Category Archives: 4.4 Information Management

Information management involves planning, monitoring, and controlling the storage, transfer, or processing of information in order to provide resources for learning.

Week 6, Unit 5 reading and discussion on theory

This week we continued our development and knowledge of learning theory as we read the following articles.

Seeley, et al on Situated Cognition

J Kolodner on the Learning Sciences

C Hoadly on Community of PracticeCHAP12HOADLEY

Video from MIT on Anthropology

As we watched and read, we were asked to think about the following questions:

1. What are anthropology and ethnography? Why did cognitivist educational researchers begin to find it necessary to incorporate elements from these studies into their studies (and to make cognitive science “scruffy”)?

2. In “The Learning Sciences: Past, Present, and Future,” Janet Kolodner tells a kind of “story” about the emergence of the “Learning Sciences” as a field. What does her account indicate about the way fields and research agendas change and re-form?

3. What is a community of practice and why is it important to teaching and learning?

4. What do Seely Brown, Collins & Duguid define as being “indexical” language, and why might it be so important in teaching and learning?

Here is my initial response:

As I read the articles and watched the videos, certain ideas jumped out at me.

First, I see that learning theories evolve and emerge, and both anthropology and ethnography  have had some influence as both are concerned with the study of people in terms of culture and society.  In particular, anthropology studies how groups of people apply knowledge to solve human problems. (

In terms of developing learning theory, culture plays an impact on constructivist learning theory, and newer ideas including situated learning and communities of practice.

As I read the article by Kolodner, I couldn’t help but think, the evolution of Learning Science is a microcosm for a community of practice.  The emergence and growth of the field and journal , mirrors how a community of practice works together.  One thing I found interesting is the distinction between learning sciences (LS) and Instructional design systems (ISD).  I see the two as complementary.  The role of ISD is to integrate sound theory from LS that has been tested , and shown to be an effective tool for learning.

Lastly, the article by Seeley, et al was fascinating to me.  They set forth that learning is situated and culturally dependent.  I see a  lot of overlap w/ constructivism as constructivism asserts that “learning is subjective…it is constructed through discovery, interactions …with others, society.’ (Larson & Lockee p 77).    It is how people use the knowledge in context rather than the knowledge by itself that makes for true learning.  I thought there were some excellent examples of how learning is situated from the acquisition of language to developing math skills.  I like that emphasis is on the process (something I always tell my physics classes), and that there is more than one way to solve a problem.


Ed Tech 501: Research in Educational Technology

English: Albertson's Library at Boise State Un...

English: Albertson’s Library at Boise State University (Photo credit: Wikipedia)

Link to annotated bibliography

One of my main objectives in pursuing the MET from Boise State is to use technology in my classroom, to both share information with students and also, to help students engage more fully in their learning by taking responsibility for their learning.  Accordingly, I am  interested in exploring the classroom efficacy of a one to one computing program, where all students have their own electronic device: laptop, tablet,smart phone, or other device.  I thought long and hard on the topic to research for the annotated bibliography artifact.  Two ideas came to mind immediately: 1. determine if one to one electronic device programs are effective learning tools in the high school setting, 2. determine if bring your own device (BYOD) programs are effective.  I decided to research the former because step one in my mind is to determine if having a one to one program in the high school classroom is an effective learning tool.  Step two is to determine what that device should be: laptop, tablet, or BYOD.  To that end, the five peer-reviewed articles that I researched relate to technology use in school, the efficacy of a 1:1 program in schools, and the potential of one to one programs on learning outcomes.

Subject Area: High School Science (Physics, Earth Science, Physical Science)

Instructional Objective: Pilot a 1:1 program in my classroom to to help students increase learning, and increase responsibility for their own learning.

Based on anecdotal stories that I have read in a variety of, blogs, and from speaking with peers, I have come to believe that each student should have access to some type of electronic device in the classroom via a dedicated one to one program.  However, my just saying that I think we need a dedicated one to one program in my classroom will not get the devices for my classroom,nor does it prove that it is a worthwhile program,  I need to demonstrate to school administration that access to electronics will enhance and increase student learning, and student’s ownership of the learning.  It is not enough to simply have technology, but to use that technology to  empower students to take ownership of their learning by using technology to learn, annotate, and ultimately showcase their learning.   A dedicated one to one program would help achieve this goal by giving students more choice in their learning, and in how they present they learning.  A dedicated one to one computing program will also help students hone their research and presentation skills.  Of course, living in the 21st century means that most schools will want proof in terms of high stake test scores; however, other important skills are developed by 1:1 programs that cannot be given a score on a high stakes test.  Some examples are research skills, collaborative skills, varied ways (beyond the test) to showcase learning, etc.  I envision interactive lessons, where the teacher guides the students with a series of questions, whole class activities, and project based learning activities.  The students then have the responsibility of learning the material with teacher guidance, and ultimately demonstrating that knowledge via both traditional test & other summative assessments that utilize the technology.

Reflections on the assignment

It took me several days  to figure out where to go with this assignment.  I knew in general, the topic that I wanted to explore, utilizing 1:1 technology in class.  I think that in order for a program to be effective as a learning program & cost effective, schools need to explore the BYOD method as part of any one to one initiative.  If a student does not have access to a device, the school can provide one in class. This way, students are using devices with which they are familiar, everyone in the class has access.  I have talked to my students, and those with laptops thought it would be a good idea to use their own device rather than one from the portable lap-top cart that I currently use.  At any given moment, several of the laptops seem not to work, adding to student frustration.

Another challenge was the initial research phase.  With the exception of one paper I did for a grad class about ten years ago, the last time I did serious research, I used a card catalog and the Dewey Decimal System to find resources.  Using the databases was a learning experience for me, and it was amazing to see how much is available.  I did find it challenging to figure out the best databases, but doing research is a skill that requires practice, and it will get easier.  I enjoyed the Google Scholar , and in fact showed my students this week in class how to use the Google Tool to do research directly from their Google Document.  I will definitely continue to fine tune my research skills as I prepare more artifacts, and share my knowledge with my students.

One of the more difficult aspects of this assignment was finding relevant articles that were both current and accessible to anyone.  I was able to find many articles using the databases available at Albertsons Library at Boise State University, but most of these could not be accessed by anyone, only people with access to the databases. Using Google Scholar, I was able to find some current articles accessible by everyone, but it seemed that many of the articles were several years old.

I chose the following AECT standards

1.1 Instructional Systems Design:  Instructional Systems Design (ISD) is an organized procedure that includes the steps of analyzing, designing, developing, implementing, and evaluating instruction.

I chose this because for this assignment, I needed to analyze and evaluate a variety of articles.

2.3 Computer-Based Technologies:  Computer-based technologies are ways to produce or deliver materials using microprocessor-based resources.

I chose this standard, because in creating the annotated bibliography, I used computer based technologies to create the references, and complete the research.

3.4 Policies and Regulations:  Policies and regulations are the rules and actions of society (or its surrogates) that affect the diffusion and use of Instructional Technology.

This standard may pertain to the rules of bibliography formatting.

4.4 Information Management:  Information management involves planning, monitoring, and controlling the storage, transfer, or processing of information in order to provide resources for learning.

This is the bulk of the assignment.  For the assignment, I needed to plan and analyze a variety of articles for use to support my educational goal of implementing a one to one program.