Exploring the Virtual Classroom: What Students Need to Know (and Teachers should Consider)

Exploring the virtual classroom: What students need to know (and teachers should consider)  was written by Garry Falloon for the MERLOT Journal of Online Learning and Teaching.  In this paper, Falloon conducts a study of 22 students over a 16-week semester during an online class.  His goal was to see if the virtual classroom was as effective as a regular classroom on campus.  What he found was that learners suffered a sense of isolation and disconnect which adversely affected their performance.  The researcher used Adobe Connect Pro and the program iShowU HD to conduct his online classes through.  Although the researcher himself was the professor of the courses, he allowed an independent research assistant to carry out all interviews.

From the interviews, Falloon found students didn't feel comfortable interrupting the professor during his online lecture, or the emoticon for hand raising was not registering on a timely manner.  When the emoticon did come up the moment had passed and the question not asked.  The professor also was frustrated with the lack of verbal feedback and was unaware if he was "coming across" to his audience.  The researcher concluded that more research needed to be done to identify "best practices" for virtual classroom use.

I think that a mix of what we do and some virtual interaction would be very beneficial.  It would create a more personal feeling and interaction would be quicker.  From what the study said, some students had difficulty with the computer program itself.  If that is the case then a better format should be investigated in order to get the most out of the class as possible with technology being an interference.  

Experiencing technology integration in education: children's perceptions

Experiencing technology integration in education: Children's perceptions by Baytak, Tarman, and Ayas.  They did a phenomenological study of fifth and sixth grade boys.  They questioned the boys about the use of technology at school and at home.  They also did observations after the interviews were completed.  The observations recorded their non-verbal behaviors and physical settings.   The main goal of the study was to  explore how children define and use technology in their education.  The researchers found four themes emerge from the data: the value of technology, authority over learning, misuses and misperceptions, and the border of integration.

The value of technology: The boys expressed the idea that anything that plugs in is technology.  They did not know what technology integration was, but were aware of  the influence of technology in their learning.
Authority over learning: The researchers noted that students showed more independence when using a computer then in a regular classroom setting.  The students felt that they had more power when using computers for their lessons.
Misuses and misperceptions: Most parents feel that a student's technology experience at school is considered as integration, but not in the home.  The researchers found that parents were the biggest barrier to technological integration in the home.
The border of integration: The boys felt that "searching on the Internet" was the best use for education.  They felt that efficiency, speed, and clarity benefited their educational experience more than anything else.  Some of the boys felt that the use of technology should be limited.  They preferred a person teaching them over using technology for learning.

Finally, the researchers came to the conclusion that although students felt that their use of technology isn't integration, the researchers found that it was.  Students were "gaming" online, but many times the games were educational and beneficial to the students learning.  They suggest that teachers provide students with homework and projects that require use of technology.  This may give students the feeling of being empowered and may take their learning on themselves through assignments and guidance.

I liked this research!! I felt that it was time to look at the kids perspective on technology "integration".  I know from personal experience that my students always get excited when I "integrate" any technology into their regular lessons.  I wish the Internet was readily available throughout rural Tennessee so that my students would be able to use "gaming" and fun websites to enhance their learning.  I created a whole page of fun, educational websites just for this reason:  http://www.19pencils.com/mycomputerlab/site/66 

Portfolios as developmental assessment tools

Portfolios as developmental assessment tools by Harm H. Tillema was in the International Journal of Training and Development.  Tillema sites three kinds of portfolios: the performance dossier-type portfolio, the reflective learning portfolio and the course-related learning portfolio.  The dossier-type portfolio is used mainly for documenting work performance.  The reflective learning portfolio is used to illustrate professional growth in relation to work experiences.  The final portfolio is the course-related portfolio that is used for learning experiences for coursework or a program of study.  Tillema states how the portfolios are very helpful in establishing strengths and weaknesses and to resolve discrepancies in coursework or performance.

I agree with the usefulness of portfolios in both professional settings and educational settings.  I think that electronic portfolios will become more and more in demand rather than just a resume saved as a PDF or scanned for job applications.  Businesses are able to see an applicants abilities by viewing an online portfolio and sample work done by the person.  I think colleges should not only do their own portfolios for students, but also encourage students to start an online portfolio that they can build while in college for when they are ready for job hunting.  VisualCV offers just such a portfolio site.  Students could build the online portfolio during their undergraduate years and continue during their graduate courses.  When finished with school, they have a completed portfolio ready for job applications.

The Problem in Technology Education (A Definite Article)

The Problem in Technology Education (A Definite Article) found in the Journal of Technology Education  Vol. 21 No. 2 in the spring of 2010 was an interesting article written by Jim Flowers.  Flowers spends a lot of time talking about the word "the".   I have used italics with my "the-s" to show how the word "falsely imply uniqueness".  This article was a bit "out there" and I was greatly disappointed with it.  The article ran on pages 10-20, but Flowers didn't even get to the technology part until the bottom of page 13. Flower's problem in technology all stems from the word "the" and how it leaves the learner with the idea that there is no other way or it is the only way.  As he states, "If I teach students 'The definition of technology is...' it conveys something different than had I said, ' A definition for technology is...'."

As I mentioned earlier, this article was "out there".  I almost felt like I was reading one of Dr. Wall's articles she picks that we have to critique.  This one is perfect for her to use.  It is true that the word "the" can imply one thing and not another, but do we really believe that if I say, "I love the scarf around your neck!" means I only love that scarf?  Unless an educator stresses the word in a phrase, "This is the answer for number 4!" Then I don't believe students are closed minded and only zero in on the word "the".  Man I hope this wasn't too confusing, but I did leave the article with a *sigh* and "ok, here goes nothing" feeling.