Connectivism - PLNs & COPs

Connectivism

Using Coggle I created a sample mind map of my basic understanding of Connectivism.  The theory of Connectivism, in very basic terms, is the theory that learning occurs through connections.  Personal Learning Networks (PLN) and Communities of Practice (COP)  are examples of how people are using the Internet to connect to networks and groups of individuals to learn. PLNs and COPs are examples of how connectivism works in the digital world.   

My mind map has examples of various PLNs and COPs that I found through Google.  The nodes represented in the diagram are resources that I might include in my learning network. Some of these resources I’ve used in the past, the others I have booked marked for future reference.  I added the Instructional Technology & Digital Media Literacy class IT&DML, of which I am currently enrolled, because of the learning connection I have made with my classmates.  Through google groups and our blogs, we’ve shared and we’ve learned from each other. To my mind map,  I could have also added chromebook Edu, Google Apps for Education, Online Research and Media Skills, and the other Google communities I am connected to because they too are part of my learning network.  

The advantage that a teacher has by joining a PLNs and COPs is the connection to other educators who share similar interests.  Teachers who want to use technology in the classroom would benefit greatly because of the ability to learn and share experiences.   Technology is evolving so rapidly that joining groups and communities that focus on classroom technology will help keep teachers informed and up to date. There are many COPs and PLNs in various fields. For example, I’ve found a YOGA group that I’m thinking of joining.

With regards to Coggle Mind Map , it was very easy to use. I think students could easily start to use it with little training. I can see Coggle as a helpful tool for organizing ideas.  I was, however,  exited from the program 3 times prior to saving this last mind map to a png file. I’m not sure why the program booted me out.  It could be caused by my Chromebook and its unstable ways.

LEARNING USING TECHNOLOGY
Our students are using technology in creative ways to build their knowledge about things they're interested in.  I'd like to share with you an example.  The other day I overheard my daughter teaching her friend how to play a song on the piano.  They were using Facetime to do this. I was able to capture a few seconds of the lesson.

Educators need to creatively use technology tools in teaching to make it meaningful and engaging for their students.   Our students are doing it. They understand the value of doing it!

Personal Learning Network Update

Here’s an update on teaching myself the basics of yoga using my Personal Learning Network (PLN).  I’ve started building my very own personal learning network .  Currently it is an area I’ve set aside on  Evernote, a tool for tracking bits of information you don’t want to lose.   My note contains  links to resources to help me get started with yoga and links to resources on other topics that are of interest to me.

Reading about PLNs on Pinterest has led me to sign up for Pinterest. I am now following 6 Pinterest boards.  Through Eric Sheninger I have access to links of resources and tools that will help to improve my teaching.   I had heard from colleagues that Pinterest was a neat a tool to use for learning about different things. After visiting the Pinterest site, I see why they are excited.  

Through Google, I have found many yoga forums and yoga blogs. Some of which I have documented  within Evernote.  I am specifically searching for blogs and forums that are useful for yoga novices and that are free.  The forums and blogs will help in answering my questions about yoga basics, including the history of yoga, and learning some of the vocabulary that is specific to yoga.

As William Richardson on Personal Learning Network video shares, PLNs are the trend in education. Our students are using PLNs outside the classroom. They are selecting the online resources and tools they want to use, and they are selecting what they want to learn. As educators we need to build on their knowledge and skills and guide them to use these technologies in a way that is meaningful and supportive of their education. As William Richardson further suggests, by building my own PLN, I hope to understand the power of PLNs and the complexities of using and creating them.

Cooking with TPACK

What a fun and great way to gain understanding of TPACK. TPACK is a model used to identify what knowledge is needed to effectively integrate and use technology in the classroom.  It stands for Technological Pedagogical and Content Knowledge.  The models suggests that these three domains of knowledge and how they interrelate are necessary to effectively use technology in the classroom.  See my last post for more detail on the TPACK model.

Cooking with TPACK was a lot of fun! It was a great way of understanding and practicing key concepts of the TPACK model.  The activity required using 3 kitchen utensils  to prepare a dish.  The situation is similar to what often happens in the classroom. Teachers have one set of tools and a lot of content to cover in a classroom full of diverse learners. 

As identified in the Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators edited by the AACTE Committee on Innovation and Technology, there are barriers that exist that complicate and prohibit the use of technology in the classroom.  One such barrier is “functional fixedness”. Functional fixedness refers to the ideas we hold about the function of an object.  Functional Fixedness  can inhibit the creative use of technology in the classroom.  In my Cooking with TPACK activity, I was using three tools, kitchen tongs, a plate, and a plastic bowl.   I needed to cut, slice, and scoop fruit in order to make a fruit salad. I had to think about the task, use my knowledge of the utensil and fruit, and plow through the barrier of functional fixedness to adapt how I used the utensils in order to successfully make the fruit salad.  

I had to adapt the method of making fruit salad because of the tools I was using. I adapted my method by repurposing the tools  in order to cut and slice the fruit to make the fruit salad.  

An important concept I learned and practiced in my Cooking with TPACK activity relates to how content and technology influence each other.  In the Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators, the way technology influences and constrains content and the reverse is discussed. Teachers need to understand that their content will be influenced by the technology they use.   In my Cooking with TPACK activity, the result of cutting the melon, or applying the technology,  transformed the melon into a serving bowl for the fruit salad.

It was a great learning experience.

Networked Learning Project

When I heard I had to teach myself how to do something I wanted to learn, I immediately thought of the various home projects my husband and I have identified and placed on our to do list.  I was intrigued with the thought of getting these projects done and the possibility of doing them myself.  I considered repairing the brick wall that edges a small part  of my driveway.  Over the years, the wall has taken a beaten from drivers, mostly friends and family,  who are unfamiliar with the way the wall suddenly juts out. It’s not a very big job, only a few bricks need to be replaced, but can I really lay brick?  Hmmm, I’m not sure.  Do I really want to experiment on something that is so visible?  I think not.   Turning to other possibilities, I considered painting. I have a ceiling that needs to be painted.  I’ve seen professional painters paint ceilings.  It seems like a real pain in the neck.  I quickly reconsidered.  

After much thought, I decided to turn away from the idea of attacking back breaking home projects and focus on something that I’ve always wanted to do for myself, but never have.  Yoga is something I’ve wanted to try because of the benefits you get from doing it.  I’ve been told by a friend, who practices yoga, that it is a great way for relaxing, a great way to relieving stress, and can even help you sleep better.  Sounds great!  So why haven’t I tried it yet? I think that finding the time to get started has been an issue, but I also feel the language, poses, and exercises used in yoga seem strange and a little intimidating.  This assignment is a perfect opportunity to get started.  The goal of my networked learning project is to become familiar with the concepts of yoga, and teach myself exercises and poses that are appropriate for beginners.  As required by this assignment, I will use Internet resources to research yoga and the exercises and poses that I will perform.  I plan to measure how well I’ve met my goal by sharing what I’ve learned with my friend, who has been practicing yoga for many years, and who can give me her feedback.  I am very excited about beginning my network learning project and discovering the possibilities of feeling more relaxed.

ABOUT TPACK

This blog entry is about TPACK, a teaching model for incorporating technology in instruction.  TPACK stands for Technological Pedagogical and Content Knowledge. It is a teaching model that identifies what knowledge a teacher needs in order to successfully utilize technology in her teaching.   The model serves to simplify and clarify the complexities of integrating technology in teaching.  The models TPACK divides the process of teaching using technology into 3 components of knowledge. (http://tpackstudio.wiki.educ.msu.edu/What+is+TPACK%3F)

                                                       TPACK IN 3 MINUTES

As Royce Kimmons shows in the Youtube video, TPAK in 3 minutes, The model contains three components, or three domains of knowledge.  The domains of knowledge are:  1) the technology knowledge domain which is the knowledge of how to use software and hardware 2) the content knowledge or subject matter knowledge  3) and the knowledge of pedagogy or how to teach.  The combination of these three knowledge domains leads to best practices for integrating technology in classroom instruction.  The sub domains that are formed when these domains of knowledge intersect is the basis for studying and understanding effective teaching and integrating technology into classroom instruction.

The sub domains of knowledge formed by the TPACK model  is an area of contention among critics of the model.  In his  blog, http://www.richardolsen.me/b/2012/01/the-tpack-framework-is-fundamentally-flawed/, Richard Olsen argues that TPACK is flawed because the sub domain formed by the intersection of pedagogy and technology is  not accurate. This is where pedagogy knowledge and technology knowledge meet.  He defends that knowledge of technology knowledge is part of pedagogy and therefore should not be represented  as a separate domain.

 The TPACK model  is clear and simple to understand.  Knowledge of technology, whether a separate domain or as an integral part of pedagogy, is still needed for effective teaching using of technology in the classroom.   Effective teaching with technology cannot be achieved if any of the three knowledge components identified in TPACK are missing. The model shows the essential components to effective teaching with technology. 

About myself

As the Library Media Specialist of Washington Middle School my job has a myriad of roles.  
I manage the library resources, teach  information and media literacy, collaborate with teachers on projects, and manage the library's technology and media.   These roles intertwine to produce a rich library media program.

As manager of the library program, I evaluate the library’s collection and add both print and non-print resources to complement curriculum, meet student interest,  and enhance student learning.  

As a teacher and collaborator,  I teach sixth graders information literacy skills meeting with them once every 8 day rotation. I develop and execute lessons to help students locate, identify, analyze and evaluate information resources both print and non print. I collaborate with teachers in executing lesson that utilize media literacy skills.

As teacher and advisor to the Broadcast Club,   I teach students how to use technology to share information using a television broadcast platform.  There are currently 43 student members in the club. They learn about reporting and video production.

As a media manager,  I produce video and slide presentations to promote school initiatives and school events for the school and community.  

I look forward to learning through the IT&ML program and developing skills that will enhancing what I teach.

On a personal level, I have a great supportive family. My husband's name is Gregg and I have a thirteen year old daughter, Mia. I love latin music and love to salsa dance!