Week Eight - Security

As several of my past blog posts and class discussions have shown, online communication tools can be absolutely fantastic. Consider just a few of the positive elements. With some of the more high-tech choices (something like Skype, for example) you get the ability of using real-time, high quality audio and video, while still retaining a text ability. Something much simpler (almost any sort of electronic mail – email – application) will not have to rely upon a fast internet service, even though online capability is still necessary. Depending on the email service, whether hotmail, yahoo, google, etc., the user is able to transport most types of documents in digital form. This exchange occurs almost instantaneously and nowadays can be sent and received from so many different devices, it boggles the mind (video game consoles, desktop, laptop and netbook computers, phones, PDA’s, tablets, e-readers, Mp3 players, to name a few). However, probably the worst drawback of email is that it remains asynchronous communication. I also like to call this “passive communication” – i.e., even if I send someone 500 important messages, that person does not even have to open the message, much less read it and then respond to it.

Concerning school computers, it seems that most security programs reflect the district’s budgetary constraints. I have seen public schools with few computers, much less internet security tools. Speaking generally, most schools seem to choose companies because of name recognition, something like McAfee or Norton. Not that these programs are not capable of defending a school network; rather, many schools only choose the most basic options when protecting their network. Basic protection, in a school filled with perfect students, would be more than adequate. Generally, that is not the case; and even if students behaved in an appropriate manner, accidents do happen. I have several different protection programs on my personal computer, but most importantly, I am sure to steer clear of sites that might contain security threats whether those risks are real or imagined.

Week Seven - Software

For this entry, we who are not teachers are supposed to use educational software we have seen used by others. Unfortunately for me, practically all of my classes, excluding the present online courses, have only ever been very basic in regards to educational technology. As an elementary student I still remember playing educational games such as Mathblaster or about half-a-dozen speed typing programs whose names I cannot remember (probably something along the lines of early 1990’s pseudo-hipster language – “Rad-Typing!!” or “CoolKeys ‘92”). The only software I still remember in any detail is Microsoft Office, specifically Microsoft Word which has been the standard word processing software for many institutions for as long as I am able to recall.

Microsoft Word, of all the word processing programs of which I am aware, is probably the most all-inclusive. Regrettably, this is also a fairly dull topic as little can be said about Word that has not already been said. There are many basic functions for which Word can be used, including typing out this blog post, editing it, adding a large assortment of special features I might wish to add (but don’t), changing the font or the color of the text or even applying special effects to the text, copying the document then pasting it (which is what I do on blogspot whenever I finish the text documents for this class) or cutting and pasting, correcting any grammatical or spelling errors, and even discovering how many letters you have typed. Word is not limited to just being used to type essays or papers, however. Once one really becomes familiar with the program, they could make newsletters, flyers, posters, emails, calendars, letterheads, flash cards, brochures, and booklets, all of which can of course be used in the classroom either for or by students or teachers.

Editing documents is incredibly simple as much of the process finishes automatically as the user is typing. With the ability to change font and add notes, this reduces the time it takes for the instructor to fiddle with each individual paper and bring the students’ attention to various aspects of rules of grammar or more specific topic-related issues.

Perhaps the greatest advantage of Microsoft Word is its digital form. In this, the so-called Digital Age, information transported in the digital form is done so nearly instantaneously and can be communicated almost anywhere at practically any time. Physically, too, there are numerous handheld devices that can be kept on one’s person if security or portability is needed. All in all, this represents a highly versatile tool that is simple enough to learn at any age, while still being practical and retaining high functionality.

Week Six Blog - QuestGarden URL

http://questgarden.com/136/41/2/111205001034/

There is my QuestGarden URL; I forgot to post the link the first time...oops! I was not crazy about the editing options, seemed a little old-fashioned (for computer software, at least) so I just left the colors and images the way they were, bright and non-existent, respectively.

How to describe the WebQuest? It was actually rather interesting. I do not mind saying that I was a little confused at first as there was a lot of information thrown at me. Once I took a simple idea and started completing each requirement one-by-one, it started becoming much easier. Nor do I mind admitting that I had never heard of a WebQuest or what the heck it had to do with education. Now I know differently.

In short, WebQuest is an online assignment program where student work (usually) cooperatively in order to answer a series of questions or achieve a certain goal, etc. over a certain period of time. The length of time for such a project varies. As stated above, I wasn’t too sure of how this would play out (and I’m still not completely positive that it would in the classroom), but I actually had a good time coming up with the idea and then putting it down on (digital) paper.

So what was my subject? Given the name of this blog my choice is not surprising – Byzantine history! Hey, stick with what you know, right? You can view it in more detail via the link above, but I will give a quick summary. The students would break into a group of around three students (depending on class size) and each student would choose a role to portray. Together, they would choose an emperor or empress and go on to do some research on that ruler, most particularly on the calamities and other goings-on during their reign. One group member would be the emperor and the remaining members would choose to be a representative of the various factions sometimes supporting and sometimes opposing the office of emperor. These of course could include influential members of the Church, the aristocracy, the military, the bureaucracy, and even foreign diplomats or potentates (oftentimes some of these positions would be one in the same). Also, if applicable, they could portray members of the same faction. Depending on how long the assignment would last, there would be varying degrees of expectations for historical accuracy, with the less the amount of time available for research the less critically realism would be judged.

As I already stated, it was quite entertaining coming up with this assignment, which presumably would play out very much like a game. A game, hopefully, the students would enjoy. From such enjoyment serious historical inquiry might then follow. At least, that is the point!

Week 5 - Online Communication tools

1. Have you ever used online communication tools in the classroom before? If so, detail your experiences. If not, what has prevented you from using online communication tools?

Because I am not yet a teacher, I have only ever used online communication tools in the classroom as a student, and then only sporadically. In middle and high school my use was restricted to computer classes generally, excepting the occasional email. Every student used word processing documents very often for English, history, and literature classes, but these had to be handed to the teacher on a specified date. If online communication was ever involved it was for the teacher who would accept a first draft to correct and return it to the student.

Much the same could be said about my undergraduate and graduate studies. Notable exceptions are online or distance-learning classes, which are conducted online in toto. Part of the reason for this is the ingrained conservatism in historical study. More importantly, though, is the subject matter, such as Latin or Greek language, is usually more easily transmitted (from the professors’ point-of-view) through standard communication. Still others think they do not have enough time to put together electronic presentations.

2. Identify one online communication tool you can use in the classroom and discuss how you will prepare your students for using this communication tool.

A very simple tool that is used widely in many different modes throughout contemporary society is electronic mail, or email. As mentioned above, this can be used to turn in practically any assignment as long as said assignment can be completed via digital media. I used the following example in my paper as to how email can both simplify the editing process and save vast amounts of time for both teacher and student:

An excellent example of which I have extensive personal experience was during my senior year at the University of the Cumberlands. At the time, I was writing a presidential research paper about the changes within the army of the Eastern Roman (Byzantine) Empire. The final product was something around ninety pages. Imagine for a moment being my editor. Consider the convenience of reviewing the paper with Microsoft Word, for example, in your own home and your time of choosing. Compare that with having to meet a student who commutes to school, having lengthy discussion about sources, grammar, etc. Think also about the cost and time of constantly printing and reprinting almost one hundred pages (in addition to whatever projects you might have) as well as the amount of ink needed for thousands of words, over and over. My professor-editor, Dr. Charles Smith, was exceedingly helpful and promptly responded to my emails and could upload the entire paper including all notes, bibliographies, and appendices in a single email, with revisions to each. This simplification, not surprisingly, really reduces the stress of such an undertaking, but also of smaller projects. Of course, actually reading the document takes the same amount of time whether it is on paper or on the computer screen; all the peripheral actions done digitally, listed above, really shorten the time taken by both student and teacher to finish such a project.

It is easy to see the advantages of such a tool. As far as training my future students to utilize such a tool, they all should know how to use it by then. Nevertheless, students should be given explicit directions as to when to use email as well as appropriate ways of doing so, such as reinforcing proper grammar, spelling, etc.

Week Four - Powerpoint

Powerpoint presentations are digital programs that can be used in order to enhance the overall learning experience of students as well as easing the job of the instructor. Many powerpoint documents are quite simple, with only one or two fonts and few – if any – graphic representations. Aside from the main text, headers, footers and subheadings need to stand apart in order for students to understand the general topic or theme. One common technique is to use a larger font for any of those (headers, for example) so that students can clearly differentiate between topic and information. Definitions or key subjects can be represented in bold or italic form or even in a different color. Pictures might also be included to further emphasize a thought, such as a topographical map incorporated within a discussion of geography. Flashier presentations might also incorporate audio or even video features to go along with the text in an effort to be more engaging for the students, especially those who might have a bit of trouble understanding more advanced lessons, subjects or concepts. It is important to remember, however, that the foremost goal of using a powerpoint presentation in the classroom is to help students learn, not to provide a “lights & sounds” show. That being said, there is nothing wrong with simplicity. Lastly, keep with the subject at hand. The headers can be as useful to you as to the students; do not muddle the lesson.

The most important “feature” of powerpoint is the user, he who creates the presentation. Each user has their own personality, teaching style, etc. Some teachers might enjoy a more relaxed environment and use humor in their slides to break the monotony (How was the Roman Empire cut in half? With a pair of Caesars! Zing.) while others prefer a straightforward approach to the presentation itself and provide more in-depth commentary themselves. Also, the instructor must remind him- or herself not to make a powerpoint presentation the only means of unloading information onto the students nor the “answer key” for every assignment (i.e., do not put word for word questions with their accompanying answers on the powerpoint presentation and then use the exact same question in the same form on a test or quiz; I have witnessed this happen on several occasions).

For a sample powerpoint presentation, I have thought of a basic, five-slide introduction to the early years of the Byzantine (Eastern Roman) Empire. The first slide would be rather simplified summary of why the Roman Empire was split into two parts with an accompanying map. Second would come a timeline covering key events spanning the years 312-527 AD with a large, red heading entitled “Invasion!” helping to explain the transition of power from Western Europe to Eastern Europe. Third, a slide entitled “Byzantine Geography” which would help those students who think a bit more spatially understand the second slide. Several images would be in this slide, probably more prevalently than plain text. Fourth, we have a look at the institutional information (government, church, military and the fisc). The hypothetical limit of this example notwithstanding, the fourth slide might actually be split into multiple slides with sub-headers so that the information won’t be so condensed or muddled. The fifth and final slide would contain information about important individuals who lived towards the end of the time period covered, ca. 500-550 AD.

Work, Work, Work

Why must work schedules,
never relent, whenever
homework multiplies?

Week Three: Word Processing v. Desktop Publishing

Desktop publishing and word processors can be used in the classroom in various and sundry ways. Perhaps the most straightforward use is for each student to type out homework on a word processor. This eliminates the possibility of low marks due to poor handwriting ability and should also, due to spell check, reduce spelling errors. It is important to note, however, that the presence of problems with grammar as well as appropriate use of words probably will not change very much, as word processors do not monitor those sorts of errors. Nevertheless, just by using a word processor, students' writing abilities should also improve (even if only gradually) to where the latter two problems should decrease. Additionally, students can much more easily share documents produced by these programs via email or USB devices and now even through many different types of cellphones. If assigned to a group project, this last advantage would prove to be a huge boon. Finally, students can use these to add a few more options to how assignments can be completed. That is to say, the form can be varied, with multiple columns, extra frames, setting a typeface and so forth, instead of the regular single, large column on a blank sheet of paper (although it will also depend on each individual assignment and which format is necessary).
Teachers can also use either of these programs to make a large variety of documents: calendars, flyers, letterheads, flash cards, posters, booklets, brochures, newsletters, and so on and so forth ad nauseam. These also come with many different uses, whether as assignments or aids for study groups or individuals or even to help keep parents up-to-date on lesson plans or homework, etc. Again, based on these few examples, the greatest advantage is (simplified) communication. Just putting these thoughts/observations on this blog is an example simplifying communication. Using a word processor, I type out my spiel, run spell check, correct grammar mistakes (hopefully all of them), then copy and paste the document onto this site. Not only does that make my homework a bit easier, it is convenient for the prof. to view. She can then copy and paste it to a word processor from this blog post!