RSA 4: The Lack of Technology Skills

Online Resource:

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Topic of Module and Resource Connection to Module:

The topic of this module is the lack of technology skills and how that affects an online classroom. In Palloff’s (2007) Building Online Communities, she discusses the significance of online classrooms for positive student growth. As students move away from the typical classroom setting and become more comfortable with the online classroom, they may “feel less threatened and intimidated by using more advanced forms of technology” (p. 195). Unfortunately, learning technology is not easy for everyone. Palloff (2007) goes on to explain that in order to see positive results in an online classroom, the teacher has to be open to questions about technology and to the fact that not all students know how to use the technology. Palloff (2007) states, “An instructor should not be put off by students posting questions to the course site that relate to the technology. This is not a distraction from dealing with course material but rather a way for students to begin to learn about technology through using it” (p. 196). While it may take away from the content being taught, answering questions about technology through an online community will add to the success of the students enrolled and encourage them to continue working with appropriate technologies.

            Although online courses offer numerous opportunities, many people are overwhelmed by technology due to their lack of knowledge. Anna Harrington (2010) discusses this problem in her article “Adapting to Fit the Technology.” Both Palloff (2007) and Harrington (2010) acknowledge that incorporating technology into the classroom is beneficial to the students; however, they also address problems that arise due to the use of technology. Harrington (2010) explains that ”a lack of technology skills is cited as the main reason why many educators do not offer technology based courses, even while learning these skills is given as one of the primary benefits” (p. 14). If educators opened up technology based courses with the assumption that not all students know how to use the technology, they can structure the course differently in order to not only teach the intended content, but also to teach proper implementation of different technologies that their students can use in the future.

References

Harrington, A. (2010). Adapting to Fit the Technology: Problems and Solutions for Technology-Based College Classes. Delta Kappa Gamma Bulletin, 76(3), 12-19.

Palloff, R. & Pratt, K.  (2007). Building Online Learning Communities: Effective strategies for the virtual classroom, (2nd ed.). San Franciso: Jossey-Bass. ISBN: 978-0-7879-8825-8, pages 3-65.

RSA3: Online Communities for Teachers and Students

Online Resource: 

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Topic of Module and Resource Connection to Module:

The topic of this module is the positive effect of online communities on teachers and students. In Palloff’s (2007) Building Online Communities, she discusses the value of online learning for students. The first chapter discusses the benefits and downfalls of online classrooms. While nothing can be taken away from sitting in a desk and having contact with a teacher and other students, numerous students can benefit from learning through an online classroom. Online classrooms create an environment for all learners; however, it is a process that needs some time to digest and understand.  Palloff (2007) discusses that in order for students to gain success in the classroom, they need to be offered opportunities to be creative and active. While this normally happens in a classroom, it can take a little longer to address in an online classroom.  Palloff (2007) states, that when “teaching and learning leave the classroom, many elements are left behind and new expectations emerge” (p. 11). Both teachers and students need to be aware of these expectations and work together in order to ensure they promote student growth and success.

While opportunities are given to students through an online community, teachers can also be given the opportunity to learn through online networking. Much like their students, educators may be out of their comfort zone if participating in an online community, but there are numerous benefits to the situation. Jennifer Duncan-Howell (2010) discusses the importance of online communities not only for students, but also for teachers in the British Journal of Educational Technology. Duncan-Howell (2010) explains, “Online communities are being increasingly used by teachers for professional support, guidance and inspiration” (p. 1). If more and more students are being encouraged to participate in online communities, teachers should also take the plunge in order to develop their craft through online collaboration. To compare with one of the positive aspects of student online courses, Duncan-Howell (2010) states, “An interesting feature of an online community is the sense of place it creates in the user, as feelings of disconnectedness, isolation, and aloneness are reduced” (p. 326). Online communities offer a sense of security and confidence that all people might not have in a regular classroom.

 The importance of online learning has increased, but the concerns about these online communities have not vanished. As in any situation, there are advantages and disadvantages to online learning communities, but if used properly, they can have a wonderful effect on all that are involved.  With technology being at the center of our society, it only seems appropriate that both teachers and students get involved in an online community in order to further their knowledge for the future.

References

Duncan-Howell, J. (2010). Teachers making connections: Online communities as a source of professional learning. British Journal Of Educational Technology, 41(2), 324-340. doi:10.1111/j.1467-8535.2009.00953.x

Palloff, R. & Pratt, K.  (2007). Building Online Learning Communities: Effective strategies for the virtual classroom, (2nd ed.). San Franciso: Jossey-Bass. ISBN: 978-0-7879-8825-8, pages 3-65.