COM 410

I was first introduced to technology at the age of 4. I only know this because our new computer was a Gateway, and I loved the box because it was covered in cow print. The Windows 98 (yes 1998) operating system was brand new technology at the time, and I can still hear the sound as it loaded. The monitor was white, and boxy, with a drop down box containing controls for brightness and contrast and color correction. I would later use this box to store passwords on fluorescent orange labels that I stuck inside. Our keyboard was white too, and had the same texture as the monitor; slightly pebbled but matte plastic. I used to love to run my hands over the keys to make the soft fast past clicking sound.

Before the Gateway even arrived, my parents had gone to Thomasville to purchase a deep cherry wood computer cabinet with doors to “mask the ugly white computer” when company came over. It had a rollout keyboard tray, along with a pull out desk. To put the desk back in you had to hold two metal clamps down on either side, and my arms could never reach so my mom would always have to do that for me. Underneath was a rollout tray for the printer, which I always used as a footrest and my dad would tell me I was going to break the feed tray to the printer. The cabinet also had a master switch, which would completely shut down the computer no matter what you were doing. I had a habit of pressing that a lot.

Our Internet was MSN Dial-up, which at 4 years old meant nothing to me until I got a little older and I couldn’t instant message my friends while my mom was on the phone – and she was always on the phone.  I was allowed to play games on this computer, and for many Christmases there on after, I would receive CD-ROMs of the latest computer games, because I loved the computer. Every year, even as young as kindergarten, my elementary school Hope Highlands would sell education computer games driven towards my age group and my mom would buy them, and I would play them. I can remember them vividly, even the sounds sometimes if I rack my brain. Always alien or outer space themed, but always entertaining. I spent a lot of time at that computer, even eating frequent meals in front of it. My worst move was spilling mashed potatoes in our keyboard.. needless to say that one ended up in the trash.

My experience with technology at a young age was always pleasant. From the computer, to video games, to educational toys, I loved them all. I like to think of myself as a fast learner, and I think technology really enabled my ability to pick things up at a quicker pace. Because I am an only child, I think that it helped me gain independence, and learn things on my own. Because I picked up the computer at such a young age, I was able to troubleshoot and fix my own technology problems faster. Playing around with the control pannel (I'm sure my Dad appreciated that a lot), and just perusing the internet helped me learn how the computer worked and functioned. One program called the Encarta Encyclopedia was one of my favorite CD-ROMs. I just used to click around and read. I can remember learning the difference between a piano and harpsicord at age 8. 

I think some parents have a fear that if they let their children throw themselves into video games and computer science, that their child will grow up to be extremely introverted and not develop the correct amount of social cues because of their lack of interest in human contact. I am here to say that was not the case for me. I am extremely outgoing, and always loved going outside and interacting with people, as much as I enjoyed playing on the computer and using technology. It shaped my personality, and allowed me a healthy destressing outlet (though in my later years simple computer work has turned into online shopping). In between doing my homework at 13, I picked up HTML coding, creating MySpace layouts and Buddy4u layouts, memorizing one </b> at a time.  By having the ability to shut myself away in my own world for a bit, I was a much more pleasent person interacting with people. 

So far in COM 410 we have touched upon many topics. One topic that pops up most frequently is definitely multimedia, and we have used several different platforms to express our opinions and viewpoints. As far as familiarity is concerned, I am most comfortable using twitter, although I did have to make my account public to use the hash tag function and correspond with my classmates. I have also had to use a blog, Wix to be exact, for many other classes so that wasn’t too difficult either, especially because I am a leadership minor, and for every leadership class, the blog is a huge portion of our grade. The one platform I found that I was least familiar with was definitely FlipGrid. I had actually never heard of it before, and of course the week before our second chat, my laptop camera and microphone didn’t work. I think that that experience really emphasized the fact that we are so reliant day to day on technology, but often forget that it doesn’t function like a paper and pencil, and sometimes things break down. I once took an advertising class, and we always had to have some sort of media component to go along with our in class commercials to make them more real, but we were always instructed to bring some sort of back-up non-technology based prop incase of malfunctions. Let me tell you, there were many malfunctions that occurred in that classroom. I also found it very cool that even this essay, was required to have a multimedia component which I have never had before. Mine is a personal instagram image, of when I got my new phone. Talk about technology on technology!  I’m looking forward to incorporating new technology into my traditional school work.

This class is also heavily based on the reading. Speaking candidly, I’m having a lot of trouble keeping up with the work, especially because there are so many different platforms being used, such as the blog, MUUT, FlipGrid, and twitter. I find it difficult that this site isn’t based on Sakai, and I lose track of assignments easily. Though when I do the reading, because my generation is so heavily influenced by technology, I see the direct connections to my life. My favorite was from the first week, where we watched the videos and one discussed social media and how it is a representation of us. I feel as though I rely heavily on Instagram as a way to learn about what people and places are like. I don’t think I go to a restaurant without searching the geo-tag first to see what the food looks like, and I’m always looking people up on their Instagram to learn about their interests and personalities. I am very conscious of my digital representation of myself, and I try to project the best image possible. This can be very time consuming, which with our busy schedules, it can be tough to handle it all.

I think strength for me as an online learner would be that I can work off the cuff very easily, so it is easy for me to participate in discussions and interact with others. A limit for me as an online learner would be my busy schedule. Because I have two internships and four other classes, it is difficult for me to prioritize, and I often skim directions and don’t read them fully, resulting in me missing things. I have to say, I love the Skype chats and blog posts the best. I try my best to reach out to students and comment on their posts, and I also like to add to what they have already said, as I think it fosters connections.

I think a question that this course has raised for me is how much do I rely on technology. After reading chapter one of our course, and learning how the inner workings of our brain functions while we are using technology and online, I am very interested on how I personally am affected by technology. I want to know more about if technology is actually detrimental to our learning and brain development, and I have even explored outside of the readings to dig a little deeper. My fear is that although reading, albeit online articles, is keeping my brain sharp, that the convenience of it all is letting my brain slack a little and not work as hard.

All in all, I’m extremely overwhelmed, especially with my technology issues that put me behind, but I’m excited to see what’s to come and what else I’m going to learn. I’m very glad I took this class, and hope that I do well in it. I'm appreciate of how helpful my professor has been, and hope that my laptop makes it through to the end of the semester.

COM 410 LEAP 3

Digital Media in the Classroom

Danielle Leonardo

McKayla Stubbs

As members of the Millennial Generation, we have lived much of our lives being introduced to new technology. Whether it was the fluorescent colored Macintosh desktop computers in elementary school, or our professor’s bringing iPads into the class to showcase their Powerpoint presentations, digital learning has always been at the crux of our education. Through our interview with Doctor Stephen Wood, a tenured professor well versed in the art of digital learning, and in combination with much cultivated research, we have begun to explore why digital media and technology is so important to students; both how it excels and hinders their learning experience. The purpose of this project is to offer a candid look at technology in the classroom from both a professor’s standpoint and a digital media expert. Our target audience is students and faculty alike, most specifically at the college level. We hope that after exploring the different components of our project, people will walk away with a better understanding of why technology and blended learning is crucial to a student of the 21st century’s learning.

On October 29th, we met face to face with Doctor Stephen Wood in the digital screening room, up on the third floor of Swan Hall, at the University of Rhode Island. Doctor Stephen Wood, or Doc Wood as he prefers to be called, has been a professor at the University of Rhode Island since 1982, teaching for the Harrington School of Communication in a myriad of subjects, all sharing a common thread of digital media. According to his biographical page on the university’s website, “his teaching interests include public speaking, advanced public speaking, interpersonal communication, television criticism, argumentation & debate, rhetoric of sports films, the rhetoric of music, organizational communication, and new applications of communication technology.” Aside from his career as a professor, Wood “served as director of intercollegiate debate for ten years prior to becoming department chair (1982-2004)” at the University of Rhode Island. He is also an award winning photographer and a folk musician.

Stephen Wood discusses how his student’s classroom experiences are heavily influenced by technology. When asked how he felt about blended learning, or teaching blended classes, Wood remarks that pretty much all classes with the use of Sakai are blended classes. Much of the University’s reliance on Sakai has lead to almost all of its classes being blended. Wood has a strong sense of how his use of technology influences his students, and says that most of his classes could not stand alone without being blended. Researchers D. Randy Garrison and Heather Kanuka from the University of Calgary examined the transformative potential blended learning has in higher education.  Blended learning is the “thoughtful integration of classroom face-to-face learning experiences with online learning experiences” (Garrison and Kanuka).  Through their research they found that digital learning is effective and low-risk strategy which allows universities to be prepared for all of the technological developments that will be forthcoming in the next few years.  

In order for blended learning to be successful, teachers have to understand the properties of the Internet and have “knowledge on how to effectively integrate Internet technology with the most desirable and valued characteristics of face-to-face learning experiences” (Garrison and Kanuka).  Although, as Wood mentioned, he nor many other professors at the University learned about linking teaching with technology in their undergraduate and graduate programs. In fact, Wood recalls that he was one of the first to write his dissertation on a computer. Because these professors did not learn how to teach with technology before becoming an instructor, they are always learning new ways to utilize the internet and digital media to enhance the students learning. It is crucial for the professors to have a great understanding of the technology they are implementing in class, before introducing it to the student.

Blended learning is effective because it allows for the facilitating of a community of inquiry. It allows students and teachers to incorporate both open communication and the limitless amount of resources on the Internet. As Wood says, face to face learning can never be replaced, however an added element of technology can supplement the student’s learning. It also allows for higher levels of learning through critical discourse and reflective thinking. Students can challenge beliefs and provide numerous resources to back up their arguments, whereas in a face-to-face classroom they would have to think of these arguments on the spot. Students can also confront questionable ideas in more objective and reflective ways than in a face-to-face setting. According to Garrison and Kanuka, “A blended learning context can provide the independence and increased control essential to developing critical thinking. Along with the increased control that a blended learning context encourages is a scaffolded acceptance of responsibility for constructing meaning and understanding.”  

Research has shown that blended learning can be more effective and efficient than a traditional classroom setting. Outcomes such as increased course completion rates, improved retention, better student attitudes toward the subject matter, and increased student satisfaction with the mode of instruction have been seen in blended learning classrooms, as well as many other positive outcomes.

After listening to our candid interview with Doctor Stephen Wood, a digital expert and renowned professor at the University of Rhode Island, as well as reading some of the information we found, we hope that you will have a better understanding of how beneficial integrating technology into the classroom can be. It is important to remember, that technology and digital media is always to be used as a supplement to a student’s learning, not as a teaching replacement.

Works Cited

Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The internet and higher education,7(2), 95-105