The author subscribes in part to the original view of emergent technology proposed by Dr. David Thornburg. If there is a prototype then the technology has emerged. An example is the LED contact lens developed at the University of Washington. This emerging technology will in become as revolutionary as the first blackboard. Students, teachers, and anyone else who invests in this technology will have a real time HUD (Heads Up Display) which will provide real time information, video etc. This will allow education to become more interactive and collaborative with technology again leading the way. The teacher will select the subject for the day and students will have the ability to instantaneously access information via wireless integration. While the technology is about thirty years off. It will be amazing to watch how education as well as society will accept this innovation.
Challenges of this technology have included the development of the right organic compounds to allow the use of this innovation without harm to the eye, and possible rejection of the materials by the human body. The RBG color palate is an issue. While the scientists have been able to see red and blue, they are working to include green to the color palette. All display colors are created by the RBG codes utilized to create the colors we see, such as webpage colors. To read more about this innovation click on this link: http://www.joshkotoff.com/2011/06/27/led-contact-lenses-one-step-closer-to-bionic-vision/
There will of course be issues of costs to consumers, the inherent adoption time with any innovation and the physical limitations already mentioned and possible abuses associated with most online technologies. Once these issues are worked out this technology could replace computers or I Pads in the classroom. With instant information being key to education this device is just one more innovation to springboard ideas, lessons, and more innovations students will undoubtedly uncover one this technology becomes available.
References:
Batteries not included (2011). Unknown. http://www.joshkotoff.com/2011/06/27/led-contact-lenses-one-step-closer-to-bionic-vision/
Thornburg, D. D. (2009b). When is a technology emergent? Lake Barrington, IL: Thornburg Center for Space Exploration.
ME
Sunday, December 11, 2011
Wednesday, May 25, 2011
Module _6 Post I Tried to respond to
Response to Simmons
LaTonya,
Truer words were never spoken. All of our students can learn, it is just up to us as educators to find the modalities and methodologies necessary to facilitate the process. I concur it can be frustrating. It (teaching) is also very rewarding. When the students’ gain their “ah ha” moment it truly is worth all of the work and time we spend as educators perfecting our craft.
Great points,
Bradley
Response to Wallo
Christine,
I agree technology is here to stay and increases productivity, but interaction and communication in a face to face environment is suffering. Interaction with ones peer group face to face becomes increasingly difficult when technology becomes the sole method of communication, collaboration and interaction. Many behavior issues are due to the technology onslaught being forced onto our society. While I am not suggesting technology is bad, just it needs to be tempered and taught to be used efficiently. Siemens (2004) suggests interaction in nodes and networks is a justifiable way to instruct, within our technocratic society, but I believe this needs to be tempered with face to face interaction.
Thank you,
Bradley
LaTonya,
Truer words were never spoken. All of our students can learn, it is just up to us as educators to find the modalities and methodologies necessary to facilitate the process. I concur it can be frustrating. It (teaching) is also very rewarding. When the students’ gain their “ah ha” moment it truly is worth all of the work and time we spend as educators perfecting our craft.
Great points,
Bradley
Response to Wallo
Christine,
I agree technology is here to stay and increases productivity, but interaction and communication in a face to face environment is suffering. Interaction with ones peer group face to face becomes increasingly difficult when technology becomes the sole method of communication, collaboration and interaction. Many behavior issues are due to the technology onslaught being forced onto our society. While I am not suggesting technology is bad, just it needs to be tempered and taught to be used efficiently. Siemens (2004) suggests interaction in nodes and networks is a justifiable way to instruct, within our technocratic society, but I believe this needs to be tempered with face to face interaction.
Thank you,
Bradley
Friday, May 20, 2011
Module 6 Learning Philosophies, Modalites,
Teach by Example and Learn by Doing
This is my last installment for this class, but by no means the last blog. The subject for this week is my personal philosophy of learning, how my learning is differentiated between brick and mortar and e-learning.
It would seem to me to teach without a philosophy would be reprehensible. I subscribe to cognitivism (mind is a black box) and constructivism. Now I do not understand all the ins and outs of both of these theories, but this is what I believe. Knowledge must be learned by doing. You cannot learn without interaction with the concept or skill or peers.
Interaction with peers, the construct and the outside world allows us to construct knowledge. Knowledge gained from awareness and interaction with constructs would be constructivist. While no one theory will satisfy all learners, teachers and learning types, these two theories have suited me well.
I became a teacher because I knew what I wanted to change which is everything. I still do! I was schooled brick and mortar and finally online. I believe online education is much more difficult, providing the curriculum is challenging. I did not know I was a kinesthetic/visual learner until I became a teacher. I believe we teach in styles we personally utilize to learn. Once we are exposed to different theories and philosophies we trade off what is comfortable for what works. What is critical to online learning is also critical to brick and mortar learners. We learn by doing and creating. We cannot read and write without practice. Examples of how to: conjugate, annunciate, and illiterate must accompany these skills. This can be accomplished online or in the classroom, but the act of doing and understanding examples are non-negotiable.
When conducting a class I make sure to cover all the modalities in order to meet the needs of my students. While this sounds easy it is not, but I hope my students receive the concepts and skills I am teaching. I start with prior knowledge and work my way to a visual example as soon as possible. This always worked for me, and as I already stated we teach in our comfort zone and add what works to reach our students.
My learning style in a brick-and-mortar situation is social-visual. I learn through interaction with peer-groups upon some form of visual interaction with the construct or skill presented. Interaction is much more meaningful to my learning experience. Maybe it is a crutch or my ZDP, but I found it helped me in this situation. I have found this is much more difficult online. Or at least much more work to do so, and really not worth the effort. While I do have people I interact with in my online education program it is really not the same.
In sum, my philosophy is: we learn by doing, online education is much more difficult provided the curriculum is challenging, and I subscribe to the cognitivist, constructivist philosophies of learning. I am a visual learner most of the time; but I can switch modalities as necessary.
This is my last installment for this class, but by no means the last blog. The subject for this week is my personal philosophy of learning, how my learning is differentiated between brick and mortar and e-learning.
It would seem to me to teach without a philosophy would be reprehensible. I subscribe to cognitivism (mind is a black box) and constructivism. Now I do not understand all the ins and outs of both of these theories, but this is what I believe. Knowledge must be learned by doing. You cannot learn without interaction with the concept or skill or peers.
Interaction with peers, the construct and the outside world allows us to construct knowledge. Knowledge gained from awareness and interaction with constructs would be constructivist. While no one theory will satisfy all learners, teachers and learning types, these two theories have suited me well.
I became a teacher because I knew what I wanted to change which is everything. I still do! I was schooled brick and mortar and finally online. I believe online education is much more difficult, providing the curriculum is challenging. I did not know I was a kinesthetic/visual learner until I became a teacher. I believe we teach in styles we personally utilize to learn. Once we are exposed to different theories and philosophies we trade off what is comfortable for what works. What is critical to online learning is also critical to brick and mortar learners. We learn by doing and creating. We cannot read and write without practice. Examples of how to: conjugate, annunciate, and illiterate must accompany these skills. This can be accomplished online or in the classroom, but the act of doing and understanding examples are non-negotiable.
When conducting a class I make sure to cover all the modalities in order to meet the needs of my students. While this sounds easy it is not, but I hope my students receive the concepts and skills I am teaching. I start with prior knowledge and work my way to a visual example as soon as possible. This always worked for me, and as I already stated we teach in our comfort zone and add what works to reach our students.
My learning style in a brick-and-mortar situation is social-visual. I learn through interaction with peer-groups upon some form of visual interaction with the construct or skill presented. Interaction is much more meaningful to my learning experience. Maybe it is a crutch or my ZDP, but I found it helped me in this situation. I have found this is much more difficult online. Or at least much more work to do so, and really not worth the effort. While I do have people I interact with in my online education program it is really not the same.
In sum, my philosophy is: we learn by doing, online education is much more difficult provided the curriculum is challenging, and I subscribe to the cognitivist, constructivist philosophies of learning. I am a visual learner most of the time; but I can switch modalities as necessary.
Wednesday, May 11, 2011
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