EDUC 7108 - Blog Community - IPad Air Technology Tetrad

IPad Air Tetrad
Enhancement: Apple’s IPad Air technology allows portable, lightweight access to computer technology on a flat screen surface. The pricing of an Apple IPad Air comes cheaper than that of a laptop. The Apple IPad Air also features access to applications that are predominately featured on a smartphone.	Obsolescence: Apple’s IPad Air technology lessens the need for use of the following: laptop smartphone physical books
Retrieval: The Apple IPad builds upon old personal device (PDA, Palm) technology.	Reversal: The undoing of the IPad Air technology may be linked to its price and outside competition. According to Howley (2013) the IPad outperforms in several categories when compared to other tablets, such as the Microsoft Surface 2.

All notes have been added into my tetrad.

References:

Howley, D. (2013, December 30). Face-off: Apple IPad vs Microsoft Surface 2. Retrieved from http://blog.laptopmag.com/ipad-air-vs-surface-2

I responded to the following blogs:
http://coachwill97.weebly.com/

EDUC 7105 - Cognitivist Approaches in Tech Education

           Cognitivism, as a learning theory, enables one to understand how information has been processed within their brain. Cognitivism further delineates an approach to educating that has practical applications for optimizing learning. Kerr (2007) and Kapp (2007) both address the role of cognitivism for real-world learning application taking place in classrooms across America. When a teacher, for example, expresses his/her expectations the expected outcome usually, as Kapp (2007) points out, involves both cognitive and behavioristic approaches to achieve the expected the outcome. This occurs because the outcome has involved both observable and intrinsic applications. The pervasive use of technology in classrooms today is helping to change this view.

Students are able to learn cognitively with the aid of technology. Technology can encourage cognitive learning by creating stimulating, networked environments for students to learn. The AECT (2001) refers to technology as form of “instructional communication.” Technological tools are used, for example, to help foster communication. AECT (2001) identifies communicating as a cognitive processes implemented to optimize learning through technological tools that enhance learning. Therefore, classroom technology can help to create engaging learning opportunities by furthering enable to communicate. Cognitive processes are prevalently used in classrooms today that are enhanced by educational technology. 

References

AECT (2001, August 3). Learning with technology:using computers as cognitive tools. Retrieved                  from http://www.aect.org/edtech/ed1/24/index.html
Kerr, B. (2007, January 1). _isms as filter, not blinker [Web log post]. Retrieved from

http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html

Kapp, K. (2007, January 2). Out and about: Discussion on educational schools of thought [Web log               post]. Retrieved from http://www.ulqcl.com/kappnotes/index.php/2007/01/out-and-about-                      discussion-on-educational/

I responded to the following blogs:

• http://kietzeroweds.wikispaces.com/EDUC
• http://isaacu.blogspot.com

EDUC 7108 - Emerging Technology

EDUC 7105 - Beliefs on the Role of a Learning Theory in Educational Technology

          I believe that learning, as an outcome, results from exploration from what is known to what can be. The learning process, or the exploration that occurs to obtain information, directly and continually impacts what a person knows. Therefore, as Driscoll (2005) asserts, “learning is a lifelong activity” (p. 2). Given that we are in a continual state of learning, the natural human response would be to obtain information in a format that makes the most sense to us.  As a consequence, I have come to the fundamental believe that the ability for one to obtain information differs from one person to another. While some have come to criticize Howard Garner’s work, his Multiple Intelligence Theory continues to inform the common understanding that students, and people, learn differently (Lane, n.d.).

          In light of the fact the people learn different, a teacher, or leader, in educational technology must then approach any opportunity for learning with programmed relevancy to ensure the learner has the appropriate tools needed to be successful within an educational environment. Driscoll (2005) suggests that a theory derives from investigative analysis made through “observation” (p. 4). Therefore, once an educational technologist understands the needs of their school/district environment, they can theoretically put in place technological tools, which based upon sound evidence, should improve the learning environment around them.

References:

Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston, MA: Pearson Education.
Lane, C. (n.d.). Multiple Intelligences. Retrieved from http://www.tecweb.org/styles/gardner.html

I replied to the following blogs:
http://sue-educ7102.blogspot.com/
http://isaacu.blogspot.com/2015/03/module-1-blog-educ-7105-1educ-8845-1.html#comment-form