Research: Week 11

The three articles that I chose for this week’s readings were very diverse but yet oddly the same. During the next few pages, I will provide a brief synopsis of each article and then provide suggestions on how the articles’ main ideas could be implemented in classrooms.

First Article: Learn to use and use to learn: Technology in virtual collaboration experience by Elena Karpova, Ana P. Correia, & Evrim Baran.

Summary of the article.This article weighed the pros and cons of using collaborative online efforts to create a finished product from students from around the world. The participants of the study listed in the article were eleven graduate students from two universities. These eleven students were placed into three groups. One university was located in Denmark and the other was located in the U.S.The rationale for the article was based upon the fact that in order to become excellent teamplayers in the workforce, students would and should have to learn how to work together in the class. What better way to foster this learning experience than by utilizing technology to connect students around the world to work on one learning project. The authors suggested, “Learning while working together is becoming mandatory to meet workplace performance requirements, and it is important for students to have authentic experiences while earning a degree” (Karpova, Correia, Baran (2008). One other plus listed in the article was the ability of technology to bring people from diverse cultures and perspectives together. “Another benefit of using virtual collaboration as a strategy to teach

and learn is the ability to bring together heterogeneous participants and expose students to a diversity of cultures, opinions, and communication styles.”

While the authors praised the use of virtual collaboration in the classroom, they were also quick to point out the challenges. One of the major challenges the authors reported was time. “Time difference and lack of nonverbal cues were identified as challenges the global teams faced.” Using Skype, WebCT, and other collaborative inventions, each group member experienced positive and negative aspects of each innovation.

Specific ways to use virtual collaboration. There are many ways that virtual collaboration can be utilized in the classroom. In agreement with the authors, virtual collaboration could be used to connect various people from diverse cultures, opinions, and communication styles. One way to do this would be to create a geography lesson where students from the U.S. and students from  London, England could collaborate on how to assist students in Japan following the tragedy. Skype, Google Docs, and email could be utilized to create this project.

Second Article: Using Virtual Reality with and without Gaming Attributes for Academic Achievement by Jennifer Vogel, Adams Greenwood-Ericksen, Jan Bowers, & Clint Bowers
Summary of the article. “ This article discussed CAI “any program that augments, teaches, or simulates the learning environment used in the traditional classroom” (Quyanga 1993 as cited in  Vogel, Eriksen, Bowers & Bowers).There were two purposes for the study. “First, to identify whether the use of a virtual reality learning game based on traditional linear teaching methodologies can increase learning beyond the level of improvement expected from the use of a CAI format, and second, to determine whether hearing and deaf children benefit equally from the use of such technologies” (Vogel et. al).

The participants of the study included children forty-four children ages 7-12 from a public school in Florida who were hearing impaired and children who were not. The study examined whether or not using virtual reality increased the learning potential of these children. While the results indicated no noticeable improvement in language arts, there was a remarkable difference between the two groups in the acquisition of math skills. “Researchers observed significant improvement in the overall population for math skills in the non-game CAI control condition, but not in the game-based experimental condition. The study found no meaningful, significant differences in language arts skills in any of the conditions.”

Specific ways to use CAI in the classroom. Because the U.S. ranks 25th in the world in mathematics, the creation of more computer assisted instruction could be incorporated into the math curriculum. The study revealed that CAI did improve the performance of the hearing impaired and the other children. Computer assisted instruction games could be created and used to focus on our students’ weak spots and utilized in order to prepare them for not only standardized tests but life in general.

Third Article: Distance Education Trends: Integrating new technologies to foster student interaction and collaboration by Yoany Beldarrain
Summary of the article. Basically, this article highlighted the awareness of distance learning educators to upgrade and incorporate new technological experiences in order to provide optimal learning experiences for students. “The rapid growth of online distance education worldwide has prompted the need to revise delivery structures and re-think pedagogical practices that were once appropriate” (Beldarrain, 2006).
It also highlighted several technologies currently used in classrooms in order to assist in student learning.

Blogs/Weblogs.For example, the article  discussed web blogs or vlogs (video blogs) and how they engaged students in the learning process. “Blogs or Weblogs are best used as student portfolios that keep record of an individual’s progress, accomplishments, as well as reflections” (Weller, Pegler, & Mason 2005 as cited in Beldarrain). One specific way that blogs can be used to strengthen students writing ability while they are simultaneously learning about other subjects. For example, students could blog about a Math assignment and exchange not answers but different methods on how to arrive at the desired answer. This would not only allow them to exchange ideas with others, but they would also have the opportunity to strengthen their writing skills while working on mathematical concepts with peers. Over the year, students and teachers could observe through bloggings how students have developed mathematically.

Wiki pages.  Beldarrain’s article also discussed Wiki pages and innovative ways students and instructors utilized them in the learning process. “Wikis can successfully promote collaboration among instructors, staff, and students, as reflected in the wiki project supported by the Auburn University School of Architecture (USA) (2006). Other institutions, such as Deakin University (Australia), have implemented wikis for building relationships

among learners. Called the “collaborative icebreaker” Deakin University’s wiki was
created to promote student interaction, its goal was to give the students a chance to
socialize and get acquainted virtually (Augar, Raitman, & Zhou, 2004).”
Because our students rank 21st in Science, Wiki pages could be used to heighten students performance in the areas where they are weak. This would allow for the exchange of different perspectives and strengthen knowledge of critical concepts embedded in the sciences.

Gardner's Multiple Intelligences and Technology

As a huge advocate of Gardner and his magnificent theory on Multiple Intelligences, I am overjoyed to write this paper which includes my other favorite subject: technology. Gardner defines multiple intelligences as “a number of distinct forms of intelligence that each individual possesses in varying degrees. Gardner proposes seven primary forms: linguistic, musical, logical-mathematical, spatial, body-kinesthetic, intrapersonal (e.g., insight, metacognition) and interpersonal (e.g., social skills).”

According to Gardner, each individual human possesses a certain unique area in which they display or exhibit a high level of intelligence or ability! For example, a person who possesses musical intelligence may possess the ability to compose music, sing, and play instruments by ear without taking lessons, etc. In the following paragraphs, there will be a brief definition of each of Gardner’s intelligences and how it relates to technology.

Spatial. A person with spatial intelligence is one who is considered a visual learner. In other words, they learn best through pictures, puzzles, charts, etc. According to Wikipedia, “Careers which suit those with this type of intelligence include artists, designers and architects. A spatial person is also good with puzzles.”

Because the internet is full of visual variations, mashups, cloud-computing, gaming and simulations would be visual eye-candy for a person who would be considered a spatial learner. This person may be the one who creates the different websites and such. In the classroom, a student who possessed this intelligence would enjoy creating websites and other assignments on the web.

Linguistic. An individual who possesses linguistic intelligence is considered to be one who is exceptionally articulate through spoken and written words. This person may find blogging and tweeting extremely enjoyable activities even more so than the average individual. In a classroom, a student who possessed this ability would receive gratification from composing their assignments on the computer and working on online collaborative assignments.

Logical-Mathematical. A person who possesses high ability in mathematics and abstract concepts, scientific thinking, and other reasoning capabilities (Wikipedia). A student who displayed logical-mathematical intelligence would gain satisfaction from working on complex math and science assignments, and other computer programs.

Interpersonal. A person who possesses this intelligence is considered to be an extreme extrovert and excellent at communicating and interacting with others. In the classroom, this student would excel in collaborative online assignments. “They communicate effectively and empathize easily with others, and may be either leaders or followers”(Wikipedia).

Intrapersonal. According to Wikipedia, “People with intrapersonal intelligence are intuitive and typically introverted.” Students exhibiting this particular intelligence would enjoy working alone on the computer conducting researching and completing assignments!

Bodily-Kinesthetic. People displaying this intelligence enjoy physical activities such as athletics, dancing, and acting. They would enjoy the wii or the xbox 360 games, virtual simulations, and anything else that involved movement. These students would enjoy creating assignments that would involve virtual simulations.

Musical. Musical intelligence includes, singing, composing music, and naturally playing instruments without ever taking lessons! Students displaying this intelligence would enjoy composing music on the internet and sharing it with others.

In conclusion, technology complements Gardner’s theory of Mulitple Intelligences for it lends itself to all aspects of his concept.When implementing differentiated instruction in the classroom, technology is ideal because it appeals to students who exhibit the various degrees of intelligences and interests.