How Is Technology Changing Learning?
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The document discusses the pros and cons of technology in education, highlighting how it facilitates learning anytime and anywhere, as well as the ease of sharing information. It references various online platforms like social networks and blogs that enhance communication between students and instructors. Additionally, it addresses the changing roles of teachers towards facilitating and coaching, while also evaluating the effectiveness of different communication channels.
Editor's Notes
- #3: 6 CHANNELS - Asked the question “How is technology changing learning?” and saying that responses would be used in this research project.
- #4: Asking the question “How is technology changing learning?” and saying that responses would be used in this research project.
- #5: Asking the question “How is technology changing learning?” and saying that responses would be used in this research project.
- #6: Asking the question “How is technology changing learning?” and saying that responses would be used in this research project.
- #7: Asking the question “How is technology changing learning?” and saying that responses would be used in this research project.
- #8: Asking the question “How is technology changing learning?” and saying that responses would be used in this research project.
- #9: Asking the question “How is technology changing learning?” and saying that responses would be used in this research project.
- #10: Pos :Neg 7:2
- #13: Tempered
- #24: Each channel has different community; therefore different strength bonds; from friends – audio to nobody of Flickr.
- #25: All channels were largely positive. Twitter & blog were 100%, no responses for Flickr.
- #26: 6/6 coworkerswho are interested in technology
- #27: 6/6 coworkerswho are interested in technology
- #28: 6/6 coworkerswho are interested in technology
- #29: 11/21 colleagues and friends who are tech savvy
- #30: 11/21 colleagues and friends who are tech savvy
- #31: 11/21 colleagues and friends who are tech savvy
- #32: 14 / 180+ friends, most of whom are students.
- #33: 14 / 180+ friends, most of whom are students.
- #34: 14 / 180+ friends, most of whom are students. Each circle represents 14 messages.
- #35: Set up Flickr account a few years ago, but it gets little use. I have no way of knowing how many people viewed the pictures I posted there (maybe 20, maybe 0) but 0 responded.
- #36: Set up Flickr account a few years ago, but it gets little use. I have no way of knowing how many people viewed the pictures I posted there (maybe 20, maybe 0) but 0 responded.
- #37: Set up Flickr account a few years ago, but it gets little use. I have no way of knowing how many people viewed the pictures I posted there (maybe 20, maybe 0) but 0 responded.
- #38: Set up Flickr account a few years ago, but it gets little use. I have no way of knowing how many people viewed the pictures I posted there (maybe 20, maybe 0) but 0 responded.
- #39: Set up Flickr account a few years ago, but it gets little use. I have no way of knowing how many people viewed the pictures I posted there (maybe 20, maybe 0) but 0 respondSet up Flickr account a few years ago, but it gets little use. I have no way of knowing how many people viewed the pictures I posted there (maybe 20, maybe 0) but 0 responded.ed.
- #40: Set up Flickr account a few years ago, but it gets little use. I have no way of knowing how many people viewed the pictures I posted there (maybe 20, maybe 0) but 0 responded.
- #41: Set up Flickr account a few years ago, but it gets little use. I have no way of knowing how many people viewed the pictures I posted there (maybe 20, maybe 0) but 0 responded.
- #42: Set up Flickr account a few years ago, but it gets little use. I have no way of knowing how many people viewed the pictures I posted there (maybe 20, maybe 0) but 0 responded.
- #43: Set up Flickr account a few years ago, but it gets little use. I have no way of knowing how many people viewed the pictures I posted there (maybe 20, maybe 0) but 0 responded.
- #44: Set up Flickr account a few years ago, but it gets little use. I have no way of knowing how many people viewed the pictures I posted there (maybe 20, maybe 0) but 0 responded.
- #45: Set up Flickr account a few years ago, but it gets little use. I have no way of knowing how many people viewed the pictures I posted there (maybe 20, maybe 0) but 0 responded.
- #46: At the time, I had about 90 followers, 3 of whom responded
- #47: At the time, I had about 90 followers, 3 of whom responded
- #48: At the time, I had about 90 followers, 3 of whom responded
- #49: Week before, during, after = 300 page views; not unique visitors. Estimate 50. 2/50 responded. Mostly targeted to ESL teachers interested in technology.
- #50: Week before, during, after = 300 page views; not unique visitors. Estimate 50. 2/50 responded. Mostly targeted to ESL teachers interested in technology.
- #51: Week before, during, after = 300 page views; not unique visitors. Estimate 50. 2/50 responded. Mostly targeted to ESL teachers interested in technology.
- #53: 6/6 coworkerswho are interested in technology
- #54: 11/21 colleagues and friends who are tech savvy
- #55: Week before, during, after = 300 page views; not unique visitors. Estimate 50. 2/50 responded. Mostly targeted to ESL teachers interested in technology.
- #56: 14 / 180+ friends, most of whom are students.
- #57: Set up Flickr account a few years ago, but it gets little use. I have no way of knowing how many people viewed the pictures I posted there (maybe 20, maybe 0) but 0 responded.
- #58: At the time, I had about 90 followers, 3 of whom responded
- #59: In many cases, I selected tech-savy people.Each component of the network was separated. -> Interesting distinctions, but an impediment?For example…
- #60: In many cases, I selected tech-savy people.Each component of the network was separated. -> Interesting distinctions, but an impediment?For example…
- #61: In many cases, I selected tech-savy people.Each component of the network was separated. -> Interesting distinctions, but an impediment?For example…
- #62: In many cases, I selected tech-savy people.Each component of the network was separated. -> Interesting distinctions, but an impediment?For example…
- #63: In many cases, I selected tech-savy people.Each component of the network was separated. -> Interesting distinctions, but an impediment?For example…
- #64: In many cases, I selected tech-savy people.Each component of the network was separated. -> Interesting distinctions, but an impediment?For example…
- #65: In many cases, I selected tech-savy people.Each component of the network was separated. -> Interesting distinctions, but an impediment?For example…
- #66: To really exploit the power of this technology, I should have encouraged channel hopping.
- #67: Mention blog in email
- #68: AndFlickr
- #69: And audio – email it to me!
- #70: Could have done the same onFacebookw/ Flickr
- #71: Audio…
- #72: And even Twitter. I could have had my FB status update Twitter
- #73: Which, as I mentioned, my blog already does. And speaking of my blog…
- #74: I could have blogged about interesting responses I received via email…
- #75: Interesting audio I had recorded…
- #76: And interesting photos posted to Flickr
- #77: This, in turn, could have generated more comments to my blog with more responses.
- #79: The strength of the connections
- #80: Asking the question “How is technology changing learning?” and saying that responses would be used in this research project.
- #81: Asking the question “How is technology changing learning?” and saying that responses would be used in this research project.
- #82: Asking the question “How is technology changing learning?” and saying that responses would be used in this research project.
- #83: Asking the question “How is technology changing learning?” and saying that responses would be used in this research project.
- #84: Asking the question “How is technology changing learning?” and saying that responses would be used in this research project.
- #85: Become powerful