Damien+final+reflection

Damien Devaux Mobile Learning - Candace Mc Gregor 12/09/2013

> I realized that I suffer from a scientist’s disease: a compulsive distrust of single-task or single-end oriented applications. For example, I have always disliked web tools such as Glogster or Animoto, either because they offered relatively poor personalization or because the end product had to be seen through a dedicated application or embed object. Being used to multimedia tools such as professional audio and video editing softwares, and knowing inside and out productivity softwares such as LibreOffice, I seldom venture outside of my comfort zone. I was perfectly happy with tools to write, simulate (spreadsheets), present, draw, make pictures, narrations, music and video. Of course, this is completely inadequate when dealing with a population who had not more than 15 years to learn all these softwares and technologies. I found and grew curious about some single-purpose apps (BrainShark is my favorite to make presentations with audio, Prezi is an interesting concept to make presentations that are also mind-maps, etc.) which would be both relevant and accessible to my students. > When it comes to digital literacy, a teacher, no matter his or her field of study, needs to be fluent in technology. This means knowing to use it for many purposes, but not necessarily being an expert in any specific tool. The hidden curriculum is here to make students comfortable with different media, different modes of representation, while enhancing their abilities to be producer of their own content. > While I really enjoyed making multimedia presentations (podcasts, slideshows, etc.) and took the opportunity to perfect some technical aspects of their production, I have to say that the assignments asking to come up with creative ways to use technology were the most empowering. Imagining a lesson plan which uses cell phones extensively was an occasion to reflect on the content from other perspectives. There is a saying in Physics that students fall back on math rather than conceptual understanding too easily: the same could be said about me before trying these different approaches. > Rather than using technology as a media production tool for myself, I would instead ask students to produce it themselves. Using different tools to collect and analyse data, record and present their findings is a lot more exciting than writing lab reports. > Interoperability. I would not want to corner students in a single tool or technology. I still think that some general, rugged tools are better than the “last sexy app”. For example, spreadsheets - my favorite way to do math - are available in many forms, but I think that a complete one such as Gnumeric is better (and actually more intuitive) than online ones such as Google Spreadsheet. Conversely, I would not want to dictate them what to use when it comes to their own projects. I’d use Vegas or Premiere to edit a video, but if they are fine and efficient with softwares such as Imovie (which, ironically, this former AVID video-station user cannot understand), I would have to let them use it. > In science education, it is often difficult to have students reflect on the concepts under study. As I said earlier, some students fall back on math when solving a problem. Actually, research has shown that even Physics graduate students have conceptual difficulties with things as basic as Newton’s laws. I had an epiphany once when I was interviewing a 4.0 GPA undergraduate about using F = ma for two objects of different densities on the Moon: despite being a bright test-taker, he failed to include other concepts, to consider the big picture (here, buoyancy). One way to overcome this problem is to have students produce and present their own lectures, laboratories and experiments. Technology allows to make this process easier, cooperative and sexier - yes, it does matter. > I like the idea to improving digital literacy while focusing on a particular topic. Developing skills as well as a critical approach when selecting and using any tool are a way to prepare them to be life-long learner: they have the know-how, they can go on and experiment, produce content while selecting appropriate sources. My goal would be to have students go online and learn about transistors or photovoltaic cells once I have told them about the tunneling effect in quantum mechanics. In this respect, my class would just be a bridge, a helper between curiosity and resources. > Inquiry-based learning. Coming up with a real life problem and solving it with scaffolding from the instructor. This is a way to learn from the ground-up, and never lose sight of the big picture. This is also a way to link math with reality. My favorite project for this course in that respect was the Global Education one: have students measure the radius of the Earth using trigonometry. Now they will never say that no one uses protractors in their life... > Actually, I like the idea of updating 6th century experiments with nowadays technology - hence the Radius of the Earth project. If 21st century education means using technology with a constructivist approach to teaching, then yes, I will be a 21st century teacher. Indicators: content delivery (online); enhanced classroom environment (blog, cloud); multimedia production (presentations, audio and video projects) > I primarily hope to give students tools to enhance their creativity. In physics, it means to give them conceptual and mathematical tools understand Nature - and use it to draw inferences, ask questions or build something. In digital literacy, it means helping them finding and producing content, always confronting new knowledge to experimentation and contextualisation.
 * What did you learn about yourself (as a person) as a result of participating in this class (good and bad);
 * What did you learn about being a teacher from creating your products;
 * What you are most proud of as a result of doing your products;
 * What you would do differently next time you use technology;
 * What you are most concerned about with using technology and how you will overcome obstacles with technology;
 * What you are most concerned about with teaching and how you will overcome obstacles;
 * What you are most excited or intrigued about with regards to using technology;
 * What you are most excited or intrigued about with teaching;
 * Which century will you teach in--the twentieth or twenty-first and what indicators will be present that most epitomize your classroom?
 * What difference will you make?