Managing Passwords

Like several other members in our Emerging Instructional Technologies class, I am feeling overwhelmed with user names and passwords for all the sites. See posts by Regine and Patricia that express similar frustations with keeping all this information straight and secure.

Patricia had an interesting article from Apple on password generation and management, but that didn't provide the kind of support I'm looking for.

I spent some time researching various products available for our desktop and laptop (both running Windows XP) and found that there are many products on the web available -- and like all things some appear to be better than others. Keith Brown has an interesting article for Windows users as to why you shouldn't rely on the Internet Explorer's password manager at http://msdn.microsoft.com/msdnmag/issues/04/07/SecurityBriefs/#S9

I still am looking for a way to make password management mobile. There must be some web-based business that offers a service that can provide portability, accessibility, and reliability without compromising security? If you find such, please leave a comment.

...still the digitial immigrant...Lois

E-book Examples, Collaborative Publishing

In our Emerging Instructional Technologies class last week, we discussed the idea of publishing our group projects as an e-book. Part of our challenge was to locate e-books that relate to our own interests with respect to applying emerging technologies.

In browsing the AECT website for information on the newest book that defines the field, I ran across an entry for an e-book that is published through Creative Commons by graduate students in Michael Orey's classes at the University of Georgia.

The book is entitled Emerging Perspectives on Teaching, Learning, and Technology. To read more about this e-book go to http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

To learn more about Creative Commons, go to http://creativecommons.org/about/ With this example intellectual property rights are maintained whereas some sites are completely open for editing and additional contributions -- see this example from Wikibooks at http://en.wikibooks.org/wiki/Main_Page and one of the examples that I located is on Instructional Technology http://en.wikibooks.org/wiki/Instructional_Technology

I must admit that I am more comfortable with the first example than the second one -- perhaps that is a reflection of my status as a digital immigrant?

...still the digital immigrant....Lois

Safety Concerns with using Web2.0 tools

This afternoon I finished editing the second podcast in my series on Emerging Instructional Technologies. I had an interesting conversation with Dr. Tawni Ferrarini, Associate Professor of Economics, Director of the Center for Economic Education and Entrepreneurship at Northern Michigan University and chair of the National Association of Economic Education's technology committee.

Tawni raised some important issues about some of the collaborative Web2.0 tools that make documents public and accessible to anyone on the web. It is important to temper the use of these emerging tools with a thoughtful analysis of unintended consequences with documents in the public domain. If you'd like to listen to my podcast with Tawni, you can access it at: http://lalindell.podbean.com/

This has been an interesting topic of discussion in our Emerging Instructional Technologies class and it is clear that some members of the class have fewer concerns about disclosing information about themselves than others. There is a lot that has been written on this topic and ISTE has partnered with e-schools to provided educator resources at http://www.iste.org/inhouse/safe/

Other examples include this posting regarding the concerns about Web2.0 tools in the classroom at http://http//wplinfostuff.blogspot.com/2006/07/web20-wikis-ultimate-tool-for-online.html, or see Derek's posting from earlier this semester about how much information to reveal. While these concerns are on the forefront of discussion in K-12 settings, I wonder how often adults think about unintended consequences with information disclosure? ...still the digital immigrant...Lois

A Conversation with a Digital Native

This afternoon I had an interesting conversation with my niece, age 11, sixth grader in a middle school and very much a digital native. She has lots of tech toys and is very much a multitasker as I observed text messaging on the cell, IMing with friends, online games, especially webkinzs, surfing the web as well as carrying on a face-to-face conversation with me.

I got her talking about what she likes to do when she's using the computer. She's had several computer projects that she has done in school and likes her tech class again this year. They're working on editing graphics in photoshop right now for a calendar project.

I told her that I was taking a class on emerging instructional technologies and that I been writing in a blog regularly, writing in a wiki, produced a podcast and had an avatar in Second Life. Her reaction was one of great surprise -- you know how to do that?! she remarked with this look of disbelief on her face. Yes - why are you so surprised I asked? Because you're old Aunt Lois!

I did find out that You Tube "rocks" and again she was surprised that I knew about it. The conversation this afternoon got me thinking about the article I read by Chris Dede from Educause on neoMillennials and their learning styles. My niece has grown up with tech toys in all varities, shapes, and sizes. She is easily bored by more traditional classroom activities -- ie sit and read a paper text or fill out a paper worksheet, but is excited about using multiple forms of technology and media.

To read more about Dede's work on the changing learning styles, see http://www.educause.edu/ir/library/pdf/eqm0511.pdf So as I think about this conversation I wonder what those challenges will be when this neo-millennial group ends up in the college classroom -- which will be in another seven years!

Still the digital immigrant...Lois

On-Line Learning Experience

Last week I participated in an on-line learning conference sponsored by Jossey Bass and the Learning Times Network. See http://www.learningtimes.net/ The conference was conducted using Adobe's newest conferencing software which worked beautifully!

There were numerous synchronous sessions complete with audio, presentations slides, and an active chat dialogue that allowed participants from around the world to interact with one another as well as the conference presenters. For three days there were sessions that ranged from "Making the Transition" to teaching and learning in an online environment, to "Skype for Educators" to an online happy hour. It was mind-numbing with the various interactions taking place. Our own Dr. Donaldson was one of the session presenters with her co-author, Rita Conrad. Their presentation dealt with the topic of their book -- "Engaging the On-line Learner."

For those sessions that I was unable to be present for, the recording of the session is available to registered participants (yes, there was a registration fee to participate) and now it is interesting to watch the conversations unfold in the discussion forums that will remain active for a period of time following the conference. See http://www.onlineteachingandlearning.com/ for an outline of the conference. While the audio was intentionally set for one-way transmission, it is possible to use two-way in the Adobe software.

Perhaps the most interesting feature of this type of conference was the diverse group of participants -- and I'm especially taken with the dedication show by some of my colleagues in New Zealand and Australia that were up in the middle of the night to participate in the synchronous parts of the conference.

It will be interesting to watch how this software capability will change the way in which professional development is delivered in the corporate training environment. See http://www.adobe.com/products/acrobatconnectpro/ for more information about the Adobe Connect product.

Still the digital immigrant....Lois

Note: Logo from Jossey Bass Online Learning Conference at http://www.onlineteachingandlearning.com/

Interesting Use of Social Networking Technology at the Smithsonian

Catching up on my reading list that has been sitting patiently among my delicious tags.

In September it was announced that the Smithsonian Institution was launching an interactive website to build collections for its newest museum that won't open until 2015.

The museum is the National Museum of African American History and Culture and with the online content that people are contributing a virtual museum now exists. Here's the link for the virtual museum: http://nmaahc.si.edu/

The IBM corporation has donated hardware and software to allow for the use of social networking technologies to be employed on the interactive website so that people can add to the collections and direct the content of this new museum. "The museum thought, ‘Let's harness this. Let's build a social network that brings together people interested in the African American experience ... all those people that are your visitors but who have great stories to tell," said John Tolva, IBM's senior manager for cultural programs, in an article in the e-School News magazine (see http://www.eschoolnews.com//news/showStory.cfm?ArticleID=7388)

I'm not the first blogger to write about this topic -- see for example this blog entry from the Netherlands at http://scherlund.blogspot.com/2007/09/smithsonian-debuts-virtual-museum.html, and this entry from the Chronicle of Higher Education at http://chronicle.com/wiredcampus/article/2429/virtual-museum-of-african-american-history-opens, and IBM's posting on this venture at http://greateribm.typepad.com/web_log/2007/week39/index.html

It will be interesting to watch how this type of application may spread to other endeavors. ...still the digital immigrant...Lois

Note: Logo from the Smithsonian's National Museum of African American History at http://nmaahc.si.edu/

iPod instructional uses

Last night's evening news on NBC had an interesting feature on a school in Union City New Jersey where iPods are being used in the an ESL classroom. The story featured ways in which music, audio books and spoken interviews with the iPods were being used to help students' learn about nouns, improve reading and speaking comprehension.

One student interviewed in the story was asked how they would feel if they were using a book to accomplish these things -- her response -- it would be boring! Spoken like a true digital native. The link to the NBC video piece is here: http://video.msn.com/video.aspx?mkt=en-US&brand=msnbc&vid=847ab432-7104-4889-8ac7-c9fd97f836d4

The Apple website has a section for educators with resources for getting started and some great examples of how ipods are being used in various school settings at http://www.apple.com/education/products/ipod/ ...still the digital immigrant...Lois

Note: ipod image from http://www.apple.com/education/products/ipod/

Technology Integration and Interactivity

I'm back from the national economic education conference in Denver, Colorado (though it should be called an international conference with the number of attendees from countries outside the US), and thought I would use this opportunity to explore the topics of technology integration and student interaction with technology.

While technology integration and student interaction with technology are not new concepts for scholars in instructional technology, they remain important and many times new topics for classroom teachers at both K-12 and post secondary institutions. One thing that stands out in my reflection on this past week is the lens with which I look at technology -- it has changed -- I've shifted from a content specialist/practitioner to an instructional technologist.

Several weeks ago, Dr. Zeitz's blog addressed the issue of technology integration (see http://drzreflects.blogspot.com/2007/09/technology-integration-what-is-it.html) by noting "Technology integration is not about using technology. Technology integration is about providing the materials and opportunities through technology that are necessary for student-based learning. The trick for making this a reality is to provide a common vocabulary to identify the levels of integration and application." I've also written on this topic and would highly recommend that you take a look at the technology integration matrix from the University of South Flordia that includes video clips with examples of technology integration in action at http://fcit.usf.edu/matrix/index.html

One of the things I've concluded about the process(es) of technology integration is that step one has to be for the classroom instructor (regardless of level) to be open to defining technology as a learning tool rather than viewing technology as simply as a substitute mode of presenting information. I've thought a lot about this idea of fostering a mindset about technology as a student learning tool and I come away from the conference after having served on the NAEE Technology Committee for ten years that we have a lot of work to do.

Some of the uses of technology in conference sessions were examples of using the technology as a substitute mode of presenting information -- IE PowerPoint presentations instead of an overhead transparency/overhead projector. PowerPoint slide handouts inside of a paper outline (or actual research paper).

Yet, other sessions were using technology as a learning tool, but were wrestling with the issue of how to define the level student interactivity. Is clicking on a web-link, listening to a podcast, viewing a digital video, or taking a quiz a sufficient level of interactivity for the digital natives in our classrooms? Do these activities meet the threshold to be classified as active learning? It appears to me that these examples remain passive and that we must strive to define student interaction with technology as a learning tool in different ways. Can digital immigrants do this successfully? I don't know, but I know more thought and discussion is required on these topics.

And, other sessions were employing more "low tech" approaches with either lecture/discussion methods or hands-on activities/demonstration methods being modeled.

In all of the sessions that I attended I found examples of instructional strategies at either end of the passive/active learning continuum and several in between regardless of whether the technology tools were "high tech" or "low tech" in nature. I find myself though continuing to wonder about where we are at with our use of technology as a student learning tool and just how far along the passive/active learning continuum we need to move to be truly interactive.

If you have comments about my random thoughts, please feel free to share them so that we can keep a dialogue going...

...still the digital immigrant. Lois

Note: Colorado Convention Center Photo from http://www.naee.net/

Professional Development Best Practices

Tonight I listened to one of the EdTechTalk podcasts on professional development -- one that focused on best practices for helping teachers learn to integrate technology into their classroom. While to focus of this podcast was on technology, the best practices highlighted could easily be transferred to other disciplines such as economics. You can listen to the podcast at http://www.edtechtalk.com/21st_Century_Learning_25

Here are three highlights that I came away with: (1) the importance of chunking professional development into small managable pieces from which the teacher can easily implement into their classroom soon after the training event' (2) the importance of providing differentiated instruction in working with groups of teachers so that each teacher is able to come away from the training with addtional KSAs (knowledge, skills, and abilities); and (3) understanding the culture of professional development within each school. The digital immigrant...Lois

Better Blogging

As part of our Emerging Instructional Technology class each of us is responsible for posting regularly to our individual blogs as well as finding blogs in our own areas of interest to follow. For example, Patricia noted in her blog that she had finally found a math blog to follow, Sarah D has found a blog to follow that relates to corporate training, and Steve is following a rapid e-learning blog. So what makes for effective blogging? Obviously reading other blogs is one way.

Recently I ran across this posting from Sue Waters , who details a project called 31 days to better blogging which can be found at http://aquaculturepda.edublogs.org/31-day-blog-project/ which has a daily task aimed at taking the newbie blogger to an accomplished blogger.

The leader of this project, Darren Rowse is the force behind the problogger website and also has a video blog that he posts to weekly. Take a look at his suggestions for ways of improving the blog experience at http://www.problogger.net/archives/category/video/


Thought everyone would enjoy reading more about these tasks and challenges....still the digital immigrant...Lois

Value of Social Networking and Web2.0 tools

Social networking sites such as Facebook and MySpace have become an important tool of the "Millennials" quest for social connectios and community. As educators wrestle with how to tap into where this digital generation is coming from, questions arise about whether these tools have any true educational value. I would argue there is another question that we digital immigrants need to be asking -- how these tools have changed the way in which the digital natives think, learn, and interact with one another. I've come across a number of blog posts looking at Web2.0 tools and the endless list of gadgets that have been developed to promote this connectivity.

Sue Waters from Australia writes about Twitter as a micro-blogging tool and provides more evidence about the importance of these tools in connecting people in a community as well as pushing the edge of the envelope about blogging. See this post from her blog at :
http://aquaculturepda.edublogs.org/2007/08/06/is-twitter-shifting-blogging-to-a-new-phase/

For a number of semesters I've been thinking about the importance of interactivity in instructional technology applications that foster a learning community. Perhaps Twitter and other micro-blogging tools are the first step in building an interactive learning community.

Let me know what you think....still the digital immigrant...Lois

Notes: Logos from Facebook at http://www.facebook.com, MySpace at http://www.myspace.com, and Twitter at http://twitter.com

More on micro-blogging

I've spent some more time exploring this micro-blogging activity and in particular some of the gadgets that you can use with Twitter on your mobile phone and with web applications such as blogger, facebook, and igoogle just to name a few.

What is even more interesting to me is the Twitter wiki that has a community of contributers adding to "Twitter Etiquette" http://twitter.pbwiki.com/Twitter+Etiquette, similar to how email and net etiquette developed a decade or so ago....

Also I ran across an interesting paper presented at a conference last month by a group of scholars from the University of Maryland on "Why we Twitter" (see http://ebiquity.umbc.edu/_file_directory_/papers/369.pdf ) . Some of these communication patterns are interesting and would make for an interesting addition and discussion to our Communication Theory course in the Instructional Technology program.

Thoughts and comments are welcomed.... Still the digital immigrant...Lois

Note: Twitter logo from http://twitter.com