple regurgitation of information. Higher order processing must take place in order for there to be an increase in understanding.

So, as we pick and choose which theories apply to which situations and students, we need to keep in mind that the outcome is increased knowledge. Increases in knowledge, however, seem to be more difficult to assess than diagnosis of a patient’s illness. With so many variables, what is a classroom teacher to do? As we assess the human behavior of motivation and learning styles, educators themselves are born of or under a certain learning style themselves which translates into their teaching style of choice. My next question pertains to the role of technology as a mediator within the classroom. Could technology provide students with varying learning styles and levels of knowledge gain the correct prescription for growth?

There appear to be more questions here than answers, and I apologize. I’m a student myself, and will continue to assimilate this information into a knowledge base. More to come…always more!

Kerr, B. (2007) http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html, retrieved on June 19, 2009.

Module 1:
Critique Siemens’s “metaphors of educators.” Which of these metaphors best describes the role you believe an instructor should take in a digital classroom or workplace? Is there a better metaphor to reflect your view of the role of instructors?

"Metaphors of educators" made me sit up and really take note! As an avid reader, elementary educator, and now library/media director, I enjoy these comparisons, and use them as teaching tools often.

I particularly enjoyed reading the metaphors of educators by John Seeley Brown (2006) in comparing the educator to that of an artist or architect, the Clarence Fisher metaphor for teachers at network administrators, and the gentle guidance metaphor of Curtis Bonk (2007) comparing the educator to a concierge. While all of these comparisons ring true, and serve as valuable models of reference, I like to think of the role of the educator as the simple gardener.

Being a gardener myself, I find that the nurturing piece is an easy attraction for me. My particular interests are with perenials. I enjoy them over time, watching them take shape, thinning and transplanting them to better fitting locations as they multiply which help them take root in a new area of my garden. Taking into consideration what each varying species of plant in my yard needs in order to grow, I carefully supply the plants with specific locations in order to maximize or minimize the amount of exposure to the sun, provide the amounts of natural water collection, and couple the plants with complimentary varieties of other perenials.

Within my "garden community", I have a plan. I wish to maximize the growth and beauty of all of the plants within my yard. I want them to work together with the resources around them in order to reach their fullest potential. Once my garden really takes root, I want to guide the vines in a direction which will allow them to continue their growth and development. At times, a plant may not be blossoming in it's current location, in which case, I can try it out in another location and see what progress is made there.

I can't make my garden grow, but I need to understand the resources necessary in order to provide my plants with the best opportunity under differing conditions. Understanding what one species needs in order to thrive and being able to provide and guide are the essential tools for my garden.

Introductions

Hello and welcome!
I often wonder who would be interested in reading my thoughts! Yet, here we are.

My family and I live in a suburb of Chicago. My husband of 12 years and our three children enjoy the museums, biking and soccer. We are excited for the summer to begin, it still feels like April around here!

My professional experience has been in elementary education. I have been teaching since 1992, from grades K-4, not in that order, of course. For the past three years, I have been the Learning Center Director of our K-5 elementary building where I have been able to utilize so much wonderful and exciting technology! This experience has led me to where I am today; here with you!

I look forward to building this site, and I look forward to seeing all of your blogs, as well.

Let's go!

Jeannine