Natasha+Parham

** Advanced Educational Psychology EMERGING AND INNOVATIVE TECHNOLOGY IN THE CLASSROOM ** Daniel Pink's book emphasized the change from the popular sequential, logical, and analytical, left-brained way of thinking, to the nonlinear, intuitive, and holistic, right-brained way of thinking. The right-brain thinker is inventive, emphathetic, joyful, and can see the meaning in life. Pink believes that the future belongs to right-brain thinkers, such as artists, teachers, designers, and counselors; these people will be able to survive and thrive in a world that now emphasizes a new way of thinking and a new approach to life. This new form of thinking and new way of life involves two aptitudes, "high concept" and "high touch". High concept invoves being able to see patterns, take advantage of opportunities, create art and emotional beauty and to take ideas and create something new. High touch involves emphathizing with others, understanding the importance of human interaction, finding joy in self and helping others find joy in themselves, and to search for purpose and meaning in life. For aspiring teachers, success depends on Pink's theory of the "rise of the right brain". The emerging and innovative technologies discussed can be used in the classroom to enhance and/or improve the teaching and learning process. 

Reference Pink, D. (2005). A Whole New Mind: Why Right-Brainers Will Rule the Future. New York, NY: Riverhead Books. ** __Facebook __ ** Facebook is a social-networking website that currently claims to have about 300 million active users; many of these users are students. Facebook's factsheet states that the website has technology that "facilitates the sharing of information through the social graph, the digital mapping of people's real-world social connections" (Facebook Factsheet, 2009). Facebook offers a forum so users can communicate with other users by posting personal information, such as pictures, and leaving them messages. Since Facebook is used by an overwhelming amount of students, it is understandable why this technology has become useful in education.

Facebook is an great tool for students to build connections with other students in their own school and even around the world. It provides opportunities for students to meet and share common interests. In addition to social-networking, Facebook offers at least twenty-five applications for teachers and students, which can be used for class notes, book clubs, math formulas, document-sharing, and book-swapping services. The advantages to Facebook include: it is user-friendly, free to sign-up, and most of the applications are free of charge.

The idea of social-networking between peers is important. As noted in Woolfolk's text, "Peers and friendships are central to students' lives. Having stable, supporting relationships with friends who are socially competent and mature enhances social development, especially during difficult times such as parents' divorce or transition to new school" (Woolfolk, 2010, p. 72). Facebook allows students to make social connections where they can discuss personal, social, and academic issues, and in the classroom, I would use Facebook to encourage new friendships, and use the applications offered to enhance student learning.

References

//Facebook Factsheet//. (2009). Retrieved September 25, 2009 from []

Woolfolk, A. (2010). //Educational Psychology// (11th ed)//.// Upper Saddle River, NJ: Merril. __ ** Teacher Tube ** __  Teacher Tube is an online website that allows students and teachers to upload educational videos to share with each other to aid the learning process. The main purpose of Teacher Tube is for educators to upload and download various lesson ideas to enhance student learning. It is a visual aid that helps students better understand skills and concepts.

Teacher Tube is a free service and has learning centers that will educate users on how to use the website. Teacher Tube allows students and teachers to learn from a distance or continue a lesson away from school. By using Teacher Tube, teachers can teach teachers, students can improve knowledge of subject matter, and student learning is enhanced through this integrated technology.

Teacher Tube relates to students that are visual and/or verbal learners. These students cogntivite style involves thinking using images and visual information and/or words and verbal information. These students learning preference involves increased learning when pictures and/or words are used. Teacher Tube is an excellent way of accommodating students individual learning styles. I would use Teacher Tube in the classroom to learn from other teachers and incorporate videos in my lesson plans for various subjects. 

References

//Teacher Tube: About Us.// (2009). Retrieved September 26, 2009, from [] 

<span style="font-family: 'Times New Roman',Times,serif; font-size: 126%;">Woolfolk, A. (2010). //Educational Psychology// (11th ed.). Upper Saddle River, NJ: Merrill. <span style="font-family: 'Times New Roman',Times,serif; font-size: 140%;"> <span style="color: #ffff00; font-family: 'Times New Roman',Times,serif; font-size: 302.4%;"> <span style="color: #ffb700; font-family: 'Times New Roman',Times,serif;">**__ Chat Rooms __** <span style="color: #ffb300; font-family: 'Times New Roman',Times,serif; font-size: 154%;">A chat room is online communication tool where users can interact and communicate in real-time. Chat rooms have the capacity to to facilitate teaching and learning in different ways. Students and teachers can communicate with each other from the same school or with schools from around the world. Whether students are studying for a test, or asking a teacher a question, chat rooms can be used to enhance their learning. Chat rooms provide students and teachers with the opportunity to have a conversations with students and other teachers from different cultures from all over the world, which can broaden their horizons, and ensure that culture and diversity is celebrated.

Chat rooms help students learn in a more exciting and interactive way; they can expand their academic world in the comfort and privacy of their own home. Chatting online provide a way for students to network and connect with one another and their teachers. Communicating via chat rooms help promote a sense of collaboration for students which in turn, enhances their learning. Chat rooms is an excellent way for students to participate in group work, collaborative learning, and cooperative learning. <span style="color: #ffb300; font-family: 'Times New Roman',Times,serif; font-size: 140%;"> <span style="color: #ffb300; font-family: 'Times New Roman',Times,serif; font-size: 154%;">A great advantage of chat rooms is the the immediate contact and feedback that the studens receives while engaging in a conversation within a chat room; this is essential for student motivation and learning according to Woolfolk's text. Teachers can enter chat rooms at any time, or at a specified time for student questions and comments regarding homework, lectures, and assignments. Chat rooms allow students who are afraid to ask questions in class feel comfortable to do so. Students who only want a specific person to see their questions or comments, can request a "private chat" with that person. Teachers can use this to their advantage to help students with personal issues or even tutor students online. This is in line with meeting the learning needs and differences of students. Chat rooms can all students to take responsibility for their own learning (self-regulated learning) by participating in chats to clarify information about academics and set goals to reach academic success. Teachers can engage in "social persuasion" where they provide specific performance feedback or simply words of encouragement to increase academic motivation.

References <span style="color: #ffb700; font-family: 'Times New Roman',Times,serif; font-size: 140%;"> <span style="color: #ffb700; font-family: 'Times New Roman',Times,serif; font-size: 154%;">// Educational Resources //. (2009). Retrieved September 27, 2009, from <span style="color: #ffff00; font-family: 'Times New Roman',Times,serif; font-size: 154%;">[|www.elearning-board.com/chat-room.html]

<span style="color: #ffb700; font-family: 'Times New Roman',Times,serif; font-size: 154%;">Woolfolk, A. (2010). //Educational Psychology// (11th ed.). Upper Saddle River, NJ: Merrill. <span style="color: #0098ff; font-family: 'Times New Roman',Times,serif; font-size: 210%;">**__ Social Bookmarking and Tagging __**

<span style="color: #0098ff; font-family: 'Times New Roman',Times,serif; font-size: 154%;">Social bookmarking is a way for students and teachers to organize, store, search, and manage websites that have been tagged with keywords, so they can be accessed at a later time. Keywords allow users to search for particular topics and get a list of websites that have been useful. Social bookmarking is advantageous because it does not only involve bookmarks stored on one computer, it involves bookmarks in a whole system of computers. This gives users increased information to various topics.

In the classroom, especially in the area of research, social bookmarking can be very useful. Students can search for specific topics to help them with research projects, homework assignments, and various other academic subjects. Teachers can also share links with other teachers that can be useful for creating a variety of lesson plans.

Constructivism clearly emphasizes the importance of "technology-rich learning environments", or TREs and how it supports the learning and engagement of students. Social bookmarking allows students to use the internet to have control over their research capabilities and to also learn to share useful information with other students. Social bookmarking is also an excellent way for students to engage in group work while completing projects and research with other students. I would use social bookmarking to boomark collections on various topics and refer students to the bookmarks to complete homework assignments, research, and other academic projects. In addition, I would search topics to increase my own personal knowlege on the curriculum of study and also share resources with colleagues.

<span style="color: #0098ff; font-family: 'Times New Roman',Times,serif; font-size: 150%;">References

//Social Bookmarking Definition// (2009). Retrieved September 28, 2009, from [] Woolfolk, A. (2010). //Educational Psychology// (11th ed.). Upper Saddle River, NJ: Merrill. <span style="color: #800080; font-family: 'Times New Roman',Times,serif; font-size: 220%;"> <span style="color: #800080; font-family: 'Times New Roman',Times,serif; font-size: 292%;"> __Virtual Schools__ ** <span style="color: #800080; font-family: 'Times New Roman',Times,serif; font-size: 165%;">Self-regulated learning is a large concept within Albert Bandura's social cognitive theory. Bandura was a self-directed, self-regulated learner who grew up in a challenging environment. In high school, Bandura only had two teachers, and he described his experience like this: "We had to take charge of our own learning. Self-directed learning was an essential means of academic self-development, not a theoretical abstraction. The paucity of educational resources turned out to be an enabling factor that has served me well rather than an insurmountable handicapping one. The content of courses is perishable, but self-regulatory skills have long lasting functional value whatever the pursuit might be" (Woolfolk, 2010, p. 348). <span style="color: #800080; font-family: 'Times New Roman',Times,serif; font-size: 136%;">
 * <span style="color: #800080; font-family: 'Times New Roman',Times,serif; font-size: 264%;">

<span style="color: #800080; font-family: 'Times New Roman',Times,serif; font-size: 150%;">Bandura defines self-regulated learning as "setting learning goals, and mobilizing efforts and resources needed to reach those goals" (Woolfolk, 2010, pg. 358). Self-regulated learners are more motivated, and have a combination of self-control and learning skills that makes learning easier. Self-regulated learners must also be intrisicially motivated; they do not need rewards or punishment, academic learning is satisfying and rewarding. These learners fall in line with the humanistic interpretation of motivation as mentioned in Woolfolk's text; they are self-determined, value their personal freedom, and freedom of choice, and strive for personal growth, especially in the area of academics. <span style="color: #800080; display: block; font-family: 'Times New Roman',Times,serif; font-size: 154%; text-align: left;">Virtual schools are an excellent example of Bandura's social cognitive theory; they are accredited institutions that offer courses that are entirely or partially offered online. Virtual schools are unique because they offer students a complete online school experience. Students can take classes online and interact with instructors without leaving the comfort of their own home. This type of e-learning includes personalized instruction, increased use of technology, and most importantly, it instills a personal sense of responsibility in students. Virtual schools require that students log on the required website and participate in the coursework. Students are in charge of their own learning and can become aware of their own knowledge and how they learn best. Student's can pace themselves in a way that enables them to accomplish academic goals. Deadlines teach students time-management and organizational skills, and also help them to prioritize important tasks. These responsibilities and skills build more productive and efficient individuals and also can free students from the need for teachers so that they can funtion as independent individuals throughout their lives. <span style="color: #800080; font-family: 'Times New Roman',Times,serif; font-size: 151.2%;">References

//Virtual Schools//. (2009). Retrieved September 23, 2009, from []

Woolfolk, A. //Educational Psychology// (11th ed.). Upper Saddle River, NJ: Merrill.

**__<span style="color: #008000; font-family: 'Times New Roman',Times,serif; font-size: 220%;">Cell Phones __**

<span style="color: #008000; font-family: 'Times New Roman',Times,serif; font-size: 154%;">Pink's text says that cell phones have morphed from "logical devices, which emphasize speed and specialized function, to emotional devices, which are expressive, customizable, and fanciful. Consumers now spend nearly as much on decorative faceplates for their cell phones at they do on the phones themselves...Good design can change the world" (Pink, 2005, p. 81).

Cell phones are powerful objects; they have become a necessity in people's lives. There are hundreds of different brands, models, and companies that provide cell phone services. People carry cell phones in order to communicate with others and are convenient to own. Emerging technology has brought about many changes in cell phones; hands-free capabilities, cameras, internet service, GPS navigation, text messaging, and document editing. Although many schools have banned the use of cell phones in the classroom, cell phones can be used to enhance learning. Cell phones can be used by students as a dictionary, calculator, and a research tool to look up information for projects. A cell phone call also be used to record a lesson by audio or video. Students can use their digital camera/video to capture footage from fieldtrips and presentations given by other students. Cell phones can be used to reseach information to complete reports, and communicate with other students and teachers.

<span style="color: #008000; font-family: 'Times New Roman',Times,serif; font-size: 150%;">References

Shaw, K. (July 4, 2005). //Students and Cell Phones: Controversy in the Classroom//. Retrieved September 20, 2009, from []

Pink, D. (2005). A Whole New Mind: Why Right-Brainers Will Rule the Future. New York, NY: Riverhead Books.