This week’s prompt is an interesting one for sure, in which we are supposed to think of a technology tool that would not work for an express purpose of teaching people a particular skill. I spent some time thinking in this reverse fashion, and figured that if I could come up with an example of an electronic teaching tool equivalent of a Rube Goldberg machine, I would be well on my way. I think I came close. If someone was trying to teach others about counseling and conflict resolution, and they made a CD ROM, even complete with rich pictures and text, I do not think it would be the most effective tool use for the stated problem. I think this teaching tool would fail in several fundamental ways, particularly in cost-effectiveness and training usefulness. Concerning the use of CD-ROMs as teaching tools, Mason (2003) had this to say:

“…the cost of developing stimulating, interactive multimedia materials was very great (in fact, it still is), and much of the material produced was not very stimulating and interactive beyond learners pressing the “Next” button at the bottom of the screen. Furthermore, once the CD-ROMs had been produced they were difficult to change or update” (p. 158).

In addition to the unjustifiably high cost, the CD-ROM would likely lack the high degree of interactivity necessary to teach someone all of the variables in conflict resolution. Even if the CD was highly interactive, the program would have a very hard time mimicking the nearly limitless responses a person would make. Simply clicking “Next” would not do the trick. The best way to teach this would be to run face-to-face role playing between students, and between students and actual people in conflict who have willingly volunteered. If doing this in person were not possible, one might try video conferencing because it is a synchronous form of communications in which you can read the body language of another person. Without this, someone may acquire a good theoretical sense of the material, but not get chance to see how the theoretical applies to reality and solving actual conflicts.  As Hodgins (2003) stated in determining how industry standards should be adopted, it is important that educational tools are testing to see what works and what does not. I suspect that this kind of teaching tool would be a lead dirigible, or an electronic Rube Goldberg.

References

Hodgins, W. H. (2003). Learning technology standards. Encyclopedia of distributed learning.

Thousand Oaks, CA: Sage Publications, Inc.

Mason, R. (2003). Evolving technologies. Encyclopedia of distributed learning. Thousand Oaks,

CA: Sage Publications, Inc.

Digital Native (Walden W2)

As a member of Generation Y, I would say I am more of a digital native than a digital immigrant. However, as an older GenY and someone who hated computers in high school, I was someone who had to pick up and get along with a lot of technology as a young adult. For example, I did not have a cell phone (or a car) until after I graduated high school. In “Digital Natives, Digital Immigrants,” Prensky (2001) makes the distinction between digital natives and digital immigrants using the metaphor of learning a language. Digital natives are those in younger generations who have grown up around the technology of the Electronic Revolution and have an innate understanding and “native” command of the language of technology. Digital immigrants, on the other hand, did not grow up with such technology and had to learn it in their older years; immigrants have a “foreign accent” when it comes to the language of technology. I had to laugh at some of Prensky’s pieces of evidence of digital immigrants’ accents: until literally a month ago, I was printing out all my articles to edit them with pen and highlighter until someone told me that the latest version of Adobe Reader and Pro have a highlighter and text adding option. I have also done the “Did you get my email?” phone call. After reading that, I thought that you could just use a digital receipt request when you send it. I think we are also supposed to assume that if an email says “Sent” in our sent mail, the other person got it. A technical difficulty could make this untrue, but I imagine that is rare. I have had text messages, however, send from my phone a lot, and even though it said “Sent” the person I sent it to never got it.

            That being said, I would say I have overcome my aversion to technology. I am in the IT field, and I also use my laptop and the Internet and a myriad of software to write, do research, design artwork, take my classes, and much more. My learning style is at least partially reflected in Dede’s (2005) description of a “neomillenial style of learning,” particularly the fluency in multi-media environments, communal learning, and “expression through nonlinear, associated webs of representation” (p. 7). I used to be much more reluctant to embrace new technology and gadgets, but that is starting to change. I am starting to preview new software and getting a little bit of that “hafta have the latest” bug. I recently installed the Windows 8 Customer Preview, and decided to write a review about it, which I might post here. The use of technology has changed everything about the way I learn. When I was in high school, I still did most of my research in books with perhaps one or two web resources. Now I almost never step foot in a physical library anymore. I can make the trip virtually and find almost any article I need. Things are changing very fast, and it is an interesting time to be alive.

References

Dede, C. (2005). Planning for neomillennial learning styles. Educause Quarterly, 1, 7–12.

Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5).Molnar, A. (1997). Prensky, M. (2001). Digital natives, digital immigrants part II: Do they really think differently?,

On the Horizon, 9(6).

Technical Priority (Walden, Week 1)

A few years ago, the remnants of a tornado came whirling through Southwest Ohio, and the 80 mile an hour winds knocked out several power lines across the city. The energy company worked around the clock for several days to restore power to much of Cincinnati. Before that time, I had rarely ever seen children, or even adults, hanging out outside or playing. The blackout, however, forced everyone out of their dungeons, and a funny thing happened. We got to know a few of our neighbors. It was a novel experience, but by and large, I prefer to have my technology. I think if I absolutely had to pick two pieces of technology I could not live without, the first would be my cell phone. I do not have a land line, so it is the quickest and handiest tool I have to the outside world when I am holed up at home. It can also be used in all manners of emergency. Jan Chipchase (2007), on a TED Talk, described the increased importance these mobile phones are playing in our lives. When we leave the house, we grab three things: money, keys, and cell phone. I used to have a smart phone, but I believe that they are more fragile than the mobile phones of old, and unfortunately, mine died. Smart phones are incredible with how many gadgets they are all rolled into one. My second pick would be my laptop. I do just about everything on it, from work to writing papers to watching videos and sending emails. If I had to have a third pick, I would probably say a car. In some places, you can get around easily without one, but not in Cincinnati.

With those two gadgets, everything I need to know (well, almost everything) is right at my fingertips. It was not always this way, though, and it was interesting reading about how we got to this point. Carlson (2006) wrote about how the Sputnik shock is what encouraged people to make a mad dash into the mathematics and science fields, as well as incentivize psychologists and educators to research and reform instructional methods. Secondly, I was surprised to discover from the article by Molnar (1997) that the BASIC programming language, as well as first computer-assisted learning program were both invented in 1963. This is way earlier than I would have imagined. If I had guessed, I would have said that both of these were invented in the 80s. That means that, before the personal computer, there is a fairly long history of computers between going from the room-sized ones down to the PC version. In both cases, it was an interesting insight into the history of computers. You know, back in the day when people actually got out and talked to their neighbors?

References:

Carlson, R. D. (2006). Instructional technology. Encyclopedia of educational leadership and

administration. Thousand Oaks, CA: Sage Publications, Inc.
Chipchase, J. (Speaker). (2007, March). Jan Chipchase on our mobile phones. TED Talks.   
TED Conferences, LLC. Podcast retrieved from
http://www.ted.com/talks/jan_chipchase_on_our_mobile_phones.html
Molnar, A. (1997). Computers in education: A brief history. T.H.E. Journal, 24(11), 63–68.