Day Four

                Today, we began by discussing the application (rather than document) centric nature of applications for notebooks such as the iPod as well as the use of Object Oriented Programming to create these apps. During this discussion of apps, we evaluated DuoLingo for foreign language students, ProLoquo for those requiring speech assistive software, and Quizlet for those desiring to create digital flash cards. I discovered a set of theological terminology flashcards on Quizlet which may be useful to my students: https://quizlet.com/86304526/grudem-systematic-theology-terms-flash-cards/

                Subsequently, we learned about the Sokal affair which highlights the ever present tension between the life/physical sciences and the social sciences. We also learned to create Smart Art (for concept maps and flow diagrams) within MS Word as well as the procedure for creating a Table of Contents with heading styles from the References, Insert, Table of Contents feature: https://youtu.be/EMVv-Pnil3M Likewise, we reviewed the process for linking tables and page numbers to auto update with the cross-reference feature, the text analog of link objects for graphics: https://youtu.be/JtC8liqxOyU Finally, we discussed the review-compare option which allows users to compare differences in revised papers and reviewed the process for creating links with in Power Point for multi-page presentations. The pipe key which appears above the enter key is used to create separations between previous, first, and next last links in such presentations.

                We also created dual track radio dramas with Audacity; I was reminded of multi-track audio-visual performances: https://youtu.be/L0wTDn2X5tg

Day Three

                Today, we began our class by discussing the recent initiative by the Massachusetts Institute of Technology, the Woodrow Wilson Foundation, and the former president of Teachers College at Columbia University, Dr. Arthur Levine. This collaborative project plans to develop online courses which will enable teachers to learn hands-on skills and be involved in mentoring relationships with highly qualified teachers. The courses will be open source so that all institutions offering degrees in education can employ the lectures and supplementary materials.

                We then discussed Computer Assisted Qualitative Data Analysis Software (CAQDAS) programs such as QSR NVivo and the importance of analyzing not only the words spoken by participants interviewed but also the overall structure of multi-person conversations such as the competitive bragging discourse evinced in The Four Yorkshiremen skit by Monty Python. Subsequently, we reviewed the dissertation review process, including the defense and noted that an online presentation of a defense is available on the SharePoint website under the category, “Doctoral Support Videos.” I mentioned that a list of the dissertations which receive  the best quantitative and best qualitative awards be placed on the digital commons so as site to assist students in locating appropriate role models for their own dissertations.

                We also discussed resources available to students such as PsychInfo, which allows users to limit fields by “empirical studies,” and Microsoft Access Database software, through which researchers can collect and analyze survey Information.  An exceptionally tech savvy classmate noted that Google Forms provides similar capabilities. I retrieved two YouTube videos which will enable me to review the process of using these programs:

https://youtu.be/eQMc30gSPN8

https://youtu.be/2q2joyj1ziM

Day Two

Day Two

            Today, Dr. Swezey presented his extraordinarily helpful overview of the doctoral journey, and Liberty University provided all intensive students with a catered luncheon. At the luncheon, a high ranking administrative official explained some of the attractions on campus such as the Equestrian Center and the new Center for Music and the Worship Arts as well as the second place award for Liberty University’s Cyber Defense Club in the Collegiate Cyber Defense Competition at Johns Hopkins University.

            We also learned about useful apps for iPods such as Kahoot, a game-based digital response platform, and Nearpod, a push (rather than pull) interactive publishing system, which allows teachers to control the web content accessed by students. My group members likewise explained their use of Quick Response (QR) codes. Students are able to scan codes so as to upload them to servers and check answers in gallery walks for math practice problems: https://youtu.be/g_3dvdrZ2_o

            The class also discussed pervasive surveillance technology including RFID tags in tires and software programs such as Euclid which allow retailers to virtually shadow you as your cellphone searches for wireless service. Finally, we discussed the Oppo N3 Swivel Camera which automatically tracks motion. This final discussion reminded me of the large piano in FAO Schwarz in New York: https://youtu.be/wMNb8ilB1xA

Day One

            Today the class discussed several technologies which I do not routinely use such as End Note which automatically inserts references, Microsoft’s Team Foundation Server which allows groups to share work on a local server and view the information on a large screen display, and Bitnami’s virtual machine application for Moodle. These technologies reminded me that educators must continually learn so as to understand the tools which can help them better educate those they serve. These conversations also reminded me of a device which I hope to use one day, Pizza Hut’s digital projector which transforms a cell phone into a digital projector: http://www.theverge.com/2015/6/7/8743741/this-pizza-hut-box-turns-into-a-movie-projector

            Today we also met with our group members to create a skeletal outline for our presentation and briefly discussed potential dissertation topics in class. These activities, combined with Dr. Dunn’s explanation that the current International Society for Technology in Education (ISTE) standards emphasize transferrable skills such as communication and innovation. Likewise, Dr. Dunn’s comment on Science Technology Engineering  Arts and Mathematics (STEAM) reminded me of the importance of visualizations in communication and analysis: https://youtu.be/4GPwVNPuKuA

Comfort Level with Technology

    I am moderately comfortable using technology in my personal and professional lives. As an instructor, I try to create an open classroom which can be viewed by interested individuals such as employers, adult students, and parents of the children whom I instruct. As a private individual, I routinely try to create digital replicas of paper notifications (e.g., relevant items in newsletters postal mailed) and physical objects which I may need to donate (e.g., knickknacks), dispose (e.g., craft projects), or return to their owners (e.g., sand samples from around the world loaned to me by parents of my students).

    Likewise, I am reminded of the necessity of lifelong learning when confronted with new technology. In middle school, I learned to use Logo programming language which required students to enter prompts to move a turtle, and in high school, I completed a course in BASIC which utilized IBM’s dreadful black screen, green font DOS prompts. In my final year of college, I learned to use email so as to participate in a computer mediated class discussion.  Finally, as an employee, I have learned to use electronic calendars and consumer end webpage design programs such as Yahoo’s Geocities. I predict that I will soon need to learn how to use digital or mobile wallets  and RFID chip locators embedded within automobiles so as to locate vehicles in large parking lots.