Thinking About It
![Picture](/uploads/4/9/6/2/49628417/5471374.jpg?261)
Introduction
In reflection of this summer’s course, I have learned to distinguish between an internet tool, internet resource, and an application. Although the differences between the three terms seemed murky initially, we forged our way onward, discussed each one in depth, and discovered the distinctions through research and application of the material.
Each Discussion and Project assignment added to the growth of the one following it. Because of this scaffolding strategy, I was able to see how each aspect of the course developed. This format created a basis of knowledge that supported me as I formed new research and writing skills, managed multi-platform delivery applications, while learning about creativity and collaboration, visual and multimedia literacy, and critical thinking skills. Interactive approaches to learning challenged me to step out of my comfort zone and explore new types of media that I never felt confident to use beforehand.
Challenges
Searching for Materials Identifying and selecting new
tools, applications and resources that my classmates had
not already covered was very challenging because I
previously had a very limited scope of knowledge about
such web-based intangibles. I, also, had to keep from
twisting around in my head the uses of each web-based
item while I was searching for materials. It was a difficult
task keeping them straight at first.
Exploring Materials Sometimes things did not work out
as planned. Occasionally, I would come across something
that seemed like the perfect tool or application only to
discover that it was too complicated for the purpose I
needed it to serve. I, also, went off on tangents sometimes
and followed leads that served other professional purposes.
Searching for Research Articles To find a previously
unexplored internet tool, resource, or application with a
corresponding peer-reviewed scholarly article made
developing a discussion post quite complicated. Often,
Galileo offered the title with a good abstract, but did not
have immediate access to the article I wanted, so I
continued my search rather than wait for access.
Searching for Online Tutorials If the creator of the
software did not include a tutorial, then finding a tutorial on
YouTube that was relevant to my needs was sometimes
difficult. Often, I had to watch a lengthy tutorial for a
15-second segment that solved my problem.
Designing an ePortfolio Selecting a design layout was
difficult because I really was not sure how I wanted it to
look. I am pleased that I chose a simple look and used my
own pictures for a majority of the required photos.
Lessons Learned
Searching for Materials First, I had to learn to hold strong
to the understanding of the web-based items’ functions. For
example, if I were searching for a resource, it could not be
interactive because that would make it an application.
Ultimately, I jotted down on a Post It note “tools = create,
resources = teach, and applications = learn” and placed it
beside my computer. I still refer to it sometimes.
Exploring Materials I learned that a simpler approach can
occasionally result in a greater yield as was the case with
the meme generator application. Imgflip turned out to be
much easier to manipulate than I expected having used
other meme generators in the past.
Searching for Research Articles I learned that
sometimes an article will not directly mention the exact item
I selected, but might have one that serves a similar
function. The likeness between the two items was enough
to get the general idea of the research and from which to
draw conclusions. I also applied the “sometimes in order to
know what something is, we must know what it is not”
philosophy as was the case with the search that kept
yielding library related articles.
Searching for Online Tutorials Watch the tutorials first!
Using very specific keyword searches when looking for an
online tutorial is the trick if the website does not offer a
tutorial. Although it seems like a waste of time to watch the
whole tutorial for a 10-second segment, it sometimes
reveals simple tips and tricks that make the whole process a
lot simpler.
Designing an ePortfolio Keeping the layout orderly and
simple, and staying on top of the tasks is the only way to
develop an ePortfolio worthy of sharing.
Professional Value of Understanding
Searching for Materials Ultimately, I have compiled a list
of internet tools, applications, and resources that I will utilize
and share with my colleagues upon return to the classroom this fall.
I explored many web-based items as they were presented in class
and found a few more on my own that I did not share. I now
understand that there is just about something for everything one
can imagine, and if you cannot find it, then invent it because there
is an app for that too!
Exploring Materials It is very important that instructors
not only integrate technology into their curriculum, but learn
how to use the technology as well. Demonstrating my
knowledge of the tools, applications and resources mentors
to my students and encourages their enthusiasm to
participate.
Searching for Research Articles Discovering an article
that supported my own teaching philosophy was very
valuable to me especially since I took a lot of criticism from
my teammates for not conforming to their methods--
listening to a novel in a large group is not the same as
reading it to oneself. Finding a supporting text written by
respectable scholars is validating and lends credibility to my
work.
Searching for Online Tutorials We can learn a lot from
those with more experience because they have already
made the mistakes. Watching the tutorials first, then
attempting to manipulate the software saved a lot of grief
and anguish.
Designing an ePortfolio An ePortfolio is ever-evolving
just like the software represented on its virtual pages. New
information is required to keep it current so regular
maintenance will be necessary. It is a resource of
information that I can rely on during those times when I feel
stumped. Also, it is something that I can share with a new
teacher on our staff, or with a student teacher I am
nurturing. My ePortfolio is not finished; it has only just
begun.
Conclusion
Knowing what I know now, I would have approached my Discussion One research differently. In addition to a current article, I would have accepted an article more than two years old that supports the definition of internet tools, resources and applications, though not more than ten years because I realize a lot can change in the realm of technology software in a very short amount of time. I believe that considering the evolution of those definitions would add another dimension of understanding to my depth of knowledge on the subjects.
In the near future, I will expand my students’ understanding of the differences between these web-based categories—tools, applications, and resources. Through the process of researching, discussion, reflection, and firsthand experience, I have learned to scaffold my instruction using multimedia. I can now design units in such a way that they will build to a greater perception of the standards through the use of creativity and collaboration, visual and multimedia literacy, and the development of critical thinking skills. I believe it is my responsibility to develop future generations who can converse successfully in a global multimedia dialogue.
In reflection of this summer’s course, I have learned to distinguish between an internet tool, internet resource, and an application. Although the differences between the three terms seemed murky initially, we forged our way onward, discussed each one in depth, and discovered the distinctions through research and application of the material.
Each Discussion and Project assignment added to the growth of the one following it. Because of this scaffolding strategy, I was able to see how each aspect of the course developed. This format created a basis of knowledge that supported me as I formed new research and writing skills, managed multi-platform delivery applications, while learning about creativity and collaboration, visual and multimedia literacy, and critical thinking skills. Interactive approaches to learning challenged me to step out of my comfort zone and explore new types of media that I never felt confident to use beforehand.
Challenges
Searching for Materials Identifying and selecting new
tools, applications and resources that my classmates had
not already covered was very challenging because I
previously had a very limited scope of knowledge about
such web-based intangibles. I, also, had to keep from
twisting around in my head the uses of each web-based
item while I was searching for materials. It was a difficult
task keeping them straight at first.
Exploring Materials Sometimes things did not work out
as planned. Occasionally, I would come across something
that seemed like the perfect tool or application only to
discover that it was too complicated for the purpose I
needed it to serve. I, also, went off on tangents sometimes
and followed leads that served other professional purposes.
Searching for Research Articles To find a previously
unexplored internet tool, resource, or application with a
corresponding peer-reviewed scholarly article made
developing a discussion post quite complicated. Often,
Galileo offered the title with a good abstract, but did not
have immediate access to the article I wanted, so I
continued my search rather than wait for access.
Searching for Online Tutorials If the creator of the
software did not include a tutorial, then finding a tutorial on
YouTube that was relevant to my needs was sometimes
difficult. Often, I had to watch a lengthy tutorial for a
15-second segment that solved my problem.
Designing an ePortfolio Selecting a design layout was
difficult because I really was not sure how I wanted it to
look. I am pleased that I chose a simple look and used my
own pictures for a majority of the required photos.
Lessons Learned
Searching for Materials First, I had to learn to hold strong
to the understanding of the web-based items’ functions. For
example, if I were searching for a resource, it could not be
interactive because that would make it an application.
Ultimately, I jotted down on a Post It note “tools = create,
resources = teach, and applications = learn” and placed it
beside my computer. I still refer to it sometimes.
Exploring Materials I learned that a simpler approach can
occasionally result in a greater yield as was the case with
the meme generator application. Imgflip turned out to be
much easier to manipulate than I expected having used
other meme generators in the past.
Searching for Research Articles I learned that
sometimes an article will not directly mention the exact item
I selected, but might have one that serves a similar
function. The likeness between the two items was enough
to get the general idea of the research and from which to
draw conclusions. I also applied the “sometimes in order to
know what something is, we must know what it is not”
philosophy as was the case with the search that kept
yielding library related articles.
Searching for Online Tutorials Watch the tutorials first!
Using very specific keyword searches when looking for an
online tutorial is the trick if the website does not offer a
tutorial. Although it seems like a waste of time to watch the
whole tutorial for a 10-second segment, it sometimes
reveals simple tips and tricks that make the whole process a
lot simpler.
Designing an ePortfolio Keeping the layout orderly and
simple, and staying on top of the tasks is the only way to
develop an ePortfolio worthy of sharing.
Professional Value of Understanding
Searching for Materials Ultimately, I have compiled a list
of internet tools, applications, and resources that I will utilize
and share with my colleagues upon return to the classroom this fall.
I explored many web-based items as they were presented in class
and found a few more on my own that I did not share. I now
understand that there is just about something for everything one
can imagine, and if you cannot find it, then invent it because there
is an app for that too!
Exploring Materials It is very important that instructors
not only integrate technology into their curriculum, but learn
how to use the technology as well. Demonstrating my
knowledge of the tools, applications and resources mentors
to my students and encourages their enthusiasm to
participate.
Searching for Research Articles Discovering an article
that supported my own teaching philosophy was very
valuable to me especially since I took a lot of criticism from
my teammates for not conforming to their methods--
listening to a novel in a large group is not the same as
reading it to oneself. Finding a supporting text written by
respectable scholars is validating and lends credibility to my
work.
Searching for Online Tutorials We can learn a lot from
those with more experience because they have already
made the mistakes. Watching the tutorials first, then
attempting to manipulate the software saved a lot of grief
and anguish.
Designing an ePortfolio An ePortfolio is ever-evolving
just like the software represented on its virtual pages. New
information is required to keep it current so regular
maintenance will be necessary. It is a resource of
information that I can rely on during those times when I feel
stumped. Also, it is something that I can share with a new
teacher on our staff, or with a student teacher I am
nurturing. My ePortfolio is not finished; it has only just
begun.
Conclusion
Knowing what I know now, I would have approached my Discussion One research differently. In addition to a current article, I would have accepted an article more than two years old that supports the definition of internet tools, resources and applications, though not more than ten years because I realize a lot can change in the realm of technology software in a very short amount of time. I believe that considering the evolution of those definitions would add another dimension of understanding to my depth of knowledge on the subjects.
In the near future, I will expand my students’ understanding of the differences between these web-based categories—tools, applications, and resources. Through the process of researching, discussion, reflection, and firsthand experience, I have learned to scaffold my instruction using multimedia. I can now design units in such a way that they will build to a greater perception of the standards through the use of creativity and collaboration, visual and multimedia literacy, and the development of critical thinking skills. I believe it is my responsibility to develop future generations who can converse successfully in a global multimedia dialogue.