Your mind is a magnet. What you focus on is what you get. Your thoughts and beliefs have power. You receive what you believe. This works just as powerfully with negative thoughts as it does with positive ones. Yes, bad things happen. You’re thrown curve balls every week. However, it is your interpretation that makes a situation negative. A surprise event or a challenging moment can’t drag you down. The way you think about what happens determines the ultimate outcome. Your thoughts and interpretations of people and events directly influence your beliefs, and ultimately, your actions. At any moment, you can fall victim to your own thinking. By choosing to have a negative, lousy, doom-and-gloom attitude you’re choosing to keep yourself isolated by pushing others away. Who wants to hang out with a life diminisher? By choosing to have a positive attitude of love and possibility, you become a life enhancer, attracting the same to you. That’s the way life works. Your attitude is like the positive “push” or “pull” of a magnet. Focus on what makes you feel good. Keep your sense of humor. You will keep a positive attitude when you learn to laugh, especially at yourself. Choose to believe that you’re in charge of your destiny and that achieving your dreams is possible. Choose to live with an attitude of hope, joy, and positive expectancy. Adjust your attitude to live the most exceptional life possible.
In life, you make choices. Some of your choices are great; others are mediocre or stupid. The art is to decide what you will do with the memories of your decisions. Will you allow them to drag you down, embarrass you, and guide you to make even worse mistakes? Or will you learn from past mistakes, feel relieved for being over them, and use the lessons to progress? Reflect on experience to gain understanding. Have a Socratic dialogue with yourself by asking the right questions at the right time to discover the truth of yourself and your life. What really happened? Why did it happen? What did it do to me? What did it mean to me? Ask questions that promote self-awareness and understanding of an experience, so that it can inform the future. This enables you to move forward, to be self-directed, proactive, and authentic. You emerge a leader with a distinctive voice of your own. Nobody is perfect. We all make mistakes, no matter how smart, well trained, or experienced. When we do, we feel terrible and stupid, and think that we’re alone in making mistakes, and so we tend to put ourselves down. Don’t beat yourself up. Recognize the experience for what it is—a loud wake-up call! Consider what happened and why. Constructively evaluate yourself. Take responsibility, learn, and move on. Learning and progressing are exciting. So, be grateful for a chance to learn something. Is it uncomfortable at the time? Sure. So cringe, if you must, then laugh, dust yourself off, and move on. Don’t be too hard on yourself. Life is all about choices. No matter what choices you make, you’ll make mistakes. Those tell you about yourself, your needs, passions, and place in the world. Relish those choices and lessons. Be grateful daily for the wisdom they represent. It’s yours for the keeping and sharing.
To move past the past, you must believe that today you can gain control by accepting responsibility for your thoughts, words, and actions. If you have experienced unfortunate events, you can either relive them, focusing backwards with a pointed finger or you can face forward, replacing past sadness with positive beliefs about who you are now, and with positive goals to create the successful person you'll be tomorrow. The choice is yours. Our anxiety doesn't come from thinking about the future, rather from wanting to control it Darkness always feels like a hallway, a narrowing of the world as we pass through. When one door closes, another door or window will eventually open but the hallways are always tough. Happiness is near, waiting for you to discover it. I wish that you always hear the voice in your heart when you face hard decisions, to hear it say to you, again and again: I will know. I will know. I will know.
The past is cooked, put a fork in it. Now rocks. Make a comeback. You can overcome any setback. Why worry? It's a useless emotion. It never gets easier. You just get better...
Wednesday, August 13, 2014
Impact of Technologies on the Curriculum
Impact of Technologies on the Curriculum
Rapid developments in information technologies (IT) which are defined as tools used for creating, collecting, processing, spreading and preserving of data in literature, play an important role within changing structure of knowledge and spreading it to different areas and this is something that affects significantly the field of education too (Birisci, Metin & Karakas, 2009). Since the introduction of the computer, many scenarios about its educational potential have been developed while also, an impressive array of different technologies has been developed and considerable information has been collected on how to implement technologies within classrooms and schools (Kafai & Sutton, 1999). As Kafai and Sutton supported, today, we have a far better understanding on how students learn with computers, of what it means to integrate the use of computers with other subject matters in classroom activities, and of how teachers need to be prepared and supported.
Various technologies deliver different kinds of content and serve various purposes in the classroom and, each technology is likely to play a different role in students’ learning (Honey, Culp & Spielvogel, 2005). Technology in the classroom promises teachers new ways of accomplishing tasks or innovative ways of teaching and it offers a variety of options to help students effectively learn (Kenerly & Williams, n.d). In general, there are numerous technology resources available today that can be used throughout the curriculum at all levels of education and which can provide students and teachers with many benefits and can generally improve the curriculum. Consequently, the current essay provides a report on some technology resources such as blogs, chat rooms, images and animation, MP3s and MP3 players, podcasting, electronic whiteboards, and videoconferencing. In addition, the current essay includes a description of these technology resources, reasons for considering them as of the most critical and important that teachers should be using to enhance the curriculum at the elementary school as well as a report on the impact and benefits that these resources have on the curriculum at the elementary school.
Internet technologies provide students with facilities in which they can communicate, research, access and share information through web pages, electronic journals and databases while also, these technologies are unique in the sense that they provide students, teachers and administrators with the opportunity to keep track of the world more closely and shape it (Birisci, Metin & Karakas, 2009). To begin with, blogs constitute an Internet resource that teachers at the elementary school should be using in order to improve the curriculum in many ways and provide students with many benefits regarding their learning. A blog is a website in which items are posted and displayed with the newest at the top and like other media, blogs often focus on a particular subject while also, some blogs function as online diaries (Huette, 2006). Blogging has become firmly established as a web based communications tool and it has evolved from its early origin as a medium for the publication of simple, online personal diaries, to the latest disruptive technology that has the capacity to engage people in collaborative activity, knowledge sharing, reflection and debate (Williams & Jacobs, 2004). Often arranged in calendar format, with the most recent post first, blogs contain wishes, commentary, and anything else a writer thinks about, often with graphics and even with audio and video elements (Jackson, 2005).
A typical blog combines text, images, and links to other blogs, web pages, and other media related to its topic while also, a blog entry typically consists of the following: title, main title or headline of the post; body, main content of the post; comments, comments added by readers; permalink, the URL of the full, individual article; and post date, date and time the post was published (Huette, 2006). In addition, blogs are connected to each other to form what is commonly known as the blogosphere while the most common form of connection is form blogs to link each other (Downes, 2009).
Blogs are an increasingly accepted instructional technology tool that can be used for reflection about classes, careers, or current events while they can also capture and disseminate student and faculty generated content (EDUCAUSE, n.d). Moreover, blogs are widely popular in education, as evidenced by the 400 thousand educational blogs hosted by edublogs while also, teachers have been using them to support teaching and learning since 2005 (Downes, 2009).
Blogs can be used in classroom environments as tools to link communication between study groups within a class or other classes or even schools and if they are used effectively, they can create a learning environment that extends beyond the schoolyard (Nguyen, 2006). In addition, the availability and ease of use of blogging software makes creating a viable classroom activity and a means for teachers to communicate with other teachers (Department of Education and Training, 2009a). Moreover, teachers can use blogs to post assignments, share thoughts and stimulate classroom discussion while also students can use blogs to practice writing and communication skills (Jackson, n.d).
With the advent of blogs, teachers can enhance their pedagogy and engage 21st century learners with a resource that provides a plethora of benefits and is best of all, free (Burgess, 2009). Blogs have become a highly effective way to help students become better writers due to the fact that they are easy to use and also because of the context of news and editorial column writing while also, research has shown that students write more and in greater detail, take greater care with spelling, grammar, and punctuation, when they are writing to an authentic audience over the Internet (Jackson, 2005). In addition, students feel more compelled to write when they believe many others may read and respond while also, this gives students motivation to excel (Davis, 2007). Moreover, having a worldwide audience can result in feedback and can greatly increase student motivation to do their best work while also students have each other as their potential audience, enabling each of them to take on a leadership role at different times through the course of their learning (Downes, 2009).
According to Birisci, Metin and Karakas (2009), blogs can provide the following three main benefits to the students: (a) they offer an innovative way for students to engage in reflective writing on classroom topics in a familiar medium; (b) they represent a democratization of information dissemination, providing each individual with the opportunity to publicly present his or her thoughts and opinions; and (c) they can bring today’s students into the world of writing and best of all, blogs are easy to create and maintain.
Moreover, the results of a study made by Lin and Hooft (2008) who investigated how blogs support student learning, revealed that all interviewees believed that blogs provide a virtual platform for participation for those students who hesitate to talk in class while the overall findings of the study showed that students tend to be in favor of blogs as an aid. In addition, as Lin and Hooft supported, if students perceive social software such as blogs as a safe platform, they are more willing to share personal and sensitive topics online while also, the willingness to share more information encourages the development of communities, and in other words, it links students together.
Going further, blogs can foster a community of learners and since they are easy to create and update efficiently, they can be used to inform students about class requirements, post handouts, notices, and homework assignments, or act as a question and answer board (Nguyen, 2006). In addition, as supported by the Department of Education and Training (2009a), blogs provide a communication space that teachers can utilize with students whenever there is a curriculum need to develop writing, share ideas and reflect on work being undertaken in the classroom.
Blogs promote collaboration among the students. In particular, blogs provide a space where teachers and students can work to further develop writing or other skills with the advantage of an instant audience while also, teachers can offer instructional tips, and students can practice and benefit from peer review while they can also participate in cooperative learning activities that require them to delay research findings, ideas, or suggestions (Nguyen, 2006).
Moreover, blogs offer students, teachers, administrators and staff a high level of autonomy while creating a new opportunity for interaction with peers, and they also provide a forum for discussion that goes beyond coursework to include culture, politics, and other areas of personal exploration (EDUCAUSE, n.d).
Apart from these, blogs also teach students how to interact in an online environment, including rules for posting and commenting and the basic skills necessary to maintain a discussion while also, blog postings often spark debate online and in class, encouraging more class discussion, and students can use blogs to showcase their experiences and opinions to the outside world, expanding the classroom to other members of the community (Windham, 2007).
Furthermore, class blogs open the opportunity for students to discuss topics outside of the classroom while also, with a blog all students have an equal opportunity to share their thoughts and opinions and they also have time to be reactive to one another and reflective as well (Nguyen, 2006).
As Downes (2009) supported, blogs, teach a variety of skills in addition to the particular subject under discussion, they foster the development of writing and research skills and they also support digital literacy as the students learn to critically assess and evaluate various online resources.
Moreover, blogs present, organize, and protect student work as digital portfolios and as older entries are archived, developing skills and progress may be analyzed more conveniently (Nguyen, 2006).
Apart from blogs, chat rooms also constitute important Internet resources that teachers can use at the elementary school in order to enhance the curriculum of various subject matters and in many ways. In an educational environment, students can chat with invited guests who have been chosen by the teacher for their specialist knowledge and students can plan what they want to ask of the guest (Department of Education and Training, 2009b). As supported by the Department of Education and Training, due to the fact that chat is more immediate than email, students can practice the skill of asking follow-up questions in this live online environment and this is something that can improve students’ thinking and literacy skills, and help them develop critical literacy.
Going further, the explosion of new technologies has changed the way we live, from the way we do business to the way we communicate with each other while also, technological advancements are also affecting the way we teach and learn (Example.Essays.com, n.d). As reported in Example.Essays.com, students and teachers are learning new skills to live and work in this digital age; one is the use of animation. Moreover, with the increasing sophistication of computer technologies and decreasing production costs, multimedia documents offering highly animated and interactive graphics are becoming ubiquitous in instructional materials (Betrancourt & Chassot, 2008).
“Animation is a series of still images that could be of drawings, objects, or people in various positions of incremental movement” (Example.Essays.com, n.d, ¶ 2). According to Betrancourt and Tversky, animation can be defined as “[…] any application which generates a series of frames, so that each frame appears as an alteration of the previous one, and where the sequence of frames is determined either by the designer or the user” (Betrancourt & Chassot, 2008, p.2).
Animation was borne out of different reasons such as to provide state-of-the-art entertainment, to aid scientists perform complex laboratory experiments that, hopefully, would make the world a better place for everyone while also, one of the most important purpose of animation is in the field of education (Thinkquest.org, 2005).
Educational animations are animations produced for the specific purpose of fostering learning and teachers are enthusiastically taking up the opportunities that computer animation offers for depicting dynamic content (Wikipedia, 2009). Because students learn through various modes such as auditory, visual, and kinetic, the use of animation and associated sounds may present concepts more effectively that static illustrations or reading of text (Stith, 2004).
The use of images and animation can have a positive impact on elementary school students and can improve their attitudes and motivation. Specifically, when using animation and video, it can enhance learning when skills or concepts to be learned involve motion or action while also, content-related graphics and video can help improve student attitudes and motivation in certain subjects, especially mathematics and science (Example.Essays.com, n.d). In addition, as studies have indicated, graphics can improve memory for the illustrated information and comprehension of the situation described in the text (Betrancourt & Chassot, 2008).
Animations are highly engaging for most students, and even in the early years show a high level of media literacy and knowledge about animation while also, by being exposed to some digital art techniques using computers, this understanding is greatly increased as the young students get hands-on experience manipulating images and re-purposing visual texts (Hawkins, n.d). In addition, the interactive environment of animation can help students learn faster and without the complexities in traditional school lectures (Thinkquest.org, 2005).
Moreover, the use of animation at the elementary school promotes and enhances interactivity among the students as well as their motivation to learn. In particular, in traditional school lessons, there is a low chance for shy students to be able to participate in class discussions and as a consequence, these students may learn less from what they could learn when animation is used (Thinkquest.org, 2005). In addition, as supported by the Thinkquest.org, since this type of education, of using animation, is fun, students are motivated to learn more and more each day, thus increasing the skills they acquire.
Apart from these, the use of animation at the elementary school provides a flexible and safe learning environment. Particularly, animation provides a hazard-free environment and it is flexible enough for students to learn through discovery while it also shows non-possible matters in real-life learning (Thinkquest.org, 2005).
Going further, Thompson and Riding used an animation to explain the Pythagorean Theorem and found that, students studying the animation outperformed students studying a static graphic or a series of graphics depicting important steps (Betrancourt & Chassot, 2008). In such cases, as Betrancourt and Chassot outlined, animation is assumed to be beneficial to learning because it conveys additional information that is crucial to the process of constructing a satisfactory mental model of the subject matter.
Moreover, the results of a study made by Ashton (n.d), in which animation equipment was used and students were given the task of writing a story about a specific topic, revealed the following: (a) there was an increase in creativity and imagination; (b) conducting literacy/story work through animation allowed a lot more discussion time for the children; and (c) the use of animation software increased the motivation of many students and especially the motivation of the boys. In addition, as Ashton pointed out, the use of animation as a different approach to story writing has certainly proved to be successful and particularly, increased social skills, working as a team, and highly motivated children, and these are benefits that are necessary conditions in order for creativity to flourish. Apart from these, the use of images and animation provides interactive learning experiences and enables students to explore and visualize a phenomenon. Specifically, animation can be used to provide a suitable interactive learning experience that encourages students to generate hypotheses and test them by manipulating the depiction’s parameters, and in this case, the animation becomes a simulation that is used in a discovery-learning approach (Betrancourt & Chassot, 2008). In addition, as Betrancourt and Chassot supported, animation can be used to visualize dynamic phenomena that are not easily perceptible, impossible to realize in practice either because they are too dangerous or too expensive, or not inherently visual.
Moreover, in a study made by Holliday, it was found that children studying the graphics alone outperformed those studying these graphics in association with text while it was also concluded, that students in school situations in which text and graphics are presented together tend to under process the graphic information, because they think that the most critical information is conveyed by the text (Betrancourt & Chassot, 2008).
Going further, apart from blogs, chat rooms and animation, MP3s, MP3 players, and podcasting can also be used effectively at the elementary school in various subject areas and improve the curriculum. In addition, “teachers across the nation are finding that iPods and other MP3 players are more than just high-tech toys. Students are using the portable devices in classrooms and libraries to listen to books, watch documentaries and record podcasts, among other educational uses” (Ray, 2008, ¶ 1).
“Many different types of technology can be used to support and enhance learning. Everything from video content and digital moviemaking to laptop computing and handheld technologies have been used in classrooms, and new uses of technology such as podcasting are constantly emerging” (Honey, Culp & Spielvogel, 2005, ¶ 14).
‘A podcast is a digital media file, or a series of such files, that is distributed over the Internet using syndication feeds [RSS or Really Simple Syndication] for playback on portable media players and personal computers. The term, like “radio”, can refer either to the content itself or to the method by which it is syndicated; the latter is also termed podcasting. The host or author of a podcast is often called a podcaster’ (Laing & Wootton, 2007, p.1). Podcasting refers to the distribution of audio and/or video files in digital format and in recent years, it has significant growth in education driven by claims of its value in supporting mobile learning and enhancing the student’s experience (McGarr, 2009).
Moreover, “Podcasting is a way to automatically download and synchronize digital audio files from the Internet to iPods, Pals OS handhelds, Pocket PCs, or other devices that play digital audio files” (Scott, 2006, ¶ 1). In addition, podcasting is an Internet technology that teachers can use to provide students with course materials they can use anytime and anyplace while also, teachers can use podcasting to deliver course content in audio, video and/or graphic formats (Weed Science Society of America Net, n.d)
Podcasting is considered to be a critical and important resource that teachers at the elementary school should be using in order to enhance the curriculum, due to many reasons, some of which are next mentioned and discussed.
Podcasts can be used as an alternative to presentations and specifically, students can record a presentation and present it in podcast format, and this is something that can alleviate the stress that students usually have when they have to speak in front of the class as well as something that can help students produce better work (Scott, 2006). In addition, as Scott supported, the use of podcasts as alternatives to presentations can also help students gain confidence and overcome their fears of public speaking and enhance their speaking skills.
Moreover, podcasting is characterized by its adaptability for multitasking since first podcasts provide the capability for students to listen to instruction while actually doing the task being addressed (Donnelly & Berge, 2006).
Apart from these, students can use podcasting as a way to set up their own classroom website. In particular, students can present the work of their class in various ways using podcasting while they can also connect with other classrooms from around the world and learn from each other by sharing ideas and experiences (Scott, 2006).
Going further, podcasting can be used in a variety of ways and for many reasons in order to enhance the curriculum at the elementary school and in general, in order to provide students with many benefits, some of which are next mentioned and discussed.
Podcasting helps students take control of their learning and by activating additional learning modes such as written and auditory, podcasts can increase the likelihood that students will master the material (Donnelly & Berge, 2006).Moreover, when students create a podcast, it allows them to share learning experiences and provides them with a world-wide audience that makes learning meaningful and assessment authentic (Department of Education and Training, 2009c).
As supported by the Department of Education and Training (2009c), teachers can also use podcasting as a valuable and powerful educational tool in order to provide additional and revision material to students to download and review at a time that suits them. In addition, teachers can use podcasting as a way to communicate with students by posting assignments with verbal instructions that students can access at any time and from home while also, parents can also see or hear the assignments and instructions in order to help their children out (Scott, 2006). This is something that contributes to the achievement of one of the purposes of using podcasting at the elementary school, and that is flexibility of learning in combination with the increasing accessibility to learning and enhancing the students’ learning experiences (McGarr, 2009).
Apart from using podcasting for posting assignments, teachers can also use it for making available extra material for students to listen in order to have additional information about a topic being discussed in class (Pernisco, 2008). In addition to these, teachers can create podcasts that guide students through their textbook while also, students that have difficulties reading the textbook for a subject matter might benefit from that little extra help (Lyddane, 2008).
Moreover, the use of podcasting provides disabled students with many benefits. Specifically, disabled students often feel disconnected from other students in their class and therefore, by making podcasts available to them, they can download them at home and review the exact material that other students have access to, eliminating the need for a note taker, and eliminating the stress and disconnection disabled students sometimes feel in class (Pernisco, 2008).
In addition, by recording lectures and publishing them as podcasts, teachers can make information available to students who are not in class, or they can provide students with a second chance to take in that valuable information that they are trying to give them (Lyddane, 2008).
Apart from these, podcasting can be used in various curriculum areas effectively and specifically, podcasting can provide students with archived audio recordings of lectures that they can use to study while also, podcasting can provide students with access to expert opinions on topics, or the opinions of their peers from other cultures (Lyddane, 2008).
“Podcasting could offer a more sophisticated (and popular) mechanism for delivering educational content. However, to realize the potential and benefits of podcasts, teachers need to understand the characteristics of podcasting, the way that they are used, and how this will affect the way that educational material is developed and communicated” (Laing & Wootton, 2007, p.3).
Going further, electronic whiteboards constitute an also important technology resource that teachers should be using at the elementary school in order to enhance the curriculum and provide students with many benefits. As Kim (2009) supported, electronic whiteboards are becoming the new standard in classrooms in the 21st century taking teaching and learning to new levels of interactivity.
An electronic whiteboard: “is a presentation device that interfaces with a computer. The computer images are displayed on the board by a digital projector, where they can be seen and manipulated. Users can control software both from the computer and from the board. Participants can add notations, and emphasize by using a pen and or highlighter tool” (Bell, 2002, ¶ 2).
As Gaston (2005) supported, the interactive whiteboard is a presentation tool like no other, that is touch sensitive and to which a projector, computer, DVD, VCR, and other devices are connected to. An electronic whiteboard allows material to be presented or displayed from a computer while also images, slides, text and video can be displayed in it (Kim, 2009).
Electronic whiteboards look similar to the traditional whiteboards that teachers use to display information to the students, however, they have more capabilities and specifically, in addition to simply displaying information, they also allow teachers to save what they have written or drawn and send it to students’ computers and to navigate computer files and web sites, as well as, to interact with online information with a touch of the finger (Jackson, 2004).
According to Kim (2009), electronic whiteboards can be separated into the following three types: (a) thermal electronic whiteboard, which allows the user to write and print in black and white only, and which comes with a printer attached and the images captured on this electronic whiteboard are printed on thermal paper, something that provides ease of use; (b) color electronic whiteboard, which can add pizzazz to presentations by introducing color while also, when using this type of whiteboard, images are captured in color and can then be stored and printed or distributed electronically; and (c) portable electronic whiteboard, which is an alternative solution to a standard electronic whiteboard and using a system such as eBeam, it is possible to turn any whiteboard into an electronic whiteboard. According to a recent study by Quality Education data, almost one in four teachers use an electronic whiteboard for teaching (Silverman, 2003). The interactive whiteboard is a very powerful tool for teachers, students, and the class environment and it engages students into the lessons while also, the high color, organization and flexibility of the board create advantages for all involved in the classroom (Gaston, 2005). The use of electronic whiteboards at the elementary school can provide students with many benefits and can enhance the curriculum in various subject areas. For instance, Minnesota teacher Pamela Solvie, found that the use of the electronic whiteboard engaged students in literacy instruction and provided valuable scaffolding while also, student learning and interest were significantly increased (Jackson, 2004). Moreover, the electronic whiteboard accommodates many learning styles since it can be adapted to many age groups, it can accommodate students with limited motor skills, and it is interactive while also, several senses are involved in the lesson since, the whiteboard is a tool that you can see, touch, and sometimes hear (Gaston, 2005).
Going further, in a study, Smith and MirandaNet (2000), examined the ways in which the whiteboard technology was integrated into various curriculum areas. According to Smith and MirandaNet, the results of the study revealed the following: (a) staff and 78% of students reported improvements in motivation and all staff thought that the whiteboard was effective in terms of learning gains and 10% thought it was essential for their learning outcome to be achieved while also, all were impressed by its ease of use; (b) most staff thought that it was a useful tool and classes were enthusiastic and positive about the use of the whiteboard while also, the fact that is large and has a clear display that is easy to manipulate makes the board a focal point; and (c) 78% thought the students were very motivated by the whiteboard and that they could also take an active part in class teaching by coming up and demonstrating to the whole class while also students gained confidence in their skills by doing so. In general, electronic whiteboards “assist in lesson planning, support diverse learning styles, and provide a needed tool for graphic representation in math, science, and art classes. Most importantly, they engage students, particularly when the learning is student-driven” (Jackson, 2004, ¶ 4).
Going further, an also important and critical resource that teachers should be using at the elementary school in various curriculum areas is videoconferencing. “New technologies such as videoconferencing bring new ways for teachers to work with students and encourage the development of strategies more consistent with the emerging technology” (Schutte, 1998, ¶ 1)
Videoconferencing is the transmission of image (video) and speech (audio) back and forth between two or more separate locations. This is accomplished through the use of cameras, video displays, microphones, and speakers (Kenerly & Williams, n.d, p.15). In other words, videoconferencing allows two or more people at different locations to see and hear each other at the same time while it is also possible to share in computer applications such as Internet pages or software (Pacific Bell Knowledge Network Explorer, 2009).
To make a video conference call, each user needs some form of video conferencing system and access to a suitable communications link (Arnold, Cayley & Griffith, 2004). As Arnold, Cayley and Griffith reported: “videoconferencing systems come in a variety of formats-some are computer based, some are dedicated units-but all have common features: camera, microphone, speakers, TV or Monitor, methods of establishing a connection to remote users via on-screen options” (p.8).
Videoconferencing is an interactive communication medium which allows teachers and students to have a visual connection to those they are working with whether they are near or on the other side of the globe (Schutte, 1998). Videoconferencing is a vehicle for interactive communication which brings the world into the classroom, enabling students to speak directly to their peers and to experts in other places around the world while also, when used effectively videoconferencing provides a powerful learning experience (Arnold, Cayley & Griffith, 2004).
Effective classroom videoconferencing requires careful planning and preparation on the part of the teacher and the students and should have an established purpose while also, whether you are connecting to another class for a special event or an exchange of ideas, videoconferencing will be some of the most exciting and motivating learning experiences for students (Jobe, 1999). In addition, through videoconferencing, students can improve their speaking, listening and presentation skills as they work with different audiences in different locations (Arnold, Cayley & Griffith, 2004). Furthermore, “videoconferencing offers instructors a wider variety of options in which to deliver course material” (Kenerly & Williams, n.d, p.15).
Going further, there are many reasons for using videoconferencing with the most basic being participants simply cannot travel to the “remote site” and videoconferencing allows users to meet even if they are on the other side of the ocean, or to visit places that normally are not open to the public (Pacific Bell Knowledge Network Explorer, 2009, ¶ 1). In addition, teachers can use videoconferencing to have experts from other institutions give presentations and answer questions without having to travel from the classroom (Kenerly & Williams, n.d).
The use of videoconferencing at the elementary school can enhance the curriculum significantly and can provide students with many benefits regarding their learning. Videoconferencing provides opportunities to collaborate with schools throughout the district, across the country, or around the world (Pacific Bell Knowledge Network Explorer, 2009). Videoconferencing has the potential to broaden the horizons of students through developing their awareness of other cultures and working on joint curriculum projects with students in other schools while it can also be seen as a tool for enhancing the curriculum in various ways such as: developing knowledge and understanding in various curriculum areas (for example, through interaction with experts); raising literacy skills and especially speaking and listening skills; and improving social and personal confidence through dialogue with peers and adults other than their teachers (Becta.org, 2004).
Moreover, the use of videoconferencing allows multiple classrooms at various locations to collaborate while learning about other cultures from primary sources (Jobe, 1999). In particular, teachers and students collaborate and change information and ideas with other schools in various areas such as peer counseling, bilingualism, and student government while also, students communicate with video pals to experience diverse cultures and ways of life, both economic and ethnic while also, video pals provide an excellent opportunity for foreign language practice (Pacific Bell Knowledge Network Explorer, 2009).
Going further, videoconferencing promotes and enhances communication and interaction. Specifically, videoconferencing offers opportunities for students to develop higher level thinking through live face to face interaction with peers, teachers or experts from around the world while it also allows face to face teaching and learning at school, home or other locations and hence, reduces the disadvantage of distance for learning and offers greater flexibility for arranging a common time while also in general, videoconferencing allows meetings without the time, cost, and organization involved with travel (Lightbody, 2008).
Apart from these, classes can communicate first-hand with experts in many fields to enhance understanding of a subject they are studying and this real-world contact can improve interest, motivation, and can increase retention while also, connecting with a guest speaker or taking a virtual trip serves as one of the most popular and important uses of videoconferencing (Pacific Bell Knowledge Network Explorer, 2009).
Moreover, the use of videoconferencing improves students’ presentation, research, and communication skills as well as their motivation to learn. Particularly, students are able to practice and improve their presentation, communication and research skills as they prepare for the conferences while they can also practice graphing and other skills as they create pictures, graphs, or drawings on whiteboards for use during videoconferences (Jobe, 1999). In addition to these, students perceive video guests as important and are more conscious of their appearance and oral communication and this is something that improves students’ communication and presentation skills while also, when students plan and implement the videoconference, they learn important communication and management skills (Pacific Bell Knowledge Network Explorer, 2009).
Furthermore, videoconferencing appeals to students’ different learning styles while also, students who are visual and auditory learners can benefit as well (Jobe, 1999). In addition, videoconferencing can improve retention and appeals to various learning styles by including diverse media such as video or audio clips, graphics, animations, and computer applications (Pacific Bell Knowledge Network Explorer, 2009). Moreover, videoconferencing can cater to the different learning styles of students, something that makes learning more engaging and effective while also, attendees who are not inside the classroom can participate while in general, videoconferencing allows participation from multiple classrooms, with all students attending the same lecture (Yuan, 2009).
The use of videoconferencing makes learning more engaging and increases the motivation to learn, since it is a quite new technology to schools and students find it interesting to attend classes through videoconferencing (Yuan, 2009).
Going further, a unique advantage of videoconferencing is that it saves time. In particular, videoconferencing saves time and increases productivity with reduced costs and therefore, students can cut down on travelling time and log on to attend the lecture from their computer desk (Yuan, 2009). In addition, as Yuan supported, with videoconferencing, teachers and students can easily share content and documents as advanced software will connect all computers together.
Videoconferencing technology opens up other worlds to students in classrooms (London Grid for Learning Conference, n.d). Videoconferencing can be used for planning on future events or projects. For instance, teachers and students can meet to plan their work, a conference, or a lesson while also teachers can form a teaching team with remote teachers and they can plan lessons or even mentor other teachers during the planning process (Schutte, 1998).
Moreover, videoconferencing can give students access to people they might not otherwise have been able to interact with such as scientists, politicians or those with special expertise and therefore, distance is no longer a factor in being able to hold a meeting while also with videoconferencing, students and teachers can conduct a panel discussion, meet with an author or receive feedback on a science project from an expert (Schutte, 1998).
Furthermore, with videoconferencing students are able to take on virtual field trips. When distance, cost or time factors are deterrents to students taking a field trip to a location which would enhance their study such as aquariums, zoos, museums, libraries, hospitals, etc., virtual field trips can often be arranged (Schutte, 1998).
As Beth Bustamante stated: Videoconferencing lends itself to viewing multiple perspectives on an issue and it better addresses the needs of visual learners. Also, collaborative learning is practically automatic with videoconferencing. Videoconferencing helps set up authentic learning situations-students are working on a real-world problem or project and they are communicating with real people involved in the problem or project.(Pacific Bell Knowledge Network Explorer, 2009, ¶ 14).
Videoconferencing: “is one of a range of ICT tools and as such it will increasingly benefit from being used along with other collaborative tools such as forums, application and file sharing and email. But these tools have to meet the needs of the teacher in the classroom by being easy to use, reliable and flexible” (Arnold, Cayley & Griffith, 2004, p.97).
“Videoconferencing is exciting, stimulating, and easy to use with practice and confidence, and has the potential to totally involve students… However, it is ultimately the skill and ability of the teacher in harnessing the technology that will determine the success of videoconferencing in the classroom” (Arnold, Cayley & Griffith, 2004, p.8).
Videoconferencing provides an avenue for delivery of traditional pedagogies as well as for exploring new ways of educating children while also, videoconferencing extends the reach of the learners beyond the school and requires new ways of engaging with others (London Grid for Learning Conference, n.d).
Summing up, the current essay provided a report on the general impact of various technology resources on the curriculum at the elementary school. Internet resources such as blogs and chat rooms, images and animation, MP3s and MP3 players, podcasting, electronic whiteboards and videoconferencing were found to be of the most critical and important resources that teachers at the elementary school should be using to enhance the curriculum and in order to provide students with many benefits regarding their learning. Internet technologies can provide the field of education with many opportunities and benefits while, the Internet is becoming part of the life with its various functions while also, general knowledge can be fast and easily transmitted and shared through the Internet (Birisci, Metin & Karakas, 2009).
“In the information age, computer literacy is a high priority in education, so including educational software in the syllabus helps give kids a world-class education. It can prepare students to compete and succeed in the information economy by providing training that helps them to have successful careers” (GEOS New Zealand Language Centre, n.d, ¶ 5).
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Rapid developments in information technologies (IT) which are defined as tools used for creating, collecting, processing, spreading and preserving of data in literature, play an important role within changing structure of knowledge and spreading it to different areas and this is something that affects significantly the field of education too (Birisci, Metin & Karakas, 2009). Since the introduction of the computer, many scenarios about its educational potential have been developed while also, an impressive array of different technologies has been developed and considerable information has been collected on how to implement technologies within classrooms and schools (Kafai & Sutton, 1999). As Kafai and Sutton supported, today, we have a far better understanding on how students learn with computers, of what it means to integrate the use of computers with other subject matters in classroom activities, and of how teachers need to be prepared and supported.
Various technologies deliver different kinds of content and serve various purposes in the classroom and, each technology is likely to play a different role in students’ learning (Honey, Culp & Spielvogel, 2005). Technology in the classroom promises teachers new ways of accomplishing tasks or innovative ways of teaching and it offers a variety of options to help students effectively learn (Kenerly & Williams, n.d). In general, there are numerous technology resources available today that can be used throughout the curriculum at all levels of education and which can provide students and teachers with many benefits and can generally improve the curriculum. Consequently, the current essay provides a report on some technology resources such as blogs, chat rooms, images and animation, MP3s and MP3 players, podcasting, electronic whiteboards, and videoconferencing. In addition, the current essay includes a description of these technology resources, reasons for considering them as of the most critical and important that teachers should be using to enhance the curriculum at the elementary school as well as a report on the impact and benefits that these resources have on the curriculum at the elementary school.
Internet technologies provide students with facilities in which they can communicate, research, access and share information through web pages, electronic journals and databases while also, these technologies are unique in the sense that they provide students, teachers and administrators with the opportunity to keep track of the world more closely and shape it (Birisci, Metin & Karakas, 2009). To begin with, blogs constitute an Internet resource that teachers at the elementary school should be using in order to improve the curriculum in many ways and provide students with many benefits regarding their learning. A blog is a website in which items are posted and displayed with the newest at the top and like other media, blogs often focus on a particular subject while also, some blogs function as online diaries (Huette, 2006). Blogging has become firmly established as a web based communications tool and it has evolved from its early origin as a medium for the publication of simple, online personal diaries, to the latest disruptive technology that has the capacity to engage people in collaborative activity, knowledge sharing, reflection and debate (Williams & Jacobs, 2004). Often arranged in calendar format, with the most recent post first, blogs contain wishes, commentary, and anything else a writer thinks about, often with graphics and even with audio and video elements (Jackson, 2005).
A typical blog combines text, images, and links to other blogs, web pages, and other media related to its topic while also, a blog entry typically consists of the following: title, main title or headline of the post; body, main content of the post; comments, comments added by readers; permalink, the URL of the full, individual article; and post date, date and time the post was published (Huette, 2006). In addition, blogs are connected to each other to form what is commonly known as the blogosphere while the most common form of connection is form blogs to link each other (Downes, 2009).
Blogs are an increasingly accepted instructional technology tool that can be used for reflection about classes, careers, or current events while they can also capture and disseminate student and faculty generated content (EDUCAUSE, n.d). Moreover, blogs are widely popular in education, as evidenced by the 400 thousand educational blogs hosted by edublogs while also, teachers have been using them to support teaching and learning since 2005 (Downes, 2009).
Blogs can be used in classroom environments as tools to link communication between study groups within a class or other classes or even schools and if they are used effectively, they can create a learning environment that extends beyond the schoolyard (Nguyen, 2006). In addition, the availability and ease of use of blogging software makes creating a viable classroom activity and a means for teachers to communicate with other teachers (Department of Education and Training, 2009a). Moreover, teachers can use blogs to post assignments, share thoughts and stimulate classroom discussion while also students can use blogs to practice writing and communication skills (Jackson, n.d).
With the advent of blogs, teachers can enhance their pedagogy and engage 21st century learners with a resource that provides a plethora of benefits and is best of all, free (Burgess, 2009). Blogs have become a highly effective way to help students become better writers due to the fact that they are easy to use and also because of the context of news and editorial column writing while also, research has shown that students write more and in greater detail, take greater care with spelling, grammar, and punctuation, when they are writing to an authentic audience over the Internet (Jackson, 2005). In addition, students feel more compelled to write when they believe many others may read and respond while also, this gives students motivation to excel (Davis, 2007). Moreover, having a worldwide audience can result in feedback and can greatly increase student motivation to do their best work while also students have each other as their potential audience, enabling each of them to take on a leadership role at different times through the course of their learning (Downes, 2009).
According to Birisci, Metin and Karakas (2009), blogs can provide the following three main benefits to the students: (a) they offer an innovative way for students to engage in reflective writing on classroom topics in a familiar medium; (b) they represent a democratization of information dissemination, providing each individual with the opportunity to publicly present his or her thoughts and opinions; and (c) they can bring today’s students into the world of writing and best of all, blogs are easy to create and maintain.
Moreover, the results of a study made by Lin and Hooft (2008) who investigated how blogs support student learning, revealed that all interviewees believed that blogs provide a virtual platform for participation for those students who hesitate to talk in class while the overall findings of the study showed that students tend to be in favor of blogs as an aid. In addition, as Lin and Hooft supported, if students perceive social software such as blogs as a safe platform, they are more willing to share personal and sensitive topics online while also, the willingness to share more information encourages the development of communities, and in other words, it links students together.
Going further, blogs can foster a community of learners and since they are easy to create and update efficiently, they can be used to inform students about class requirements, post handouts, notices, and homework assignments, or act as a question and answer board (Nguyen, 2006). In addition, as supported by the Department of Education and Training (2009a), blogs provide a communication space that teachers can utilize with students whenever there is a curriculum need to develop writing, share ideas and reflect on work being undertaken in the classroom.
Blogs promote collaboration among the students. In particular, blogs provide a space where teachers and students can work to further develop writing or other skills with the advantage of an instant audience while also, teachers can offer instructional tips, and students can practice and benefit from peer review while they can also participate in cooperative learning activities that require them to delay research findings, ideas, or suggestions (Nguyen, 2006).
Moreover, blogs offer students, teachers, administrators and staff a high level of autonomy while creating a new opportunity for interaction with peers, and they also provide a forum for discussion that goes beyond coursework to include culture, politics, and other areas of personal exploration (EDUCAUSE, n.d).
Apart from these, blogs also teach students how to interact in an online environment, including rules for posting and commenting and the basic skills necessary to maintain a discussion while also, blog postings often spark debate online and in class, encouraging more class discussion, and students can use blogs to showcase their experiences and opinions to the outside world, expanding the classroom to other members of the community (Windham, 2007).
Furthermore, class blogs open the opportunity for students to discuss topics outside of the classroom while also, with a blog all students have an equal opportunity to share their thoughts and opinions and they also have time to be reactive to one another and reflective as well (Nguyen, 2006).
As Downes (2009) supported, blogs, teach a variety of skills in addition to the particular subject under discussion, they foster the development of writing and research skills and they also support digital literacy as the students learn to critically assess and evaluate various online resources.
Moreover, blogs present, organize, and protect student work as digital portfolios and as older entries are archived, developing skills and progress may be analyzed more conveniently (Nguyen, 2006).
Apart from blogs, chat rooms also constitute important Internet resources that teachers can use at the elementary school in order to enhance the curriculum of various subject matters and in many ways. In an educational environment, students can chat with invited guests who have been chosen by the teacher for their specialist knowledge and students can plan what they want to ask of the guest (Department of Education and Training, 2009b). As supported by the Department of Education and Training, due to the fact that chat is more immediate than email, students can practice the skill of asking follow-up questions in this live online environment and this is something that can improve students’ thinking and literacy skills, and help them develop critical literacy.
Going further, the explosion of new technologies has changed the way we live, from the way we do business to the way we communicate with each other while also, technological advancements are also affecting the way we teach and learn (Example.Essays.com, n.d). As reported in Example.Essays.com, students and teachers are learning new skills to live and work in this digital age; one is the use of animation. Moreover, with the increasing sophistication of computer technologies and decreasing production costs, multimedia documents offering highly animated and interactive graphics are becoming ubiquitous in instructional materials (Betrancourt & Chassot, 2008).
“Animation is a series of still images that could be of drawings, objects, or people in various positions of incremental movement” (Example.Essays.com, n.d, ¶ 2). According to Betrancourt and Tversky, animation can be defined as “[…] any application which generates a series of frames, so that each frame appears as an alteration of the previous one, and where the sequence of frames is determined either by the designer or the user” (Betrancourt & Chassot, 2008, p.2).
Animation was borne out of different reasons such as to provide state-of-the-art entertainment, to aid scientists perform complex laboratory experiments that, hopefully, would make the world a better place for everyone while also, one of the most important purpose of animation is in the field of education (Thinkquest.org, 2005).
Educational animations are animations produced for the specific purpose of fostering learning and teachers are enthusiastically taking up the opportunities that computer animation offers for depicting dynamic content (Wikipedia, 2009). Because students learn through various modes such as auditory, visual, and kinetic, the use of animation and associated sounds may present concepts more effectively that static illustrations or reading of text (Stith, 2004).
The use of images and animation can have a positive impact on elementary school students and can improve their attitudes and motivation. Specifically, when using animation and video, it can enhance learning when skills or concepts to be learned involve motion or action while also, content-related graphics and video can help improve student attitudes and motivation in certain subjects, especially mathematics and science (Example.Essays.com, n.d). In addition, as studies have indicated, graphics can improve memory for the illustrated information and comprehension of the situation described in the text (Betrancourt & Chassot, 2008).
Animations are highly engaging for most students, and even in the early years show a high level of media literacy and knowledge about animation while also, by being exposed to some digital art techniques using computers, this understanding is greatly increased as the young students get hands-on experience manipulating images and re-purposing visual texts (Hawkins, n.d). In addition, the interactive environment of animation can help students learn faster and without the complexities in traditional school lectures (Thinkquest.org, 2005).
Moreover, the use of animation at the elementary school promotes and enhances interactivity among the students as well as their motivation to learn. In particular, in traditional school lessons, there is a low chance for shy students to be able to participate in class discussions and as a consequence, these students may learn less from what they could learn when animation is used (Thinkquest.org, 2005). In addition, as supported by the Thinkquest.org, since this type of education, of using animation, is fun, students are motivated to learn more and more each day, thus increasing the skills they acquire.
Apart from these, the use of animation at the elementary school provides a flexible and safe learning environment. Particularly, animation provides a hazard-free environment and it is flexible enough for students to learn through discovery while it also shows non-possible matters in real-life learning (Thinkquest.org, 2005).
Going further, Thompson and Riding used an animation to explain the Pythagorean Theorem and found that, students studying the animation outperformed students studying a static graphic or a series of graphics depicting important steps (Betrancourt & Chassot, 2008). In such cases, as Betrancourt and Chassot outlined, animation is assumed to be beneficial to learning because it conveys additional information that is crucial to the process of constructing a satisfactory mental model of the subject matter.
Moreover, the results of a study made by Ashton (n.d), in which animation equipment was used and students were given the task of writing a story about a specific topic, revealed the following: (a) there was an increase in creativity and imagination; (b) conducting literacy/story work through animation allowed a lot more discussion time for the children; and (c) the use of animation software increased the motivation of many students and especially the motivation of the boys. In addition, as Ashton pointed out, the use of animation as a different approach to story writing has certainly proved to be successful and particularly, increased social skills, working as a team, and highly motivated children, and these are benefits that are necessary conditions in order for creativity to flourish. Apart from these, the use of images and animation provides interactive learning experiences and enables students to explore and visualize a phenomenon. Specifically, animation can be used to provide a suitable interactive learning experience that encourages students to generate hypotheses and test them by manipulating the depiction’s parameters, and in this case, the animation becomes a simulation that is used in a discovery-learning approach (Betrancourt & Chassot, 2008). In addition, as Betrancourt and Chassot supported, animation can be used to visualize dynamic phenomena that are not easily perceptible, impossible to realize in practice either because they are too dangerous or too expensive, or not inherently visual.
Moreover, in a study made by Holliday, it was found that children studying the graphics alone outperformed those studying these graphics in association with text while it was also concluded, that students in school situations in which text and graphics are presented together tend to under process the graphic information, because they think that the most critical information is conveyed by the text (Betrancourt & Chassot, 2008).
Going further, apart from blogs, chat rooms and animation, MP3s, MP3 players, and podcasting can also be used effectively at the elementary school in various subject areas and improve the curriculum. In addition, “teachers across the nation are finding that iPods and other MP3 players are more than just high-tech toys. Students are using the portable devices in classrooms and libraries to listen to books, watch documentaries and record podcasts, among other educational uses” (Ray, 2008, ¶ 1).
“Many different types of technology can be used to support and enhance learning. Everything from video content and digital moviemaking to laptop computing and handheld technologies have been used in classrooms, and new uses of technology such as podcasting are constantly emerging” (Honey, Culp & Spielvogel, 2005, ¶ 14).
‘A podcast is a digital media file, or a series of such files, that is distributed over the Internet using syndication feeds [RSS or Really Simple Syndication] for playback on portable media players and personal computers. The term, like “radio”, can refer either to the content itself or to the method by which it is syndicated; the latter is also termed podcasting. The host or author of a podcast is often called a podcaster’ (Laing & Wootton, 2007, p.1). Podcasting refers to the distribution of audio and/or video files in digital format and in recent years, it has significant growth in education driven by claims of its value in supporting mobile learning and enhancing the student’s experience (McGarr, 2009).
Moreover, “Podcasting is a way to automatically download and synchronize digital audio files from the Internet to iPods, Pals OS handhelds, Pocket PCs, or other devices that play digital audio files” (Scott, 2006, ¶ 1). In addition, podcasting is an Internet technology that teachers can use to provide students with course materials they can use anytime and anyplace while also, teachers can use podcasting to deliver course content in audio, video and/or graphic formats (Weed Science Society of America Net, n.d)
Podcasting is considered to be a critical and important resource that teachers at the elementary school should be using in order to enhance the curriculum, due to many reasons, some of which are next mentioned and discussed.
Podcasts can be used as an alternative to presentations and specifically, students can record a presentation and present it in podcast format, and this is something that can alleviate the stress that students usually have when they have to speak in front of the class as well as something that can help students produce better work (Scott, 2006). In addition, as Scott supported, the use of podcasts as alternatives to presentations can also help students gain confidence and overcome their fears of public speaking and enhance their speaking skills.
Moreover, podcasting is characterized by its adaptability for multitasking since first podcasts provide the capability for students to listen to instruction while actually doing the task being addressed (Donnelly & Berge, 2006).
Apart from these, students can use podcasting as a way to set up their own classroom website. In particular, students can present the work of their class in various ways using podcasting while they can also connect with other classrooms from around the world and learn from each other by sharing ideas and experiences (Scott, 2006).
Going further, podcasting can be used in a variety of ways and for many reasons in order to enhance the curriculum at the elementary school and in general, in order to provide students with many benefits, some of which are next mentioned and discussed.
Podcasting helps students take control of their learning and by activating additional learning modes such as written and auditory, podcasts can increase the likelihood that students will master the material (Donnelly & Berge, 2006).Moreover, when students create a podcast, it allows them to share learning experiences and provides them with a world-wide audience that makes learning meaningful and assessment authentic (Department of Education and Training, 2009c).
As supported by the Department of Education and Training (2009c), teachers can also use podcasting as a valuable and powerful educational tool in order to provide additional and revision material to students to download and review at a time that suits them. In addition, teachers can use podcasting as a way to communicate with students by posting assignments with verbal instructions that students can access at any time and from home while also, parents can also see or hear the assignments and instructions in order to help their children out (Scott, 2006). This is something that contributes to the achievement of one of the purposes of using podcasting at the elementary school, and that is flexibility of learning in combination with the increasing accessibility to learning and enhancing the students’ learning experiences (McGarr, 2009).
Apart from using podcasting for posting assignments, teachers can also use it for making available extra material for students to listen in order to have additional information about a topic being discussed in class (Pernisco, 2008). In addition to these, teachers can create podcasts that guide students through their textbook while also, students that have difficulties reading the textbook for a subject matter might benefit from that little extra help (Lyddane, 2008).
Moreover, the use of podcasting provides disabled students with many benefits. Specifically, disabled students often feel disconnected from other students in their class and therefore, by making podcasts available to them, they can download them at home and review the exact material that other students have access to, eliminating the need for a note taker, and eliminating the stress and disconnection disabled students sometimes feel in class (Pernisco, 2008).
In addition, by recording lectures and publishing them as podcasts, teachers can make information available to students who are not in class, or they can provide students with a second chance to take in that valuable information that they are trying to give them (Lyddane, 2008).
Apart from these, podcasting can be used in various curriculum areas effectively and specifically, podcasting can provide students with archived audio recordings of lectures that they can use to study while also, podcasting can provide students with access to expert opinions on topics, or the opinions of their peers from other cultures (Lyddane, 2008).
“Podcasting could offer a more sophisticated (and popular) mechanism for delivering educational content. However, to realize the potential and benefits of podcasts, teachers need to understand the characteristics of podcasting, the way that they are used, and how this will affect the way that educational material is developed and communicated” (Laing & Wootton, 2007, p.3).
Going further, electronic whiteboards constitute an also important technology resource that teachers should be using at the elementary school in order to enhance the curriculum and provide students with many benefits. As Kim (2009) supported, electronic whiteboards are becoming the new standard in classrooms in the 21st century taking teaching and learning to new levels of interactivity.
An electronic whiteboard: “is a presentation device that interfaces with a computer. The computer images are displayed on the board by a digital projector, where they can be seen and manipulated. Users can control software both from the computer and from the board. Participants can add notations, and emphasize by using a pen and or highlighter tool” (Bell, 2002, ¶ 2).
As Gaston (2005) supported, the interactive whiteboard is a presentation tool like no other, that is touch sensitive and to which a projector, computer, DVD, VCR, and other devices are connected to. An electronic whiteboard allows material to be presented or displayed from a computer while also images, slides, text and video can be displayed in it (Kim, 2009).
Electronic whiteboards look similar to the traditional whiteboards that teachers use to display information to the students, however, they have more capabilities and specifically, in addition to simply displaying information, they also allow teachers to save what they have written or drawn and send it to students’ computers and to navigate computer files and web sites, as well as, to interact with online information with a touch of the finger (Jackson, 2004).
According to Kim (2009), electronic whiteboards can be separated into the following three types: (a) thermal electronic whiteboard, which allows the user to write and print in black and white only, and which comes with a printer attached and the images captured on this electronic whiteboard are printed on thermal paper, something that provides ease of use; (b) color electronic whiteboard, which can add pizzazz to presentations by introducing color while also, when using this type of whiteboard, images are captured in color and can then be stored and printed or distributed electronically; and (c) portable electronic whiteboard, which is an alternative solution to a standard electronic whiteboard and using a system such as eBeam, it is possible to turn any whiteboard into an electronic whiteboard. According to a recent study by Quality Education data, almost one in four teachers use an electronic whiteboard for teaching (Silverman, 2003). The interactive whiteboard is a very powerful tool for teachers, students, and the class environment and it engages students into the lessons while also, the high color, organization and flexibility of the board create advantages for all involved in the classroom (Gaston, 2005). The use of electronic whiteboards at the elementary school can provide students with many benefits and can enhance the curriculum in various subject areas. For instance, Minnesota teacher Pamela Solvie, found that the use of the electronic whiteboard engaged students in literacy instruction and provided valuable scaffolding while also, student learning and interest were significantly increased (Jackson, 2004). Moreover, the electronic whiteboard accommodates many learning styles since it can be adapted to many age groups, it can accommodate students with limited motor skills, and it is interactive while also, several senses are involved in the lesson since, the whiteboard is a tool that you can see, touch, and sometimes hear (Gaston, 2005).
Going further, in a study, Smith and MirandaNet (2000), examined the ways in which the whiteboard technology was integrated into various curriculum areas. According to Smith and MirandaNet, the results of the study revealed the following: (a) staff and 78% of students reported improvements in motivation and all staff thought that the whiteboard was effective in terms of learning gains and 10% thought it was essential for their learning outcome to be achieved while also, all were impressed by its ease of use; (b) most staff thought that it was a useful tool and classes were enthusiastic and positive about the use of the whiteboard while also, the fact that is large and has a clear display that is easy to manipulate makes the board a focal point; and (c) 78% thought the students were very motivated by the whiteboard and that they could also take an active part in class teaching by coming up and demonstrating to the whole class while also students gained confidence in their skills by doing so. In general, electronic whiteboards “assist in lesson planning, support diverse learning styles, and provide a needed tool for graphic representation in math, science, and art classes. Most importantly, they engage students, particularly when the learning is student-driven” (Jackson, 2004, ¶ 4).
Going further, an also important and critical resource that teachers should be using at the elementary school in various curriculum areas is videoconferencing. “New technologies such as videoconferencing bring new ways for teachers to work with students and encourage the development of strategies more consistent with the emerging technology” (Schutte, 1998, ¶ 1)
Videoconferencing is the transmission of image (video) and speech (audio) back and forth between two or more separate locations. This is accomplished through the use of cameras, video displays, microphones, and speakers (Kenerly & Williams, n.d, p.15). In other words, videoconferencing allows two or more people at different locations to see and hear each other at the same time while it is also possible to share in computer applications such as Internet pages or software (Pacific Bell Knowledge Network Explorer, 2009).
To make a video conference call, each user needs some form of video conferencing system and access to a suitable communications link (Arnold, Cayley & Griffith, 2004). As Arnold, Cayley and Griffith reported: “videoconferencing systems come in a variety of formats-some are computer based, some are dedicated units-but all have common features: camera, microphone, speakers, TV or Monitor, methods of establishing a connection to remote users via on-screen options” (p.8).
Videoconferencing is an interactive communication medium which allows teachers and students to have a visual connection to those they are working with whether they are near or on the other side of the globe (Schutte, 1998). Videoconferencing is a vehicle for interactive communication which brings the world into the classroom, enabling students to speak directly to their peers and to experts in other places around the world while also, when used effectively videoconferencing provides a powerful learning experience (Arnold, Cayley & Griffith, 2004).
Effective classroom videoconferencing requires careful planning and preparation on the part of the teacher and the students and should have an established purpose while also, whether you are connecting to another class for a special event or an exchange of ideas, videoconferencing will be some of the most exciting and motivating learning experiences for students (Jobe, 1999). In addition, through videoconferencing, students can improve their speaking, listening and presentation skills as they work with different audiences in different locations (Arnold, Cayley & Griffith, 2004). Furthermore, “videoconferencing offers instructors a wider variety of options in which to deliver course material” (Kenerly & Williams, n.d, p.15).
Going further, there are many reasons for using videoconferencing with the most basic being participants simply cannot travel to the “remote site” and videoconferencing allows users to meet even if they are on the other side of the ocean, or to visit places that normally are not open to the public (Pacific Bell Knowledge Network Explorer, 2009, ¶ 1). In addition, teachers can use videoconferencing to have experts from other institutions give presentations and answer questions without having to travel from the classroom (Kenerly & Williams, n.d).
The use of videoconferencing at the elementary school can enhance the curriculum significantly and can provide students with many benefits regarding their learning. Videoconferencing provides opportunities to collaborate with schools throughout the district, across the country, or around the world (Pacific Bell Knowledge Network Explorer, 2009). Videoconferencing has the potential to broaden the horizons of students through developing their awareness of other cultures and working on joint curriculum projects with students in other schools while it can also be seen as a tool for enhancing the curriculum in various ways such as: developing knowledge and understanding in various curriculum areas (for example, through interaction with experts); raising literacy skills and especially speaking and listening skills; and improving social and personal confidence through dialogue with peers and adults other than their teachers (Becta.org, 2004).
Moreover, the use of videoconferencing allows multiple classrooms at various locations to collaborate while learning about other cultures from primary sources (Jobe, 1999). In particular, teachers and students collaborate and change information and ideas with other schools in various areas such as peer counseling, bilingualism, and student government while also, students communicate with video pals to experience diverse cultures and ways of life, both economic and ethnic while also, video pals provide an excellent opportunity for foreign language practice (Pacific Bell Knowledge Network Explorer, 2009).
Going further, videoconferencing promotes and enhances communication and interaction. Specifically, videoconferencing offers opportunities for students to develop higher level thinking through live face to face interaction with peers, teachers or experts from around the world while it also allows face to face teaching and learning at school, home or other locations and hence, reduces the disadvantage of distance for learning and offers greater flexibility for arranging a common time while also in general, videoconferencing allows meetings without the time, cost, and organization involved with travel (Lightbody, 2008).
Apart from these, classes can communicate first-hand with experts in many fields to enhance understanding of a subject they are studying and this real-world contact can improve interest, motivation, and can increase retention while also, connecting with a guest speaker or taking a virtual trip serves as one of the most popular and important uses of videoconferencing (Pacific Bell Knowledge Network Explorer, 2009).
Moreover, the use of videoconferencing improves students’ presentation, research, and communication skills as well as their motivation to learn. Particularly, students are able to practice and improve their presentation, communication and research skills as they prepare for the conferences while they can also practice graphing and other skills as they create pictures, graphs, or drawings on whiteboards for use during videoconferences (Jobe, 1999). In addition to these, students perceive video guests as important and are more conscious of their appearance and oral communication and this is something that improves students’ communication and presentation skills while also, when students plan and implement the videoconference, they learn important communication and management skills (Pacific Bell Knowledge Network Explorer, 2009).
Furthermore, videoconferencing appeals to students’ different learning styles while also, students who are visual and auditory learners can benefit as well (Jobe, 1999). In addition, videoconferencing can improve retention and appeals to various learning styles by including diverse media such as video or audio clips, graphics, animations, and computer applications (Pacific Bell Knowledge Network Explorer, 2009). Moreover, videoconferencing can cater to the different learning styles of students, something that makes learning more engaging and effective while also, attendees who are not inside the classroom can participate while in general, videoconferencing allows participation from multiple classrooms, with all students attending the same lecture (Yuan, 2009).
The use of videoconferencing makes learning more engaging and increases the motivation to learn, since it is a quite new technology to schools and students find it interesting to attend classes through videoconferencing (Yuan, 2009).
Going further, a unique advantage of videoconferencing is that it saves time. In particular, videoconferencing saves time and increases productivity with reduced costs and therefore, students can cut down on travelling time and log on to attend the lecture from their computer desk (Yuan, 2009). In addition, as Yuan supported, with videoconferencing, teachers and students can easily share content and documents as advanced software will connect all computers together.
Videoconferencing technology opens up other worlds to students in classrooms (London Grid for Learning Conference, n.d). Videoconferencing can be used for planning on future events or projects. For instance, teachers and students can meet to plan their work, a conference, or a lesson while also teachers can form a teaching team with remote teachers and they can plan lessons or even mentor other teachers during the planning process (Schutte, 1998).
Moreover, videoconferencing can give students access to people they might not otherwise have been able to interact with such as scientists, politicians or those with special expertise and therefore, distance is no longer a factor in being able to hold a meeting while also with videoconferencing, students and teachers can conduct a panel discussion, meet with an author or receive feedback on a science project from an expert (Schutte, 1998).
Furthermore, with videoconferencing students are able to take on virtual field trips. When distance, cost or time factors are deterrents to students taking a field trip to a location which would enhance their study such as aquariums, zoos, museums, libraries, hospitals, etc., virtual field trips can often be arranged (Schutte, 1998).
As Beth Bustamante stated: Videoconferencing lends itself to viewing multiple perspectives on an issue and it better addresses the needs of visual learners. Also, collaborative learning is practically automatic with videoconferencing. Videoconferencing helps set up authentic learning situations-students are working on a real-world problem or project and they are communicating with real people involved in the problem or project.(Pacific Bell Knowledge Network Explorer, 2009, ¶ 14).
Videoconferencing: “is one of a range of ICT tools and as such it will increasingly benefit from being used along with other collaborative tools such as forums, application and file sharing and email. But these tools have to meet the needs of the teacher in the classroom by being easy to use, reliable and flexible” (Arnold, Cayley & Griffith, 2004, p.97).
“Videoconferencing is exciting, stimulating, and easy to use with practice and confidence, and has the potential to totally involve students… However, it is ultimately the skill and ability of the teacher in harnessing the technology that will determine the success of videoconferencing in the classroom” (Arnold, Cayley & Griffith, 2004, p.8).
Videoconferencing provides an avenue for delivery of traditional pedagogies as well as for exploring new ways of educating children while also, videoconferencing extends the reach of the learners beyond the school and requires new ways of engaging with others (London Grid for Learning Conference, n.d).
Summing up, the current essay provided a report on the general impact of various technology resources on the curriculum at the elementary school. Internet resources such as blogs and chat rooms, images and animation, MP3s and MP3 players, podcasting, electronic whiteboards and videoconferencing were found to be of the most critical and important resources that teachers at the elementary school should be using to enhance the curriculum and in order to provide students with many benefits regarding their learning. Internet technologies can provide the field of education with many opportunities and benefits while, the Internet is becoming part of the life with its various functions while also, general knowledge can be fast and easily transmitted and shared through the Internet (Birisci, Metin & Karakas, 2009).
“In the information age, computer literacy is a high priority in education, so including educational software in the syllabus helps give kids a world-class education. It can prepare students to compete and succeed in the information economy by providing training that helps them to have successful careers” (GEOS New Zealand Language Centre, n.d, ¶ 5).
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The ASSURE Learning Model
The ASSURE Learning Model
A good strategy for dealing with the new instructional media and technologies is to develop a planning framework to assist in determining when it is appropriate to use these technologies instead of reacting to their integration and use into the educational environment, and one useful mechanism of planning is the ASSURE model (Aziz, 2003). The primary goal of teachers is to meet the unique needs of each student so they can achieve maximum levels of learning and the ASSURE model provides teachers with a systematic approach for analyzing the characteristics of students that impact their ability to learn while also, the analysis provides information that enables you to strategically plan lessons tailored to meet the specific needs of your students (Smaldino, Heinich, Molenda & Russel, 2008).
“By following the six steps of the ASSURE model, instructors are able to incorporate new technologies and technology-based media into their courses appropriately and effectively” (Aziz, 2003, ¶9). Consequently, the current essay provides a presentation of a lesson that utilizes the ASSURE learning model and is applied to students of the fifth grade, aged 9 to 11 years and is part of the curriculum area of science. In addition, the current essay provides a report on the potential benefits and impact of the ASSURE lesson on student learning.
“ASSURE is an acronym for a series of six steps or procedures that take into consideration the different stages of instruction that is referred to as events of instruction” (Aziz, 2003, ¶2 ). In addition, “ASSURE is an acronym derived from the key verb descriptor of the tasks associated with the approach. As such, the model proposes a six-step guide for planning and delivering instruction” (Hanley, 2009, ¶3). “The ASSURE model is an instructional design model which helps organize thoughts and create a product for use in the classroom” (Burrell, 2009, ¶1). As Hanley reported, the ASSURE model is a constructivist approach to training design developed by Robert Heinrich and Michael Molenda and James D.Russell.
The ASSURE model is designed to focus the teacher’s efforts on the use of media and technology within the classroom environment while it also provides a planning framework for dealing with the ongoing changes of technology in the teaching and learning environment (Aziz, 2003).
According to Williams (n.d), the ASSURE model is: “(a) a procedural guide for planning and delivering instruction that integrates technology and media into the teaching process; (b) a systematic approach to writing lesson plans; (c) a plan used to help teachers organize instructional procedures; (d) a plan used to help teachers do an authentic assessment of student learning; and (e) a model that can be used by all presenters” (¶2). The ASSURE model “is based on six classroom procedures that Analyze Learners, State Objectives, Select Methods, Media, and Materials, Utilize Media and Materials, Require Learner Participation, and Evaluate and Revise” (Muller, 2005, ¶1).
The first step in the ASSURE model involves analyzing learners. In order to select the best media and technology for the delivery of instructional content, it is essential to identify and analyze the audience while also general characteristics, specific entry competencies, and learning styles are key characteristics to consider at the onset of planning (Aziz, 2003).
The second step involves stating standards and objectives. Stating clear and specific objectives is important for establishing learner expectations and setting the criteria for what media and technology will be suitable for the particular lesson (Aziz, 2003).
The third step in the ASSURE model involves selecting the methods, media, and materials that will be appropriate for the particular lesson and teaching and learning environment. The teacher first selects a teaching method, followed by materials and equipment that are available at school while the teacher also, develops instructional materials and evaluation guidelines (Muller, 2005). As Aziz (2003) supported, the selection of the appropriate media and technology will facilitate the learner’s progress.
The fourth step in the ASSURE model involves utilizing media and materials after they have been selected. Media and materials must be properly implemented in the teaching and learning environment (Aziz, 2003). As Smaldino et al. (2008) stated the 5 Ps process is followed: preview technology, media, and materials; prepare technology, media, and materials before using them; prepare the environment; prepare the learners so they are ready to learn; and provide the learning experience.
The fifth step involves requiring learner participation in the learning process. According to Aziz (2003), the teacher is encouraged to provide ample opportunities for learners to manipulate and interact with instructional materials, practice skills relevant to the stated objectives, and provide and obtain feedback regarding their learning experience. In addition, as Aziz supported, research has demonstrated that active learner participation in the educational process enhances student outcomes and increases the likelihood of a successful and satisfactory learning experience.
The sixth and final step in the ASSURE model involves evaluating and revising the effectiveness of instruction. “The evaluative process may take place in various formal or informal ways including group discussion, exit interviews, distribution and collection of assessment instruments, and so on” (Aziz, 2003, ¶8).
Next, follows a presentation of a lesson that utilizes the ASSURE learning model. The specific lesson is applied to students at the elementary school of the fifth grade, aged 9 to 11 years, is part of the curriculum area of science, and refers to comparing and contrasting the basic characteristics of the land and ocean environment as well as defining the characteristics of land animals. In addition, after the presentation of the lesson, a report is provided on the potential benefits and impact of the lesson that utilizes the ASSURE model on student learning.
The first step of the lesson that utilizes the ASSURE learning model includes analyzing learners and specifically, it includes analyzing the general characteristics of the learners, entry competencies, and learning styles. The learners are twenty fifth grade students in a rural elementary school. The students range in age from 9 to 11 years of age. There are ten girls and ten boys. None of the students have learning disabilities. Students come from a homogenous ethnic background but a diverse economic background (Yates, 2007).
Entry competencies of the students include the following: the students have the basic knowledge of the names of the land animals and land and ocean environments, they know how to perform research, how to follow links to Internet sites while they have also prior experience and knowledge of how to create a PowerPoint presentation.
The learning styles of the students are as follows: all students are motivated and enjoy the school setting while also the majority of the class has a preferred learning style of kinesthetic and visual aspects (Mazurak, Shiroma & Young, n.d). The students, dο not like reading from textbooks and they prefer materials of real-life issues, they appear to learn best in cooperative team settings while they also like to work on projects and conduct oral presentations (Muller, 2005). In general, the students’ learning styles vary, but most love hands-on experiences while also the instructions and learning is best followed more effective when it is student-centered (Perez, 2007). In addition, the students are very skilled at using computers and the Internet to do research while also, the majority of the students are visual learners (Sundberg, 2005).
Going further, the second step for conducting the lesson that utilizes the ASSURE learning model, includes stating the standards and objectives. The learning objectives are derived from curriculum and technology standards which provide general descriptions of expected student performance (Smaldino et al., 2008). Regarding the specific lesson that is applied to the fifth grade students, the following curriculum standards are expected to be achieved as reported by the National Science Education Standards (The National Academies Press, 1996): Content Standard 3: all students should develop an understanding about the structure and function in living systems as well as an understanding about the diversity and adaptations of organisms. In addition, the following technology standards are expected to be achieved as reported by the National Educational Technology Standards for Students (International Society for Technology in Education, 1998): (a) Standard 3: Technology Productivity Tools: all students should use technology tools to enhance learning, increase productivity, and promote creativity; (b) Standard 4: Technology Communications Tools: all students should use telecommunications to collaborate, interact with peers, experts, and other audiences and use a variety of media and formats to communicate information from a variety of sources; (c) Standard 5: Technology Research Tools: all students should use technology to locate, evaluate, and collect information from a variety of sources and use technology tools to process data and report results.
The objectives for carrying out the specific lesson that utilizes the ASSURE learning model, include the following as reported also by Mazurak et al. (n.d): (a) fifth grade students will define basic characteristics of land animals in science journals; (b) fifth grade students will use a Venn diagram in order to compare and contrast the basic characteristics of the land and ocean environment; (c) fifth grade students will analyze the environmental changes in small groups; (d) fifth grade students will describe how animals respond and adapt to the new environment in their science journals; (e) fifth grade students will write a paper about land animals, their environment, and the transition using Microsoft Word; and (f) fifth grade students will search, locate, evaluate, and collect information through the Internet, e-mail, WebQuests, simulations, and virtual fieldtrips.
The third step in the ASSURE model involves selecting the instructional strategies, the technology and media, and the lesson materials. For the specific lesson, teacher-centered and student-centered strategies are selected to be followed. In specific, the teacher-centered strategies will include the activities to be used for teaching the lesson and to introduce the guidelines for students to complete their final reflections and in general, include the provision of a description of the lesson objectives while also, the student-centered strategies will include the activities that engage students in active learning such as discussions, conducting an Internet search as well as creating written reflections of what students learned in reading (Smaldino et al., 2008).
The materials and equipment necessary for conducting the lesson include the following: computers with Internet access, science journals to record information, rubrics for students, Microsoft Word and PowerPoint program, flipchart, simulations, WebQuests, and virtual fieldtrips. In specific, the media and materials needed for the lesson include the following as reported also by Mazurak et al. (n.d): (a) students will use Microsoft Word to write their research report about land animals; (b) students will use PowerPoint to create a presentation to present a summary of their research projects; (c) students will use virtual fieldtrips and simulations to experience the environment and life styles of land animals; (d) students will use the Internet to conduct research about land animals; (e) students will use WebQuests to explore different resources; and (f) students will use e-mail to communicate with professionals who work with land animals. In addition, the methods that will be used include discussions, presentations, demonstration, cooperative learning, and discovery (Tucker, 2005a).
Going further, the next step in the ASSURE model involves utilizing technology, media, and materials. For this to be achieved the 5 Ps process is followed: preview the technology, media, and materials; prepare the technology, media, and materials, prepare the environment; prepare the learners; and provide the learning experience (Smaldino et al., 2008). First of all, the teacher will inspect the computers that will be used to ensure that they are in working order and possess working copies of Microsoft Word and PowerPoint as well as Internet access (Tucker, 2005b). After, the instructor will preview Internet resources, including WebQuests, virtual field trips, and simulations (Mazurak et al., n.d). As Smaldino et al. supported, this will also ensure that students are not exposed to inappropriate content that may be present in computer games or online periodicals. In addition, the instructor should be fully aware of all aspects of Internet issues and problems and know how to troubleshoot if the need arises (McSherry, 2005).
Next, the instructor will prepare the technology, media, and materials that will support the instructional activities, and will gather all the equipment that will be needed and determine in what sequence the materials will be used (Smaldino et al., 2008). Specifically, the instructor will organize materials for the students such as textbooks, science journals, Venn diagram, flipchart, and all notes will be gathered for student use (Mazurak et al., n.d). In addition, the instructor will prepare the student WebQuest page, handouts, and rubrics using Microsoft Word software while also, the instructor will make sure that the necessary equipment is working and is accessible for the students to use (Muller, 2005). Moreover, the instructor will do a walk-through in the computer lab prior to class to ensure all stations are working properly and that all computers are able to access the Internet and the programs that will be used (McSherry, 2005). The teacher in general, will ensure that all hardware and software are functioning properly and any hardware or software issues will be resolved prior to the commencement of the lesson (Tucker, 2005b).
After preparing the technology, media, and materials, the teacher will prepare the environment. The computer lab will be checked by the teacher prior to class for adequate lighting, comfort, and in order to ensure that all media is properly working while also, a back-up lab and emergence contact person will be available in case the reserved computer lab is not adequately prepared for instruction and for carrying out the lesson (McSherry, 2005). For the specific lesson, the environment will be prepared as follows: (a) students will present their PowerPoint presentation in a circle; (b) students will work in pairs with their desks pushed together when working on the Venn diagram; (c) students will also work in small groups in order to compare the environmental changes of animals; (d) the rest of the activities will take place in the computer lab, where the instructor will use a digital projector to model various simulations, virtual fieldtrips, and WebQuests while also, the students will work on these computer activities on their own (Mazurak et al., n.d).
Afterwards, the teacher will prepare the learners. As Smaldino et al. (2008) reported, “Research on learning tells us very clearly that what is learned from an activity depends highly on how learners are prepared for the lesson” (p.102). For the specific lesson, a packet will be given to the students that will include directions, a Venn diagram, rubrics, and other necessary materials (Mazurak et al., n.d). The sixth and final step in the 5 Ps process involves providing the learning experience. For the specific lesson the learning experience that will be provided is the following: (a) the teacher will use a digital projector to introduce computer activities; (b) students will need to search the Internet, write a report, complete virtual fieldtrips and simulations, and participate in WebQuests while using the computers; (c) the class will use a flipchart to classify animals; and (d) students will use journals to organize and respond to questions provided by the instructor (Mazurak et al., n.d).
Going further, the fifth step in the ASSURE learning model involves requiring learner participation. For the specific lesson, students will participate in the following ways as reported also by Mazurak et al. (n.d): (a) in large group activities for introducing material, working on the flipchart, and when sharing characteristics of animals; (b) in small group activities in order to prepare the Venn diagram and to discuss the environmental changes of land animals; and (c) in individual activities for completing their science journal activities such as Internet search, PowerPoint presentation, write a report and communicate with experts using e-mail.
The sixth and final step in the ASSURE learning model involves evaluating and revising and specifically, it involves assessing learner achievement and evaluating and revising strategies, technology, and media (Smaldino et al., 2008). As Jacobs (n.d) stated it is critically important to know if the students have learned anything from the lesson. Therefore, during the whole lesson, the teacher should be monitoring the students’ progress and observe student participation (Yates, 2007). Student work will be assessed using the following ways: (a) 20 points for collecting data; (b) 30 points for presenting the information; (c) 10 points for students’ interpretation of information; and (d) 10 points for the presentation’s style (Mazurak et al., n.d).
Moreover, the evaluation of media and methods will be based on the following questions as reported also by Mazurak et al. (n.d): (a) Do you have success when the teacher uses a projector for presenting information? (b) Would you have accurately filled in the Venn diagram without a teacher demonstration? (c) Is there anything that would help you to better understand the information presented by the teacher? (d) Evaluation of overall instruction, where students will complete an evaluation form about the computer activities and the teacher will compare student outcomes and opinions with her own observations of the experience.
Furthermore, in order to assess the value of the media and lesson methods upon student learning, the teacher will reflect on the following questions: (a) Did most of the students seem excited about and engaged during the creation of their presentations? (b) Did most of the students seem interested in the presentations of their peers? (c) Were students able to complete presentations without excessive assistance from the teacher? (Tucker, 2005b)
In addition, students will be formally assessed with a rubric upon completion and presentation of final product while also presentation evaluation forms will be taken into consideration when scoring using the rubric (Tucker, 2005b).
Moreover, additional questions on the evaluation will include the following: (a) What did you like best and what least about today’s lesson? (b) In what ways do you think the lesson could be improved? (c) What activities today did you find most and least helpful? (d) How do you think the teacher could improve this lesson? (e) Did the teacher seem knowledgeable and prepared when presenting today’s lesson? (f) What could the teacher have done to make today’s lesson more helpful to students? (g) Additional comments, suggestions, and questions (McSherry, 2005).
Going further, the use of the ASSURE learning model for designing this specific lesson can positively impact students’ learning and can provide students with many benefits. In particular, “the ASSURE model puts a heavy emphasis on active student engagement in learning activities” (Blogbus.com, 2008, ¶2).
The use of this specific lesson that utilizes the ASSURE learning model apart from being simple and clear to follow, it also takes into consideration the students and offers flexibility, while most important, it incorporates learner participation and interactivity from the start and places emphasis on the learners themselves (Benson, 2003).
Moreover, the specific ASSURE lesson plan can have a positive impact on student learning and can provide students with many benefits regarding their learning since, it presupposes to take into consideration many of the students’ characteristics. In specific, in ASSURE learning model, you need to give details about the learners and to make one-on-one relation between students in order to analyze them easily (Cetin, n.d). In addition, the ASSURE learning model “includes the learner analysis to help design instruction to reach the different learning styles using Gagne’s Events of Instruction” (Boggs, 2007, ¶1).
In conclusion, the current essay provided a presentation of a lesson that utilizes the ASSURE learning model. The specific lesson is applied to students at the elementary school of the fifth grade and is part of the curriculum area of science. After conducting this specific ASSURE lesson students should be able to define major characteristics of land animals, compare and contrast basic characteristics of the land and ocean environment, describe how animals respond and adapt to the new environment and analyze the environmental changes. In addition, for completing the lesson activities, students should be able to use Venn diagrams, science journals, simulations, virtual field trips, the Internet for research, Microsoft Word, and PowerPoint for creating presentations.
Closing up, “just as important, as new technologies are introduced into the educational arena, the ASSURE model is a tool that helps instructors keep their courses up-to-date without spending an inordinate amount of time integrating technology purely for technology’s sake” (Aziz, 2003, ¶9).
References
Aziz, H. (2003) Assure Learning Through the Use of the ASSURE Model. Retrieved
October 10, 2009, from http://www.valenciacc.edu/oit/articles/articles_detail.cfm?ID=45
Benson, A. (2003) S2M2 Design models. Retrieved October 14, 2009, from
http://faculty.ed.uiuc.edu/abenson/cohort4/Portfolio/models/t3_models.doc
Blogbus.com (2008) The ASSURE Model. Retrieved October 14, 2009, from
http://tstc-et.blogbus.com/logs/21760881.html
Boggs, B. (2007) What are some advantages and disadvantages of the ASSURE
model and the ADDIE model? Retrieved October 14, 2009, from http://leecountygradschool.wikispaces.com/file/view/Assignment+Worksheet+1+BBoggs+6025.doc
Burrell, M. (2009) ASSURE or ADDIE Model for integrating instructional
technology. Retrieved October 9, 2009, from http://www.oswego.edu/~burrell/addiemodel.htm
Cetin, A. (n.d) ASSURE Model. Retrieved October 14, 2009, from
http://www.metu.edu.tr/~e115199/ASSURE.doc
Hanley, M. (2009) ASSURE Model: Discovering Instructional Design 18. Retrieved
October 11, 2009, from http://michaelhanley.ie/elearningcurve/assure-model-discovering-instructional-design-18/2009/06/24/
International Society for Technology in Education (1998) NETS For Students 1998.
Retrieved October 12, 2009, from http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/1998Standards/NETS_for_Students_1998.htm
Jacobs, W. (n.d) The ASSURE Model Lesson Defense and Lesson Plan. Retrieved
October 12, 2009, from http://waynejacobson0.tripod.com/
Mazurak, J., Shiroma, L. & Young, D. (n.d) Assure Model. Retrieved October 12,
2009, from http://www.washoe.k12.nv.us/elmcrest/assure.htm
McSherry, K. (2005) ASSURE Sample Lesson Plan. Retrieved October 13, 2009, from
http://ux1.eiu.edu/~arthomas/word%20files/ASSURE_Katie.doc
Muller, N. (2005) ASSURE Lesson Plan on the Giver: A Novel by Lois Lowry. The
Perfect Society. Retrieved October 13, 2009, from http://www.nelliemuller.com/assure.instructional.unit.the.giver.htm
Perez, M.R. (2007) ASSURE Lesson Plan: Interactive Play. Retrieved October 13,
2009, from http://sites.google.com/site/duckmy/home
Smaldino, S., Heinich, R., Molenda, M. & Russel, J. (2008) Instructional technology
and media for learning. Upper Saddle River, New Jersey: Pearson Education, Inc.
Sundberg, S. (2005) ASSURE Lesson Plan. Retrieved October 12, 2009, from
http://people.uwec.edu/SUNDBESE/edmt382/PBL/assurelessonplan2.doc
The National Academies Press (1996) National Science Education Standards (1996).
Retrieved October 12, 2009, from http://www.nap.edu/openbook.php?record_id=4962&page=103
Tucker, A. (2005a) Assure Lesson Plan Number 1: Learning About Plane Shapes.
Retrieved October 12, 2009, from http://ahtucker.com/documents/geomprojplan1.doc
Tucker, A. (2005b) Assure Lesson Plan Part Two: Creating Plane Shapes Projects.
Retrieved October 12, 2009, from http://ahtucker.com/documents/geomprojplan2.doc
Williams, J. (n.d) ASSURE Model of Learning. Retrieved October 11, 2009, from
http://itchybon1.tripod.com/hrd/id15.html
Yates, R. (2007) Copyright: ASSURE Lesson Plan – Background Summary to
PowerPoint Presentation. Retrieved October 13, 2009, from http://www.multiage-education.com/russportfolio/curriculumtopics/assurecopyrightlesson.html
A good strategy for dealing with the new instructional media and technologies is to develop a planning framework to assist in determining when it is appropriate to use these technologies instead of reacting to their integration and use into the educational environment, and one useful mechanism of planning is the ASSURE model (Aziz, 2003). The primary goal of teachers is to meet the unique needs of each student so they can achieve maximum levels of learning and the ASSURE model provides teachers with a systematic approach for analyzing the characteristics of students that impact their ability to learn while also, the analysis provides information that enables you to strategically plan lessons tailored to meet the specific needs of your students (Smaldino, Heinich, Molenda & Russel, 2008).
“By following the six steps of the ASSURE model, instructors are able to incorporate new technologies and technology-based media into their courses appropriately and effectively” (Aziz, 2003, ¶9). Consequently, the current essay provides a presentation of a lesson that utilizes the ASSURE learning model and is applied to students of the fifth grade, aged 9 to 11 years and is part of the curriculum area of science. In addition, the current essay provides a report on the potential benefits and impact of the ASSURE lesson on student learning.
“ASSURE is an acronym for a series of six steps or procedures that take into consideration the different stages of instruction that is referred to as events of instruction” (Aziz, 2003, ¶2 ). In addition, “ASSURE is an acronym derived from the key verb descriptor of the tasks associated with the approach. As such, the model proposes a six-step guide for planning and delivering instruction” (Hanley, 2009, ¶3). “The ASSURE model is an instructional design model which helps organize thoughts and create a product for use in the classroom” (Burrell, 2009, ¶1). As Hanley reported, the ASSURE model is a constructivist approach to training design developed by Robert Heinrich and Michael Molenda and James D.Russell.
The ASSURE model is designed to focus the teacher’s efforts on the use of media and technology within the classroom environment while it also provides a planning framework for dealing with the ongoing changes of technology in the teaching and learning environment (Aziz, 2003).
According to Williams (n.d), the ASSURE model is: “(a) a procedural guide for planning and delivering instruction that integrates technology and media into the teaching process; (b) a systematic approach to writing lesson plans; (c) a plan used to help teachers organize instructional procedures; (d) a plan used to help teachers do an authentic assessment of student learning; and (e) a model that can be used by all presenters” (¶2). The ASSURE model “is based on six classroom procedures that Analyze Learners, State Objectives, Select Methods, Media, and Materials, Utilize Media and Materials, Require Learner Participation, and Evaluate and Revise” (Muller, 2005, ¶1).
The first step in the ASSURE model involves analyzing learners. In order to select the best media and technology for the delivery of instructional content, it is essential to identify and analyze the audience while also general characteristics, specific entry competencies, and learning styles are key characteristics to consider at the onset of planning (Aziz, 2003).
The second step involves stating standards and objectives. Stating clear and specific objectives is important for establishing learner expectations and setting the criteria for what media and technology will be suitable for the particular lesson (Aziz, 2003).
The third step in the ASSURE model involves selecting the methods, media, and materials that will be appropriate for the particular lesson and teaching and learning environment. The teacher first selects a teaching method, followed by materials and equipment that are available at school while the teacher also, develops instructional materials and evaluation guidelines (Muller, 2005). As Aziz (2003) supported, the selection of the appropriate media and technology will facilitate the learner’s progress.
The fourth step in the ASSURE model involves utilizing media and materials after they have been selected. Media and materials must be properly implemented in the teaching and learning environment (Aziz, 2003). As Smaldino et al. (2008) stated the 5 Ps process is followed: preview technology, media, and materials; prepare technology, media, and materials before using them; prepare the environment; prepare the learners so they are ready to learn; and provide the learning experience.
The fifth step involves requiring learner participation in the learning process. According to Aziz (2003), the teacher is encouraged to provide ample opportunities for learners to manipulate and interact with instructional materials, practice skills relevant to the stated objectives, and provide and obtain feedback regarding their learning experience. In addition, as Aziz supported, research has demonstrated that active learner participation in the educational process enhances student outcomes and increases the likelihood of a successful and satisfactory learning experience.
The sixth and final step in the ASSURE model involves evaluating and revising the effectiveness of instruction. “The evaluative process may take place in various formal or informal ways including group discussion, exit interviews, distribution and collection of assessment instruments, and so on” (Aziz, 2003, ¶8).
Next, follows a presentation of a lesson that utilizes the ASSURE learning model. The specific lesson is applied to students at the elementary school of the fifth grade, aged 9 to 11 years, is part of the curriculum area of science, and refers to comparing and contrasting the basic characteristics of the land and ocean environment as well as defining the characteristics of land animals. In addition, after the presentation of the lesson, a report is provided on the potential benefits and impact of the lesson that utilizes the ASSURE model on student learning.
The first step of the lesson that utilizes the ASSURE learning model includes analyzing learners and specifically, it includes analyzing the general characteristics of the learners, entry competencies, and learning styles. The learners are twenty fifth grade students in a rural elementary school. The students range in age from 9 to 11 years of age. There are ten girls and ten boys. None of the students have learning disabilities. Students come from a homogenous ethnic background but a diverse economic background (Yates, 2007).
Entry competencies of the students include the following: the students have the basic knowledge of the names of the land animals and land and ocean environments, they know how to perform research, how to follow links to Internet sites while they have also prior experience and knowledge of how to create a PowerPoint presentation.
The learning styles of the students are as follows: all students are motivated and enjoy the school setting while also the majority of the class has a preferred learning style of kinesthetic and visual aspects (Mazurak, Shiroma & Young, n.d). The students, dο not like reading from textbooks and they prefer materials of real-life issues, they appear to learn best in cooperative team settings while they also like to work on projects and conduct oral presentations (Muller, 2005). In general, the students’ learning styles vary, but most love hands-on experiences while also the instructions and learning is best followed more effective when it is student-centered (Perez, 2007). In addition, the students are very skilled at using computers and the Internet to do research while also, the majority of the students are visual learners (Sundberg, 2005).
Going further, the second step for conducting the lesson that utilizes the ASSURE learning model, includes stating the standards and objectives. The learning objectives are derived from curriculum and technology standards which provide general descriptions of expected student performance (Smaldino et al., 2008). Regarding the specific lesson that is applied to the fifth grade students, the following curriculum standards are expected to be achieved as reported by the National Science Education Standards (The National Academies Press, 1996): Content Standard 3: all students should develop an understanding about the structure and function in living systems as well as an understanding about the diversity and adaptations of organisms. In addition, the following technology standards are expected to be achieved as reported by the National Educational Technology Standards for Students (International Society for Technology in Education, 1998): (a) Standard 3: Technology Productivity Tools: all students should use technology tools to enhance learning, increase productivity, and promote creativity; (b) Standard 4: Technology Communications Tools: all students should use telecommunications to collaborate, interact with peers, experts, and other audiences and use a variety of media and formats to communicate information from a variety of sources; (c) Standard 5: Technology Research Tools: all students should use technology to locate, evaluate, and collect information from a variety of sources and use technology tools to process data and report results.
The objectives for carrying out the specific lesson that utilizes the ASSURE learning model, include the following as reported also by Mazurak et al. (n.d): (a) fifth grade students will define basic characteristics of land animals in science journals; (b) fifth grade students will use a Venn diagram in order to compare and contrast the basic characteristics of the land and ocean environment; (c) fifth grade students will analyze the environmental changes in small groups; (d) fifth grade students will describe how animals respond and adapt to the new environment in their science journals; (e) fifth grade students will write a paper about land animals, their environment, and the transition using Microsoft Word; and (f) fifth grade students will search, locate, evaluate, and collect information through the Internet, e-mail, WebQuests, simulations, and virtual fieldtrips.
The third step in the ASSURE model involves selecting the instructional strategies, the technology and media, and the lesson materials. For the specific lesson, teacher-centered and student-centered strategies are selected to be followed. In specific, the teacher-centered strategies will include the activities to be used for teaching the lesson and to introduce the guidelines for students to complete their final reflections and in general, include the provision of a description of the lesson objectives while also, the student-centered strategies will include the activities that engage students in active learning such as discussions, conducting an Internet search as well as creating written reflections of what students learned in reading (Smaldino et al., 2008).
The materials and equipment necessary for conducting the lesson include the following: computers with Internet access, science journals to record information, rubrics for students, Microsoft Word and PowerPoint program, flipchart, simulations, WebQuests, and virtual fieldtrips. In specific, the media and materials needed for the lesson include the following as reported also by Mazurak et al. (n.d): (a) students will use Microsoft Word to write their research report about land animals; (b) students will use PowerPoint to create a presentation to present a summary of their research projects; (c) students will use virtual fieldtrips and simulations to experience the environment and life styles of land animals; (d) students will use the Internet to conduct research about land animals; (e) students will use WebQuests to explore different resources; and (f) students will use e-mail to communicate with professionals who work with land animals. In addition, the methods that will be used include discussions, presentations, demonstration, cooperative learning, and discovery (Tucker, 2005a).
Going further, the next step in the ASSURE model involves utilizing technology, media, and materials. For this to be achieved the 5 Ps process is followed: preview the technology, media, and materials; prepare the technology, media, and materials, prepare the environment; prepare the learners; and provide the learning experience (Smaldino et al., 2008). First of all, the teacher will inspect the computers that will be used to ensure that they are in working order and possess working copies of Microsoft Word and PowerPoint as well as Internet access (Tucker, 2005b). After, the instructor will preview Internet resources, including WebQuests, virtual field trips, and simulations (Mazurak et al., n.d). As Smaldino et al. supported, this will also ensure that students are not exposed to inappropriate content that may be present in computer games or online periodicals. In addition, the instructor should be fully aware of all aspects of Internet issues and problems and know how to troubleshoot if the need arises (McSherry, 2005).
Next, the instructor will prepare the technology, media, and materials that will support the instructional activities, and will gather all the equipment that will be needed and determine in what sequence the materials will be used (Smaldino et al., 2008). Specifically, the instructor will organize materials for the students such as textbooks, science journals, Venn diagram, flipchart, and all notes will be gathered for student use (Mazurak et al., n.d). In addition, the instructor will prepare the student WebQuest page, handouts, and rubrics using Microsoft Word software while also, the instructor will make sure that the necessary equipment is working and is accessible for the students to use (Muller, 2005). Moreover, the instructor will do a walk-through in the computer lab prior to class to ensure all stations are working properly and that all computers are able to access the Internet and the programs that will be used (McSherry, 2005). The teacher in general, will ensure that all hardware and software are functioning properly and any hardware or software issues will be resolved prior to the commencement of the lesson (Tucker, 2005b).
After preparing the technology, media, and materials, the teacher will prepare the environment. The computer lab will be checked by the teacher prior to class for adequate lighting, comfort, and in order to ensure that all media is properly working while also, a back-up lab and emergence contact person will be available in case the reserved computer lab is not adequately prepared for instruction and for carrying out the lesson (McSherry, 2005). For the specific lesson, the environment will be prepared as follows: (a) students will present their PowerPoint presentation in a circle; (b) students will work in pairs with their desks pushed together when working on the Venn diagram; (c) students will also work in small groups in order to compare the environmental changes of animals; (d) the rest of the activities will take place in the computer lab, where the instructor will use a digital projector to model various simulations, virtual fieldtrips, and WebQuests while also, the students will work on these computer activities on their own (Mazurak et al., n.d).
Afterwards, the teacher will prepare the learners. As Smaldino et al. (2008) reported, “Research on learning tells us very clearly that what is learned from an activity depends highly on how learners are prepared for the lesson” (p.102). For the specific lesson, a packet will be given to the students that will include directions, a Venn diagram, rubrics, and other necessary materials (Mazurak et al., n.d). The sixth and final step in the 5 Ps process involves providing the learning experience. For the specific lesson the learning experience that will be provided is the following: (a) the teacher will use a digital projector to introduce computer activities; (b) students will need to search the Internet, write a report, complete virtual fieldtrips and simulations, and participate in WebQuests while using the computers; (c) the class will use a flipchart to classify animals; and (d) students will use journals to organize and respond to questions provided by the instructor (Mazurak et al., n.d).
Going further, the fifth step in the ASSURE learning model involves requiring learner participation. For the specific lesson, students will participate in the following ways as reported also by Mazurak et al. (n.d): (a) in large group activities for introducing material, working on the flipchart, and when sharing characteristics of animals; (b) in small group activities in order to prepare the Venn diagram and to discuss the environmental changes of land animals; and (c) in individual activities for completing their science journal activities such as Internet search, PowerPoint presentation, write a report and communicate with experts using e-mail.
The sixth and final step in the ASSURE learning model involves evaluating and revising and specifically, it involves assessing learner achievement and evaluating and revising strategies, technology, and media (Smaldino et al., 2008). As Jacobs (n.d) stated it is critically important to know if the students have learned anything from the lesson. Therefore, during the whole lesson, the teacher should be monitoring the students’ progress and observe student participation (Yates, 2007). Student work will be assessed using the following ways: (a) 20 points for collecting data; (b) 30 points for presenting the information; (c) 10 points for students’ interpretation of information; and (d) 10 points for the presentation’s style (Mazurak et al., n.d).
Moreover, the evaluation of media and methods will be based on the following questions as reported also by Mazurak et al. (n.d): (a) Do you have success when the teacher uses a projector for presenting information? (b) Would you have accurately filled in the Venn diagram without a teacher demonstration? (c) Is there anything that would help you to better understand the information presented by the teacher? (d) Evaluation of overall instruction, where students will complete an evaluation form about the computer activities and the teacher will compare student outcomes and opinions with her own observations of the experience.
Furthermore, in order to assess the value of the media and lesson methods upon student learning, the teacher will reflect on the following questions: (a) Did most of the students seem excited about and engaged during the creation of their presentations? (b) Did most of the students seem interested in the presentations of their peers? (c) Were students able to complete presentations without excessive assistance from the teacher? (Tucker, 2005b)
In addition, students will be formally assessed with a rubric upon completion and presentation of final product while also presentation evaluation forms will be taken into consideration when scoring using the rubric (Tucker, 2005b).
Moreover, additional questions on the evaluation will include the following: (a) What did you like best and what least about today’s lesson? (b) In what ways do you think the lesson could be improved? (c) What activities today did you find most and least helpful? (d) How do you think the teacher could improve this lesson? (e) Did the teacher seem knowledgeable and prepared when presenting today’s lesson? (f) What could the teacher have done to make today’s lesson more helpful to students? (g) Additional comments, suggestions, and questions (McSherry, 2005).
Going further, the use of the ASSURE learning model for designing this specific lesson can positively impact students’ learning and can provide students with many benefits. In particular, “the ASSURE model puts a heavy emphasis on active student engagement in learning activities” (Blogbus.com, 2008, ¶2).
The use of this specific lesson that utilizes the ASSURE learning model apart from being simple and clear to follow, it also takes into consideration the students and offers flexibility, while most important, it incorporates learner participation and interactivity from the start and places emphasis on the learners themselves (Benson, 2003).
Moreover, the specific ASSURE lesson plan can have a positive impact on student learning and can provide students with many benefits regarding their learning since, it presupposes to take into consideration many of the students’ characteristics. In specific, in ASSURE learning model, you need to give details about the learners and to make one-on-one relation between students in order to analyze them easily (Cetin, n.d). In addition, the ASSURE learning model “includes the learner analysis to help design instruction to reach the different learning styles using Gagne’s Events of Instruction” (Boggs, 2007, ¶1).
In conclusion, the current essay provided a presentation of a lesson that utilizes the ASSURE learning model. The specific lesson is applied to students at the elementary school of the fifth grade and is part of the curriculum area of science. After conducting this specific ASSURE lesson students should be able to define major characteristics of land animals, compare and contrast basic characteristics of the land and ocean environment, describe how animals respond and adapt to the new environment and analyze the environmental changes. In addition, for completing the lesson activities, students should be able to use Venn diagrams, science journals, simulations, virtual field trips, the Internet for research, Microsoft Word, and PowerPoint for creating presentations.
Closing up, “just as important, as new technologies are introduced into the educational arena, the ASSURE model is a tool that helps instructors keep their courses up-to-date without spending an inordinate amount of time integrating technology purely for technology’s sake” (Aziz, 2003, ¶9).
References
Aziz, H. (2003) Assure Learning Through the Use of the ASSURE Model. Retrieved
October 10, 2009, from http://www.valenciacc.edu/oit/articles/articles_detail.cfm?ID=45
Benson, A. (2003) S2M2 Design models. Retrieved October 14, 2009, from
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http://tstc-et.blogbus.com/logs/21760881.html
Boggs, B. (2007) What are some advantages and disadvantages of the ASSURE
model and the ADDIE model? Retrieved October 14, 2009, from http://leecountygradschool.wikispaces.com/file/view/Assignment+Worksheet+1+BBoggs+6025.doc
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technology. Retrieved October 9, 2009, from http://www.oswego.edu/~burrell/addiemodel.htm
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Retrieved October 12, 2009, from http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/1998Standards/NETS_for_Students_1998.htm
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Changing Life
Change requires much more than courage. Each person is different; therefore, each situation requires a different approach. In the final analysis, you have to know yourself and what you are capable of handling before embarking on a new episode in life. Your age, your background, your experience, your resources, your skills, your love of adventure, your desire to meet new people, and your resilience to adjustments all must bear on your decision to make a change. To be aware of yourself is the first step in making such a momentous decision. The most important thing to remember is that nothing is 100 percent guaranteed. Life is about change, and career planning and self-exploration are lifelong processes. You don’t just make a decision today and expect that you will be completely satisfied with that choice for the rest of your life. As you grow and experience things and meet different people, as society grows and technology develops, so will your interests change, grow and re-develop. However, this doesn't mean that the choices you make today are worthless. They too play an important role in your future. You will be able to draw on these experiences to help you assess yourself later when you want to consider new options, goals and dreams. Life is about choices. If you don’t make a choice, someone else will choose for you! Always remember: begin by taking a look at you; accept the challenge to understand yourself and to like who you have become or the person you aspire to be; and ask yourself questions and take the time to find the real answers...Life is a now experience. So, forget what’s gone, appreciate what remains, and look forward to what’s next. Be grateful for all you have. Trust the process of life, and not so much the outcome...
People need to be saved from the morass of propaganda they face every day...People need to be able to sift and weigh evidence, discern the true from the false, fact from fiction. Intelligence is something that we need to improve, but this intelligence without character will lead us toward an undesirable future...Perseverance is what achievement is made of...Success goes to those who show up and do the work until they reach their goals...
People need to be saved from the morass of propaganda they face every day...People need to be able to sift and weigh evidence, discern the true from the false, fact from fiction. Intelligence is something that we need to improve, but this intelligence without character will lead us toward an undesirable future...Perseverance is what achievement is made of...Success goes to those who show up and do the work until they reach their goals...
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