In a 1995 article "Do We Really Want a Global Village?" the author Talbott paints a very non-Utopian picture of the global village. The author feels as though the sharing of information and "cooperating in purely technical undertakings" too easily perpetuates the "village paradise" as a less visible communal dissociation. Talbott also feels as though the global village would slowly destroy the inner-world of people known as culture. One simple example of this would be sending the newest laptop technology to a third world country that doesn't even have electricity, which would create further confusion and disparity.
In my eyes, the global village is more of the way the people of the world connect. I don't see global village as something that we must force on people, but instead perpetuate to those who desire it or are interested in contributing. This poses a problem, as the intentions of some of the villagers may not always be morally sound or rooted in worldly progression, but instead individual power. I see the global village as a subtle blending and understanding of cultures, not the creation of one new and unified culture.
I found one idea expressed by Talbott as particularly interesting. Being a fan of the Star Trek Series, Talbott echoed in his writing the Prime Directive that all Federation members upheld. As worded by Talbott, "Technological change should be introduced only so far as it serves the natural, consciously chosen evolution of a people." The global village should still serve the greater good, but not interfere with the natural progression of a culture.
Within this context, the building of a global village could be a positive thing, but to try and conform the world to a central set of norms and ideas I feel would be a detriment to people and culture as a whole. Ideally, I'd like to see a melting pot that still has individual ingredients. This is similar to how I run my classroom. Even though I have a class full of students who need to be educated, I also have students with race, religion, culture, gender and many other individual baggage that needs to be recognized.
For the K-12 classroom, the idea of a global village will be a tough thing to realize. As the technological advances grow exponentially, the way teachers are trained, students learn, and education evolves will be vital to the extent of how far the global village manifests. Technology can make the Utopian idea of a global village a quicker process, but it also could make it progress in ways that maybe the world doesn't expect or even desire. Probably the best thing the K-12 classroom can do is discuss this idea of global village, discuss why or how it could progress, and create an open dialogue to prepare our students for the possibilities that exist within the global village context. Give them a more worldly view of things so they too can begin to see the forest for the trees. After that preparation we can only hope that they make wise choices to positively effect the future of society and culture.
Saturday, July 12, 2008
Friday, July 11, 2008
The "Invisible College"
Even though I have chosen not to talk about Critical Theory and the 1994 article by Yeaman about C.T., I found his idea of the "invisible college" very interesting. If you look closely at some of the descriptors of the college, you will see some close similarities to our ISU MEd cohort:
•distance network of collaboration
•encourages discussions of problems in the field
•building positions and a shared agenda
•critiquing understanding
•generating solidarity
•explore new territory, name things, and map ideas
Scary.
•distance network of collaboration
•encourages discussions of problems in the field
•building positions and a shared agenda
•critiquing understanding
•generating solidarity
•explore new territory, name things, and map ideas
Scary.
Moral Philosophy's and its Purpose
In his 1995 article "What is Moral Philosophy?", the author Pojman discusses 5 purposes of morality:
•To keep society from falling apart
•To ameliorate human suffering
•To promote human flourishing
•To resolve conflicts of interest in just and orderly ways
•To assign praise and blame, reward, and punishment and guilt
These purposes are based on the definition of morality being the customs, precepts, and practices of a people and culture. And even though moral precepts are concerned with norms, much like religion, law and etiquette, there are some inherent differences despite their obvious similarities.
Much of the ideological theory presented by Pojman sounds very Utilitarian in nature, even though the author does not totally agree with the idea of the greatest good. I tend to agree with most of the ideas Pojman presents, but putting them into practice becomes very complicated. To uphold the purposes he outlines requires me to have more of a worldly outlook on life, even if those around me do not. I become an agent of morality and must do my part to fulfill these purposes, which many times makes me a target for those with a will leaning more towards power rather than social conscience.
For instance, in his 1994 article "Searching for Moral Guidance about Educational Technology", the author Nichols references the author Rorty in his definition of solidarity. Rorty believes that solidarity is the ability to see more and more traditional differences such as race, religion, etc. as unimportant when compared with similarities in respect to pain and humiliation. To put that into practice, I need to look beyond how my students are different and see them for how they are similar. But as an educator, I am constantly making adjustments for the differences in my students in order to make their understanding of knowledge more similar. Do I strive for the "greater good" of the collective society, or do I acknowledge the obvious differences in power and the struggle of societal members to attain that "power?"
The question of agreeing or disagreeing is a difficult one to answer emphatically. On many levels, I hope that my place in society reflects a purpose of morality, but there are times where morality is set aside for lack of reciprocity by society. One thing is for sure, as a teacher in this society, I am definitely seen as a moral agent, both internally and externally.
Educators in modern society are seen as more than just conveyors of knowledge. They have a much bigger role as providers of basic needs such as food and clothing, disciplinarian due to lack of parental guidance at home, teachers of social skills and etiquette as well as leaders in development of moral rights and wrongs. This role, wanted or not, has been placed upon the shoulders of education. Couple this with the internal instincts inherent in good teachers to be just and right in their role in society, and you reveal a teacher to be one of the bigger agents carrying the banner of morality.
Despite all of these "hats" the educator is supposed to wear in order to better educate our learners, we are still obvious targets whenever one or more of these needs is not being met. Whether it is getting along with classmates, performance on standardized tests, poor communication skills, or any other job the educator is "supposed" to accomplish, they are easy targets for blame, especially by parents or community members who feel as though the "power" that the school holds is not being adequately dispersed to certain people (i.e. their child.) Despite small exceptions, the mass majority of educators are moral agents, are looking out for the greater good of society and are not in the business for personal power. Many times these experts in their respective fields could easily enter the private sector, make much more money, and not be such an obvious moral target, but they have decided that teaching is much more rewarding and proudly take on that role.
To this point, I have not explored the complications that technology brings into the moral philosophy of educators. The many facets of this topic make educators, especially those well-versed in educational technology, even more of a moral agent. This topic can get quite lengthy, but I will save that for another entry. I will say that the addition of technology in the discussion of morals make things more complicated and adds even more pressure to the moral educator in modern society.
•To keep society from falling apart
•To ameliorate human suffering
•To promote human flourishing
•To resolve conflicts of interest in just and orderly ways
•To assign praise and blame, reward, and punishment and guilt
These purposes are based on the definition of morality being the customs, precepts, and practices of a people and culture. And even though moral precepts are concerned with norms, much like religion, law and etiquette, there are some inherent differences despite their obvious similarities.
Much of the ideological theory presented by Pojman sounds very Utilitarian in nature, even though the author does not totally agree with the idea of the greatest good. I tend to agree with most of the ideas Pojman presents, but putting them into practice becomes very complicated. To uphold the purposes he outlines requires me to have more of a worldly outlook on life, even if those around me do not. I become an agent of morality and must do my part to fulfill these purposes, which many times makes me a target for those with a will leaning more towards power rather than social conscience.
For instance, in his 1994 article "Searching for Moral Guidance about Educational Technology", the author Nichols references the author Rorty in his definition of solidarity. Rorty believes that solidarity is the ability to see more and more traditional differences such as race, religion, etc. as unimportant when compared with similarities in respect to pain and humiliation. To put that into practice, I need to look beyond how my students are different and see them for how they are similar. But as an educator, I am constantly making adjustments for the differences in my students in order to make their understanding of knowledge more similar. Do I strive for the "greater good" of the collective society, or do I acknowledge the obvious differences in power and the struggle of societal members to attain that "power?"
The question of agreeing or disagreeing is a difficult one to answer emphatically. On many levels, I hope that my place in society reflects a purpose of morality, but there are times where morality is set aside for lack of reciprocity by society. One thing is for sure, as a teacher in this society, I am definitely seen as a moral agent, both internally and externally.
Educators in modern society are seen as more than just conveyors of knowledge. They have a much bigger role as providers of basic needs such as food and clothing, disciplinarian due to lack of parental guidance at home, teachers of social skills and etiquette as well as leaders in development of moral rights and wrongs. This role, wanted or not, has been placed upon the shoulders of education. Couple this with the internal instincts inherent in good teachers to be just and right in their role in society, and you reveal a teacher to be one of the bigger agents carrying the banner of morality.
Despite all of these "hats" the educator is supposed to wear in order to better educate our learners, we are still obvious targets whenever one or more of these needs is not being met. Whether it is getting along with classmates, performance on standardized tests, poor communication skills, or any other job the educator is "supposed" to accomplish, they are easy targets for blame, especially by parents or community members who feel as though the "power" that the school holds is not being adequately dispersed to certain people (i.e. their child.) Despite small exceptions, the mass majority of educators are moral agents, are looking out for the greater good of society and are not in the business for personal power. Many times these experts in their respective fields could easily enter the private sector, make much more money, and not be such an obvious moral target, but they have decided that teaching is much more rewarding and proudly take on that role.
To this point, I have not explored the complications that technology brings into the moral philosophy of educators. The many facets of this topic make educators, especially those well-versed in educational technology, even more of a moral agent. This topic can get quite lengthy, but I will save that for another entry. I will say that the addition of technology in the discussion of morals make things more complicated and adds even more pressure to the moral educator in modern society.
Friday, June 27, 2008
Traditional ID models with examples
Traditional ID models usually include three main ideas. First, they have an analysis stage where goals are set based on the learners. The second general idea is a planning stage. Here we choose a media, instructional strategy, activities to be completed as well as an assessment tool. The final stage is a revision or evaluation stage where the whole process is looked at and adjusted where necessary. This includes assessment tools, instructional strategy, media, etc.
Now for a closer look at some traditional ID models.
The Dick and Carey ID model mirrors the process of scientific research. If a scientist is researching a theory, they must first identify what part of the theory they would like to research first and decide on the best way to explore that idea. Then they need to design tests, usually lab based experiments, and develop a strategy to interpret those results. After this they must choose a method to instruct others of why things did or didn't work, and finally evaluate if the theory and research on that theory was effective. The "hard sciences" are great avenues for the rigid processes of Dick and Carey. It would also fit in well in advanced degree programs in these subject areas.
Big 8 is an ID model that would lend itself well to the daily lesson planning done by a math teacher. For each concept that is being studied you need to conceptualize the desired objectives, choose appropriate problem examples, work out those problems so you know how to do them, then choose the appropriate media for teaching those problems. After producing the media and presenting the lesson, you evaluate what was done to see if the media, examples, objectives, etc where effective. The only thing that is missing is the assessment idea. This is especially alarming at the K-12 level, seeing how standardized tests are how learning centers are being graded. I would have to add an assessment stage to the Big 8 model, but it would be done after a number of objectives are met, not just one single objective.
For the Assure model I have decided on 2 similar examples that would be well-suited, both related to individualized learning, IEPs and 504s. The Assure model could be used in a classroom of second chance reading or in a resource/special education classroom. Both of them require you to analyze your learners and their strengths/weaknesses and state specific objectives that are to be accomplished. Next, based on those learners and objectives, media and methods are chosen and utilized to help the learner be more successful. Both special education and second-chance reading require student participation, and both of these programs are constantly evaluating progress and revising instruction for both continued participation in the program and for exiting the program. I can definitely see teachers at my school in these areas using this method when designing their instruction.
The ideas behind the model ADDIE seem to fit well with the ideas and goals behind the AEA and their teaching of professional development. The way AEA designs their programs, and they way they have teachers implement those programs both follow this model. You first analyze the school's needs, design instruction, develop that instruction, help the school implement that instruction, and I have never been to an AEA event that didn't include some form of evaluation. I am curious if the AEA in my area has been formally drilled by the ADDIE model, because I can definitely see these steps in every PD I have been a part of that was facilitated by them.
The Complete Instructional Design Plan model seems like something that principals and superintendents are using when they help teachers develop individualized teacher development plans. As the state of Iowa begins to classify career teachers and long-term planning for their continued improvement, this ID model seems to keep the learning goal in mind while looking at the complete picture and context of that goal. There is not a specific process to follow, but there are specific things that are being addressed. The only thing that this model has that might not fit in my example choice is pretesting. Otherwise, what the state of Iowa is wanting from their career teachers and principals could be designed around this model. I also like the fact that there is constant revision and evaluation of the effectiveness of what is being done to assure appropriateness.
This was just a glimpse into the traditional ID models being utilized in the educational field. I encourage anyone reading this blog to look deeper into the models discussed and look for other practical examples.
Now for a closer look at some traditional ID models.
The Dick and Carey ID model mirrors the process of scientific research. If a scientist is researching a theory, they must first identify what part of the theory they would like to research first and decide on the best way to explore that idea. Then they need to design tests, usually lab based experiments, and develop a strategy to interpret those results. After this they must choose a method to instruct others of why things did or didn't work, and finally evaluate if the theory and research on that theory was effective. The "hard sciences" are great avenues for the rigid processes of Dick and Carey. It would also fit in well in advanced degree programs in these subject areas.
Big 8 is an ID model that would lend itself well to the daily lesson planning done by a math teacher. For each concept that is being studied you need to conceptualize the desired objectives, choose appropriate problem examples, work out those problems so you know how to do them, then choose the appropriate media for teaching those problems. After producing the media and presenting the lesson, you evaluate what was done to see if the media, examples, objectives, etc where effective. The only thing that is missing is the assessment idea. This is especially alarming at the K-12 level, seeing how standardized tests are how learning centers are being graded. I would have to add an assessment stage to the Big 8 model, but it would be done after a number of objectives are met, not just one single objective.
For the Assure model I have decided on 2 similar examples that would be well-suited, both related to individualized learning, IEPs and 504s. The Assure model could be used in a classroom of second chance reading or in a resource/special education classroom. Both of them require you to analyze your learners and their strengths/weaknesses and state specific objectives that are to be accomplished. Next, based on those learners and objectives, media and methods are chosen and utilized to help the learner be more successful. Both special education and second-chance reading require student participation, and both of these programs are constantly evaluating progress and revising instruction for both continued participation in the program and for exiting the program. I can definitely see teachers at my school in these areas using this method when designing their instruction.
The ideas behind the model ADDIE seem to fit well with the ideas and goals behind the AEA and their teaching of professional development. The way AEA designs their programs, and they way they have teachers implement those programs both follow this model. You first analyze the school's needs, design instruction, develop that instruction, help the school implement that instruction, and I have never been to an AEA event that didn't include some form of evaluation. I am curious if the AEA in my area has been formally drilled by the ADDIE model, because I can definitely see these steps in every PD I have been a part of that was facilitated by them.
The Complete Instructional Design Plan model seems like something that principals and superintendents are using when they help teachers develop individualized teacher development plans. As the state of Iowa begins to classify career teachers and long-term planning for their continued improvement, this ID model seems to keep the learning goal in mind while looking at the complete picture and context of that goal. There is not a specific process to follow, but there are specific things that are being addressed. The only thing that this model has that might not fit in my example choice is pretesting. Otherwise, what the state of Iowa is wanting from their career teachers and principals could be designed around this model. I also like the fact that there is constant revision and evaluation of the effectiveness of what is being done to assure appropriateness.
This was just a glimpse into the traditional ID models being utilized in the educational field. I encourage anyone reading this blog to look deeper into the models discussed and look for other practical examples.
Wednesday, June 25, 2008
An individual definition of Instructional Technology
Given our common definitions of media and technology, I am going to try and put a formal definition on Instructional Technology. Seeing as how our definition of technology includes the process and products to make life better, then the "Technology" in IT must include the process and products that make teaching better.
However, our definition for media includes the carriers or deliverers of this information, and as an instructor, I take on the role of delivering the instruction. This seems to imply that I am a type of "media" when it comes to teaching in the classroom.
To put these two ideas together, IT is the process and products that make instructing "better" by using the most effective choices for delivering. Those of us who choose to learn about this IT and become more media literate would be the most efficient carriers of information for the learners.
Putting a formal definition on IT is tough since IT exists in many areas, not just education. This makes it tough to navigate all of the information that exists on IT, but I think that keeping our context in mind helps make our learning more specific and useful in practice.
However, our definition for media includes the carriers or deliverers of this information, and as an instructor, I take on the role of delivering the instruction. This seems to imply that I am a type of "media" when it comes to teaching in the classroom.
To put these two ideas together, IT is the process and products that make instructing "better" by using the most effective choices for delivering. Those of us who choose to learn about this IT and become more media literate would be the most efficient carriers of information for the learners.
Putting a formal definition on IT is tough since IT exists in many areas, not just education. This makes it tough to navigate all of the information that exists on IT, but I think that keeping our context in mind helps make our learning more specific and useful in practice.
Friday, June 20, 2008
Visual Literacy and Media Literacy: A Comparison
After doing a little studying of visual and media literacy, I find it interesting how these two ideas have many similarities, but at the same time have many stark differences. On the surface it is obvious that they both have two parts; VL calls them encoding and decoding while ML calls them construction and deconstruction. It is also apparent that both of them have levels of experience that very from doing/producing up to symbolizing/analyzing. One glaring difference is the fact that VL is focusing on visuals wheres ML has multimedia at its disposal and chooses senses based on a wide array of factors.
A concept that emerges from ML that is disheartening is how information that was eliminated by the creator is lost information. Media shows exactly what the producer wants it to show. Visuals aren't quite as cut-and-dried since the decoder has more room for interpretation and the context of the visual cannot be manipulated as thoroughly as something more multimedia oriented. This isn't to say it cannot be accomplished, but it is more difficult and requires much more planning and thought, since you can only control one aspect of the design.
Both VL and ML are very direct in their purpose and they both try and simplify difficult topics. However, VL tends to help organize the visual cues and uses design to make sure the message being sent is clear while ML has the ability to skew or sway the uniformed deconstructor in their interpretations.
I feel as though both types of literacy have strong influences on the Democratic process. You are hard-pressed to find a newspaper that doesn't contain some type of political cartoon (VL) or a television show that has commercials geared towards the programs viewing audience. It is also apparent that both literacies are shaping beliefs and attitudes of EVERY demographic. From the daycare newsletter for my son (with cute duckies and turtles) to commercials during Martha Stewart for assisted living centers, everyone is a target for media in some way, shape or form. What is encouraging to see is how both literacies strive to make the learner more of an abstract thinker and help them learn how to ask the right questions and think for themselves. If more of the general public would do this, I think media would be forced to rethink their methods and we would have a stronger nation, both academically and globally orientated.
A concept that emerges from ML that is disheartening is how information that was eliminated by the creator is lost information. Media shows exactly what the producer wants it to show. Visuals aren't quite as cut-and-dried since the decoder has more room for interpretation and the context of the visual cannot be manipulated as thoroughly as something more multimedia oriented. This isn't to say it cannot be accomplished, but it is more difficult and requires much more planning and thought, since you can only control one aspect of the design.
Both VL and ML are very direct in their purpose and they both try and simplify difficult topics. However, VL tends to help organize the visual cues and uses design to make sure the message being sent is clear while ML has the ability to skew or sway the uniformed deconstructor in their interpretations.
I feel as though both types of literacy have strong influences on the Democratic process. You are hard-pressed to find a newspaper that doesn't contain some type of political cartoon (VL) or a television show that has commercials geared towards the programs viewing audience. It is also apparent that both literacies are shaping beliefs and attitudes of EVERY demographic. From the daycare newsletter for my son (with cute duckies and turtles) to commercials during Martha Stewart for assisted living centers, everyone is a target for media in some way, shape or form. What is encouraging to see is how both literacies strive to make the learner more of an abstract thinker and help them learn how to ask the right questions and think for themselves. If more of the general public would do this, I think media would be forced to rethink their methods and we would have a stronger nation, both academically and globally orientated.
Wednesday, June 18, 2008
How theories supporting IT fit into Educational Theories
I decided to attack this problem from the obvious to the more problematic? paring. First a quick rundown:
Perennialism->Systems Theory
Essentialism->Behaviorism Theory
Progressivism->Communications Theory
Reconstructivism->Constructivism Theory
Okay, here's the "whys" of what's been done.
I put progressivism with communications since communications deals so much with how the process of comm. works. This lends itself very well to the project based ideas of progressivism. Overall I perceive a good overlap in their respective fields of experience.
Essentialism was paired with behaviorism since both of them seemed to lend well to mass education. Also the chance to civilize those masses would make both Skinner and Pavlov begin to salivate. :)
The truth seekers we know as perennilists seem to agree with the process of systems theorists. The only snafu I forsee is the fact that systems theory has a focus on the procedure or process, but the perennialism school of thought knows that the truth is out there and there is a tried and true way of finding that truth. Could be a bump int he road for that marriage.
Last, I paired the global view of reconstructionism with the learning theory of constructivism. The whole idea of shifting from consumers to producers matches well with the social and moral issues that are addressed by reconstructivists. There could be issues with needing a facilitator, but at least that guarantees me a job.
Not all perfect fits, but good enough to make a good strong case.
Perennialism->Systems Theory
Essentialism->Behaviorism Theory
Progressivism->Communications Theory
Reconstructivism->Constructivism Theory
Okay, here's the "whys" of what's been done.
I put progressivism with communications since communications deals so much with how the process of comm. works. This lends itself very well to the project based ideas of progressivism. Overall I perceive a good overlap in their respective fields of experience.
Essentialism was paired with behaviorism since both of them seemed to lend well to mass education. Also the chance to civilize those masses would make both Skinner and Pavlov begin to salivate. :)
The truth seekers we know as perennilists seem to agree with the process of systems theorists. The only snafu I forsee is the fact that systems theory has a focus on the procedure or process, but the perennialism school of thought knows that the truth is out there and there is a tried and true way of finding that truth. Could be a bump int he road for that marriage.
Last, I paired the global view of reconstructionism with the learning theory of constructivism. The whole idea of shifting from consumers to producers matches well with the social and moral issues that are addressed by reconstructivists. There could be issues with needing a facilitator, but at least that guarantees me a job.
Not all perfect fits, but good enough to make a good strong case.
Monday, June 16, 2008
A Little Intro
Hello fellow Iowa Staters, my name is Aaron Hamann and it is great to again be an ISU student. I am currently in the process of moving from Ossian, Iowa to Strawberry Point, Iowa. Next year I will be beginning a new job at Ed-Co High School teaching upper level mathematics after being at South Winneshiek for 5 years. I have been married to my wife Shanna for six years in July and we have a 2 1/2 year old son named Dakota.
One unique characteristic that I have is the knack for remembering obscure band or artist names as well as song names. I am best at 70's and 80's bands, but any artist is fair game. I am constantly testing my wife when we are listening to the radio, especially when it is the name is super strange.
My hopes for learning in CI501 is to get a feel for what the program is all about as well as get a feel for what types of things I already know and what I need to learn more about. I also have a goal of learning what type of time commitment I need and to learn a new way of learning.
One unique characteristic that I have is the knack for remembering obscure band or artist names as well as song names. I am best at 70's and 80's bands, but any artist is fair game. I am constantly testing my wife when we are listening to the radio, especially when it is the name is super strange.
My hopes for learning in CI501 is to get a feel for what the program is all about as well as get a feel for what types of things I already know and what I need to learn more about. I also have a goal of learning what type of time commitment I need and to learn a new way of learning.
Sunday, June 15, 2008
Test Blog
Here is a basic test blog for formatting purposes only. Come back soon for more pertinant information.
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