Module 5

New Technologies

Our school has adopted/purchased the Moodle open source learning platform and is asking all teachers to use it…requiring it even though a website is not part of our contract it is part of our evaluation.  I enjoy learning, and programming new platforms so knowing this my principal decided that I can assist others in creating their online classrooms and lesson plans.  I have worked with many teachers, young and old, and the students as well as attempting at making them fluent users on Moodle.

Both teachers and students have resisted the Moodle platform.  Teachers are slammed with work and don’t have time to put effort into the options available on the Moodle that can assist their students in completing work and assignments efficiently.  Students often find it is easier to turn to their proficient shoulder partner to find the answer.

Teacher who don’t appreciate or care to apply themselves to Moodle..

1. “I will be retiring soon so why bother.”

2.  “I don’t have time and I can continue hosting on another domain.”

3.  Teachers often asked me to do things for them.

4. Teachers had district web support come out and do it for them.

5.  Some just did not have a class webpage.

Keller’s motivational model includes four components; A-Attention, R-Relevance, C-Confidence and S-Satisfaction (Driscoll, 2005).  One way that the attention of the teachers could have been gained was by allowing them to take control and brainstorm what they would want to use the Moodle platform rather then administration giving orders.  Relevance could have been achieved through showing more examples.  Once a test or quiz is created it can be reused year to year.  An idea for confidence would be allowing them to participate in each other’s lessons or activities online with the Moodle platform.  The teachers can also build confidence by receiving the feedback from the teachers and the students.  They will have a gradebook established automatically when the students complete the activities.  It is giving the teachers immediate feedback.

The importance of a faculty member’s course design and interaction with students is demonstrated repeatedly in course evaluations and informal student surveys (DeArment, C.).  Motivating learners of all sizes can be a difficult task.  As a teacher, I find intrinsic motivation to be the hardest to teach or find in students.


 DeArment, Carol (n.d.). The key to motivating learners. Retrieved from

Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.).Boston: Pearson Education, Inc.


Great document

I posted on Sue Beer and Jannotta.


Module 4


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My network has changed the way I learn drastically.  Going from classrooms with four walls, know I learn with my own four walls and they change daily.  The best digital tools for my learning are the computers. I consider it a gateway to the world.  When I have a question being a new mom, I go to the world wide web.  “I have an app for that!”  This is the line of the now and future.  I am constantly building my knowledge as well as trial and error.  When I have a question regarding schoolwork rather than go to the book, I can “google it.”  Today I caught a student googling how to widen a column, yet it was in front of him in his textbook.  Are we creating a lazy society?  The teenagers are dependent on their technology rather than the “classic” way.  We no longer have to memorize phone numbers or address due to our phone does it all.

Julie DeNeen stated it very well.  “The question is not- are kids becoming too dependent on technology. The question should be- why is it taking so long for institutions to catch up?” (DeNeen, 2012)  It has become a way of life to be digitally literate.  When I go the Villages in Lady Lake, FL, where my parents have a house, it is filled with senior citizens.  They walk with their smartphones, and tablets, meander through wifi cafes, and have souped up golf carts.


DeNeen, Julie. (2012). Are we teaching kids to be too dependent on technology? InformED. Retrieved from


This is a great video.


Module 3

In this module, you watched a video of Howard Rheingold discussing the natural instinct of people to seek groups and collaborate. Technology provides tools for collaboration across time and space, as exemplified in Wikipedia.

Reflect on Rheingold’s video, and then respond to the following:

  • Do you believe that humans have a basic instinct to “interact and work as a group,” as Rheingold proposed in his discussion of the evolution of Wikipedia as a collectively developed encyclopedia?

Rheingold (2008) says “if you look back, human communication media and the ways in which we organize socially have been co-evolving for quite a long time.”  I really enjoyed his video and see valid points in his presentation.  Wikipedia is a great example of collaboration and collection of information that was developed in only a few years.  The fact that there are so many languages and so much information passed without people picking up a phone or getting out of a chair is an amazing piece of history.  It is an example that humans have a basic instinct to work together.  Think of the World Wide Web.  How was it started?

   “Early Internet users were government and military employees, graduate students and computer scientists. Using the World Wide Web, the Internet became much more accessible. Colleges and universities began to connect to the Internet, and businesses soon followed. By 1994, Internet commerce had become a reality” (Strickland (2008).

The World Wide Web become an information highway..collaboration and collective ideas being shared and even progressed into commerce.

  • How can technology facilitate collaboration among learners based on constructivist principles?

Constructivism theories are rested “on the assumption that knowledge is constructed by learners as they attempt to make sense of their experience” (Driscoll, 2005).  Technology has so much to offer for facilitating collaboration.  There are a infinite Web 2.0 tools.  Learners are given tools such as search engines to plug in their assignments and take the route they choose to find the answer. Learning is similar to a scavenger hunt and what is the learner chooses to read and find creates their learning and organizes it.

Collaborative Web 2.0 places

Current Research Study

The research study was found through the Walden University Library Academic Research Complete.  Clinical physicians and attending physicians/dermatologists collaborated with the use of iPads, cameras and video conferencing with patients on reaching conclusive diagnosis.  With the collaboration and technology, 80% accuracy was reached on the diagnosis.  It opened doors for success on diagnosing the derma-logical disorders.  A better review and look at the area was made possible through the technology.

BRANDT, R., & HENSLEY, D. (2012). Teledermatology: The Use of Ubiquitous Technology to Redefine Traditional Medical Instruction, Collaboration, and Consultation. Journal Of Clinical & Aesthetic Dermatology, 5(11), 35-37.


Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston, MA: Pearson Education, Inc..

Rheingold, H. (2008, February). Howard Rheingold on collaboration [Video file]. Retrieved from:

 Strickland, Jonathan.  “How did the Internet start?”  21 January 2008. Retrieved from on April 9, 2015.