Educational Technologies Blog

The URL (www.knowthenet.org.uk) selected is about Digital Citizenship that refers to etiquette or for digital term “netiquette”. This was a site that was posted by Elanne Bonilla-Varner that provided information on the proper use of communication with technology. This site focuses on the use of simple language that is vital to adult learners who are ESL learners. This site provides users with the ability to look up words when they do not understand or want use the word in the proper way.

The reason for selection of this website is that it provides adult learners who could be ESL or GED learners with a technology tool that provides them with information that support their needs while communicating over different types of technology. This tool offers adult learners with the capability of using words in the proper manner and acquiring an understanding of the correct way to communicate when sending information. Having this type of information prepares adult learners for their future positions in the real-world. Bonk (2009) discussed how the instructional approaches of choice in online environments are more collaborative, problem based, generative, exploratory, and interactive. Based upon these uses, it is vital that adult learners have an understanding of netiquette when encountered with any of these types of learning environments. This requires various forms of communication where adult learners must write their thoughts and provide creative and critical thinking explanations.

Within my professional practice this application of technology would assist the international students of different countries who have difficulty with communicating in English over different forms of technology. Additionally, this would assist other learners who do not really understand the proper means of communicating over different types of technology devices. These adult learners would have an understanding of the proper way to send information in different platforms of communications.

The URL (www.turnitin.com) selected is the means of evaluating papers for plagiarism, tracking and submissions. This tool was posted by Lizzette Santana that provided information the submission of papers for evaluation. This application provides adult learners with the capability of examining their papers or professional writings that they will pass on for classroom or business work.

The reason for selection is because this was a very helpful tool within my current studies. This tool would assist adult learners including those who have been away from formal education for quite some time. Turnitin provides adult learners with an understanding of the proper way placing cited information within their papers. This teaches adult learners how to properly cite information and the appropriate use within the professional writing. Overall, this assist in providing these learners with an understanding of plagiarism and the correct means of inputting information that supports their thoughts. Bonk (2009) discussed how online communications and interactive tasks and events between and among students and instructors, trainers, or tutors are often referred to as the heart and soul of online learning, especially in higher education. This a requirement where writing in professional forums become important as form of expressing creative and critical thoughts. Turnitin would provide these learners with knowledge of the proper means writing in a professional forums.

In my professional environment, I would use this for the students who have to write papers on Leadership, book reports, and professional summaries. This tool would provide these learners with an understanding of the various means of applying support to their papers. In addition, these are the future leaders who need to have knowledge of the proper means of evaluating their subordinates’ papers.

The URL is for the use of Smartphone for learning.

http://web.b.ebscohost.com.ezp.waldenulibrary.org/ehost/detail/detail?vid=6&sid=aa732758-b96a-485d-92b0-d10cfd8fdf46%40sessionmgr198&hid=116&bdata=JnNjb3BlPXNpdGU%3d#db=ehh&AN=98598586

The use of smartphone is vital to success of adult learners because it provides these learners with a means of accessing classroom information anywhere and anytime. This tool allows users with various capabilities that are very similar to the use of computers by applying different applications that support the users’ needs. Overall, this technology tool is a miniature means of communicating in different settings. Atimota DeRisse posted the information that support the use of this device as learning tool for adult learners.

The reason for selection of this tool is that the majority of the adult learners own a smartphone. This is ideal adult learners because this tool has the capability to enhance learning. The use of different types of learning application associated with this device allows learners to access their learning needs. Most institutions support the use of mobile devices for their curriculum and this is allows users to access their information anywhere, anytime. Bonk (2009) acknowledged that with mobile devices, the educational event or activity follows the learner, instead of the learner having to arrive at a designated place in which to acquire it. Adult learners who have other obligations have the ability to use this as a means acquiring information in different places at different times.

Most adult learners in my profession have smartphones and use them as means of collaborating and communicating. Additionally, these devices can assist educators with passing on class instructions and as a means for students to work in cooperative groups. Students can access social networking through their devices where they have access anytime. This would allow them to work on group projects while in different locations.

References

Bonilla-Varner, E. (2015, June, 19). Learning Resources – The Internet Etiquette and Rules. Retrieved from http://eleannevarner.edublogs.org

DeRisse, A. (2015, May, 29) Educational Technology Blog. Retrieved from http://atimohafreedomdoor.blogspot.com

Bonk, C. J. (2009). The world is open: How web technology is revolutionizing education. San Francisco, CA: Jossey-Bass.

Santana, L. (2015, June, 18). Digital Citizenship, Ethics, and Netiquette. Retrieved from http://slizzette.weebly.com/

Education Technologies Blog: Digital Citizenship, Ethics, and Netiquette

The URL (http://www.learning.com/digital-citizenship/) Digital Citizenship Application is the technology of choice that provides adult learners with detailed instruction on online safety, discusses cyberbullying, and offers ethical information on the use of digital resources. This application has the availability to be installed on tablets and mobile devices. Users have the ability access all information regarding digital citizenship and list precautionary measures for the use all digital resources. This application allows users to acquire an understanding of the measures that helps prevent the abuse or misuse of information systems.

The selection of this technology assist adult learners in their efforts of continuing education and the use of digital technology. Understanding the need for ethical and respectable values when using any type of technology that requires communication with others is vital to all users. Adult learners must understand what is appropriate when working groups, passing information to others, and writing in professional forums. Brey (2012) discussed how ethical assessment of emerging technologies concerns the question of what is good and bad about the devices and processes that they may bring forth, and what is right and wrong about ways in which they may be used. Selecting this application allows users to acquire an understanding of the appropriate use of language in different forums where communications with digital systems is a requirement.  As technologies emerge, users must have the skills and knowledge of the appropriate uses in order to get certain messages across to their intended audiences.

Incorporating this technology into my professional profession would assess the students and instructors of my organization with an understanding of what is appropriate for different setting when using different form information systems. Additionally, this is what all users’ need that will assist in keeping them mindful of the digital citizenship and how that citizenship applies to meeting their needs.

The URL (http://www.educationworld.com/a_curr/curr093.shtml) Acceptable Use Policy

Acceptable Use Policy (AUP) is the educational technology of choice because this keeps users aware of what to do as a means of protection and measures to eliminate miss use of the technological equipment. The AUP defines the appropriate use of the devices and the allowed information passed on these devices. This similar to a contract where the users agree to operating within the limitations of the defined rules that govern the use of the internet in conjunction with other forms of technology. This technology provide users with a list of acceptable and unacceptable list of the types of languages used, what can be sent over the internet, and different types of hardware and software devices.

            The reason for selecting this form of technology application is because it provides adult learners with information that supports the use of digital citizenship. This application informs adult learners about the appropriate uses of technology and the other devices that support its use. Adult learners must have knowledge of privacy, safety, language use, and the types of information that have the potential to cause harm their institution.  Marcenik (2015) discussed how the purpose of this policy is to provide safe parameters for exploring digital resources and using school-issued devices properly. It also ensures that schools do their very best to block out the darkest corners of the web. Having these appropriate measures allow provide adult learners with an overall understanding of what they need for successful use of various types of technology. 

            The use of this application would support the efforts of my profession by informing all students and educators on the correct uses of technology and the associated devices that support that particular use. Adult learners need to understand what is appropriate to use or not to use when communicating over the internet. This would pose as a contract where they acknowledge the understanding of the use of the proper language when writing in a professional forum and passing information to other with the use of different types of software.

            Another use for this technology application as it pertains to digital citizenship is that it provides future military leaders of my organization with knowledge of the release of certain information and the correct means of communicating over the internet. This technology informs students of the proper use of all devices and how the improper use could cause harm to others if misused.

References

Brey, P. (2012). Anticipating ethical issues in emerging IT. Ethics & Information Technology, 14(4), 305-317. doi:10.1007/s10676-012-9293-y

Marcenik, A. (2015, October, 22). Digital Citizenship: Developing a Culture of Trust and Transparency. Retrieved from http://www.edutopia.org/blog/digital-citizenship-culture-trust-transparency-andrew-marcinek

Educational Technologies Blog: Open and Distance Education Technologies

Education Technologies Blog: Distance Education Technologies

The URL (www.InstaColl.com) InstaColl is distance education technology of choice that have the potential to enhance adult education. InstaColl is a free application used with Microsoft Office applications that offers collaboration. Using this application allows adult learners to share information with other learners, conduct live meetings, chats, and conduct presentations. The users must download the application to their computers. In distance education setting this application offers adult the opportunity to set-up collaborations for any cooperative learning assignments.

Selection of this form of technology offers adult learners the capability of forming groups in any type of distance education setting. Using this application allow learners to collaborate and share that information with each other. This is great for cooperative learning where students work in assigned groups and as they file their work everyone has access. Additionally, they can schedule live meetings for feedback and work assignments. When students work in groups this program allows them the capability of presenting their final projects where everyone have an opportunity to present their portion of the project. Beldarrain (2006) discussed how the 21st-century learner is likely to prefer working in a group rather than in isolation. Collaboration in either asynchronous or synchronous learning environments allows learners to practice real-world skills that are applicable to the workplace. The integration of emerging technologies into new models of teaching must also take into consideration cultural differences and learning tendencies, respecting the individual. This open source distance education technology provides learners to work within groups by meeting the needs of the learner and provides them with the necessary tools that support their needs in real-world applications.

This is an ideal distance education technology tool that would fit into my current profession. The use of this application would assist adult learners when they are assigned group work where they could work together from different locations. Additionally, this application would support their needs of presenting their final projects to their instructors. Using this form of technology in my professional practice would allow the adult learners to conduct presentations that would emulate their future job positions with the mock presentation. The application would assist these learners in acquiring an understanding of the needs of their future organization and the expectations of their future supervisors. Beldarrain (2006) pointed out that technology has played a key role in changing the dynamics of each delivery option over the years, as well as the pedagogy behind distance education. Technology is responsible for distorting the concept of distance between learner and instructor, and enabling learners to access education at any time and from any place. As new technologies emerge, instructional designers and educators have unique opportunities to foster interaction and collaboration among learners, thus creating a true learning community. This application is definitely what the adult learners within my current profession needs that allows them to collaborate with their peers in different locations.

The URL (https://www.wikispaces.com/) is the distance education technology chosen because of the ability to collaborate and share information where members of the group have ability to constantly update their information. Wikisspace is social writing platform where adult learners have the ability to share information such as discussion responses where other can add information. Adult learners can access this information from different devices where they can contribute anywhere, anytime.

The use of this application within my current profession would enable adult learners to share information by adding lessons learned from the different types of military training. Using this application offers these learners an opportunity to write from personal experiences and learn from the encounters others shared. Bonk (2009) discussed that what is perhaps different today is that technologies are actually leading to major changes in teaching and learning, especially in the opportunities to learn. As this occurs, students are taking on the roles of teachers, and those formerly known as teachers are better positioned as guides, tutors, and mentors. Wikispaces have the ability to assist adult learners with the flow vital information in meeting their educational needs. This application does allow the instructor to become a facilitator and the students work together by creating information the form of a social network.

The use of this application would assist these future military leaders with an opportunity to share information in their current studies. This would allow them to add information that would useful to their peers. Peer work is what these adult learners are taught throughout their courses, so this application is a form of social networking that works for passing information. Using this tool in the classroom would allow instructors to facilitate and provide students with the opportunity working together to form creativity and critical thinking applications. Beldarrain (2006) pointed out that as distance educators acknowledge the need to foster social interaction for the purpose of knowledge construction, pedagogical approaches are adjusted and new teaching models emerge. Teaching models that integrate technologies such as blogs or wikis may afford more learner control, and thus may be more effective at delivering instructional strategies that support knowledge construction. Today’s learners demand more control of the learning experience when they need it; how they need it. This application allows students the control from different places where they can add information and respond to their peers on assigned projects.

References

Beldarrain, Y. (2006). Distance education trends: Integrating new technologies to foster student interaction and collaboration. Distance education, 27(2), 139-153.

Bonk, C. J. (2009). The world is open: How web technology is revolutionizing education. San Francisco, CA: Jossey-Bass.

Education Technologies Blog: Games, Simulations, and Virtual Environments

ACTIVE WORLDS

The URL (https://www.activeworlds.com/web/index.php) Active Worlds is the game of selection to enhance adult education. This technology allows the educator to use critical and creative thinking to provide the learners with various types of situations for them to solve difficult situations. The technology is a sandbox platform where the educator creates situations that relates to the desired learning outcome. This learning tool allows the adult learner to build upon real-world related issues and use a decision making model to meet the learning objective.

The reason for selection is that this tool allows the learner to think and apply decisions based upon the given scenario. The technology provides the educator with an opportunity to create different types of situation that pertains to the curriculum and requires the learner to make the necessary decisions based upon the desired outcome. Barab, Gresalfi, and Arici (2009) discussed that by helping students connect virtual accomplishments to real-life scenarios, we lead learners closer to John Dewey’s ideal of learning. Dewey (1938/1963) argued that education should be about giving learners the motivation and expertise to act in problem-filled contexts where applying that expertise makes a difference. Although, this was a concept of many years ago, the situation still exist because there is technology that supports the efforts of providing students with the skills and knowledge of the curriculum.

This would be a model that would support the efforts of my organization to provide future military leaders with an opportunity to use this technology to increase the desired skills needed in their future assignments. The use of this technology would provide the instructors to become creative with different lessons by adding different set-ups where it represents a scaffolding process. Additionally, using this technology allows the students the opportunity of role playing by explaining their methods or decisions made based upon future Army missions.

            Another means of using this technology in meeting the needs of the organizations is to use it as a strategy for students to obtain an understanding of their future organizational structures. This is ideal for providing students with representation of the overall operations of a given organization where the students need to make necessary decisions. Instructors could use this technology with creativity that offers the students a certain level of difficulty that requires a group effort to build upon and solve.

INNOV8

The URL (http://www-01.ibm.com/software/solutions/soa/innov8/index.html) INNOV8 is another technology gaming of choice. This game explains the connection between Information Technology (IT) and the business world. The game offers adult learners to acquire an understanding of how two processes are connected. Using this game allows learners to obtain the skills and knowledge of the processes used in developing smarter traffic patterns, provide better customer, service, and understand the methods of the supply chains. These components of the gaming technology allow the educator to create various situations in each of the area that requires students to use creative and critical as part of the solution.  This game allows students to acquire an understanding of the systematic process of the IT and business world. Squire (2011) discussed how games appear to be particularly good for immersing learners with systems and enabling them to explore the emergent properties of systems. Overall, this game focuses on creative and critical thinking.

The reason for selection of this game is that it prepares adult learners for various encounters in the business world that also relates to the information technology world. Educators have the ability to become creative with the use of this gaming technology where students must apply their collective thinking to solve issues in the component areas. Barab, Gresalfi, and Arici (2009) pointed out that students will need guidance to see the bigger picture and gather knowledge and tasks into a larger conceptual understanding. Strengthening students’ conceptual knowledge might involve discussing key concepts, posing “what if” scenarios, or engaging individuals or the class in Socratic questioning. Using this game offers adult learners the opportunity of acquiring an understanding the procedures, needs, and approaches to each component in both the IT and business worlds.

The use of this game would be a great asset to use in my professional practice. Instructors could use this form of technology because it relates to the majority of the issues and decisions requires of the students in their future military assignments. Using this game provides educators with the opportunity to create scenarios that applies to students’ area of concentration for providing communication assets to their various organizations.  This game would allow students to work together in groups to meet the needs of the customers they serve.

Another use for this game within my organization would be to provide skills and knowledge to these learners in reference to supply and demand. This would support the requirements for learners to have an understanding of how the supply chain works and the need for the proper accountability. Using this game allows instructors to create supply scenarios of the IT and business world for students to use different decision making solutions.

 References

Active Worlds (n.d.) retrieved from http://howtoedu.org/2010/50-free-online-educational-games-that-are-more-fun-than-youd-think/

INNOV8 (n.d.) retrieved from http://www-01.ibm.com/software/solutions/soa/innov8/index.html

Barab, S. A., Gresalfi, M., & Arici, A. (2009). Why Educators Should Care About Games. Educational Leadership, 67(1), 76-80.

Squire, K. (2011). Video games and learning: Teaching and participatory culture in the digital age. New York, NY: Teachers College Press.

Educational Technologies (Mobile Devices)

Tablets

Tablets have the potential to enhance adult education in many different ways. This technology provides learners with the capability of retrieving various types of information, a form of communications, and the ability to use numerous applications based upon the operating systems. Tablets come in different sizes and types that allow the user to use a keyboard, built-in keyboards, or finger swiped operations. Additionally, tablets offers users the same type of information as a laptop computer but much lighter and manageable. The URL for tablet information is https://www.microsoft.com/surface/en-us/why-surface/at-school.

I chose this form of technology because it supports the adult learners’ efforts of retrieving information in the classroom and has portable use accessibility for use anywhere, anytime. There are many adult learners who fulfilling fulltime job and furthering their education. The use of tablets provides these learners with a lightweight form of technology that has the same capabilities as a laptop or desktop computer. This technology offers the learner that ability to conduct research, access their classroom information, and communicate with others. The use tablets allow learners to access the internet through a means of Wi-Fi. With this access, tablets offer the learner a means of passing information, video sharing, creating presentations, and the use of educational apps. Caballé, Xhafa, and Barolli (2010) pointed out that mobile devices can easily communicate with other devices of the same or similar type, enabling learners to share data, files and messages. They can also be connected from anywhere at any time to a shared data network, further enhancing possibilities for communication. Having these capabilities makes the learner relevant to any changes within the classroom, this keeps the learner abreast of all changes by collaborating with other class members. The lightweight style of tablets allow adult learners to carry them anywhere with the ability to access their information through the internet.

In my profession, there are some classes where students use tablets. The organization has specific military applications on the tablets where students access different types of training situations. These programs allow students to collaborate within specified groups where students provide input to the programs. Additionally, students use the tablets for access to gaming where they encounter different military situational training. Another means of incorporating tablets within my professional practice is the use for cooperative learning where students are given tasks that they must work within groups to accomplish. Using tablets as a means of communications allows the learners to research their specific portions of the project and allow compilation of the final projects. 

MP3/ MP4

MP3/ MP4 (http://www.cnet.com/topics/mp3-players/  and http://www.real.com/resources/mp4- players/) is another emerging mobile technology that enable adult learners to research information anywhere, anytime. This form of technology is made by different companies that support learners by providing them with the ability to download and upload videos, music, and other recordings. Apple is one example that produces the IPod. This device is in the form of MP3 format where the user has the ability to record and download music where he/she can store that music because of the space provided. Additionally, this technology offers the user to access the information when needed.

I chose MP3/ MP4 devices as a form of mobile technology that supports the adult learner because of the ability to access information anywhere, anytime. These devices enable the adult learner with capability of retrieving and storing information on a mobile device where the leaner has the ability to re-visit what he/she recorded or uploaded. Adult learners can create playlists of different types of recording and videos. This is especially important for recording classroom lectures or other important information. Bonk (2009) acknowledged how the emergence of mobile and wireless technologies for learning which place educational opportunities literally in the learner’s hands and allow him to schedule learning when he wants it has paralleled the growing acceptance of a more learner-centered educational philosophy. Such m-learning and u-learning technologies are deemed ripe for learner-centered activities because they provide for more flexibility and choice in the learning process. The use of this mobile device has the ability to enhance adult learning with all of the features the MP3 possesses. Students can access audio books for research and play those books whenever needed. All of these features offer the learner the ability of accessing vital information to assist in their learning.

In my profession, this is a great form of technology. The use of MP3/ MP4 devices allow our learners to research information through audiobooks. Additionally, the technology supports the learners by allowing them to record classroom information for sharing with their peers. These devices supports the need of the learner by allowing them to download videos relevant to their training and provide them with additional support for group presentations. Another use for device is that it offers our learners the ability to do self-recordings of their presentations for peer evaluations.  

 References

 Bonk, C. J. (2009). The world is open: How web technology is revolutionizing education. San Francisco, CA: Jossey-Bass. 

Caballé, S., Xhafa, F., & Barolli, L. (2010). Using mobile devices 

to support online collaborative learning. Mobile Information Systems, 6(1), 27-47. doi:10.3233/MIS-2010-0091

Social Networking Technologies

Social Networking Technologies

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Ning

The social networking technology that will enhance adult learning is Ning (www.ning.com). Ning is a platform that has social applications for users to create their own groups with the ability of placing their special interests. This platform has the capability of sharing of videos, photos, forums, blogs, chats, groups and friends. Additionally, Ning provides users with the opportunity to create networks with the sole purpose of focusing on a specific subject.

The selection for technology is because of the many features that this platform presents for its users. Users have the ability to create focus groups that mainly deal with a particular topic and provide various features that allows video sharing and blogging. This is important for adult learners because it does not come with the distractions that other Social Networking Sites produce. Furthermore, Ning provides opportunities for learners and educators to share information within distance learning sessions. Brady, Holcomb, and Smith (2010) pointed out that from a survey of graduate students enrolled in distance education courses using Ning in education was most effective as a technological tool for improved communication among students at the higher education level. The use of this tool allow users to collaborate with others and sharing information beneficial to cooperative learning. Additionally, it offers users the opportunity to form discussion groups while simultaneously sharing information that gives students feel of the face to face contact.

This is a very good Social Networking Site to use within my current profession. Ning would provide students with the opportunity to work in special group assignments. Ning would benefit our students when planning their simulated military training events. This would provide an opportunity for students and facilitators’ collaboration. When working within their specific groups the facilitator has the ability to monitor the groups’ progress.

Another means of integrating Ning into my current profession, allows the use of the Social Networking Site as tool for collaboration among peer groups as means of collaborating when they graduate. These students would have the opportunity to share information once they are in their new assignments that could benefit their peers and provide the instructors feedback from their experiences.

Google Plus

Google Plus (www.plus.google.com) is another social networking tool that allow users to create various types of groups for the flow of information sharing. This platform allow adult learners who have access to the various Google products to organize groups that focus on a particular subject area.  Zaidieh (2012) points out that social networking has become one of the most important communication tools among people nowadays. However, social networks exist on the Internet websites where millions of people share interests on certain disciplines, and make available to members of these networks various shared files and photos and videos, create blogs and send messages, and conduct real-time conversations. Google plus allows users to share information by creating different types of circle groups. These groups have ability upload all types of information to work within collaborative groups from different locations. Additionally, Google plus offers these learners the capability of using a platform called Hangouts where individuals can do free video conferencing calls with a maximum of ten people. This allows adult learners to use this platform when working together on a distance learning project that requires real-time responses from all members.

The reason for the selection of Google plus technology was because of the popularity and the various types of applications that associates with this technology. Many individuals have Google accounts or use Google as a search engine. With the frequent use, this technology presents an opportunity for adult learners to have access to the different applications where the use of these tools become vital to meeting their learning needs. Brady et al (2010) pointed out that in a distance education course, Social Networking Sites (SNS) provide learners with a venue for fostering and developing a community of practice through technological affordances, such as user profiles, forums, tools, and resources. Given the inherent limitations of course management systems, the use of SNSs in education settings represents a definitive shift toward social and community-based web applications that cultivate and sustain discipline-specific social networks. Google plus allows adult learners to communicate in a social environment while simultaneously allowing video conferencing and uploading of instructional materials.

This application support my profession by offering learners the opportunity of using a means of technology that is accessible for all. Students in my profession must constantly communicate in and outside the classroom. Using Google Plus allow students to create their own circles designated from their instructors. Creating these circles allow students to work on group projects where they can upload videos, share information, and conduct video conferencing. Students have an opportunity of sending information anytime where they will receive a notification for response within that particular group.

References

Brady, K. P., Holcomb, L. B., & Smith, B. V. (2010). The use of alternative social networking sites in higher educational settings: A case study of the e-learning benefits of Ning in education. Journal of Interactive Online Learning, 9(2), 151-170.

Zaidieh, A. J. Y. (2012). The use of social networking in education: challenges and opportunities. World of Computer Science and Information Technology Journal (WCSIT), 2(1), 18-21.

Application and Multimedia Resource for Adult Learners

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Podcasting

Podcasting is a form of technology allows student to listen to various types of classroom information anytime and anywhere. Nataatmadja and Dyson (2008) stated that podcasts permit students to access educational materials at home, while travelling to university or work, or doing any activity they choose. They can play the recordings at any time which is convenient to them rather than be confined to set class times. Additionally, podcasting allows students to record classroom lectures, music and other forms of information with use of the internet. Richardson (2010) discussed how podcasting is the creation and distribution of amateur radio, plain and simple. There are many ways to bring podcasting into the classroom. Teachers can record important parts of what they do in the classroom that can be archived in the class Weblog and be used by students who may have missed the class or just want a refresher of what happened. Podcasting allows students to share files in the form of MP3 or MP4 files that has the ability to assess anytime or anywhere.

            I selected podcasting because this is a means of adult learning that allows these learners to record important classroom information and have the capability of playing it when the need arises. Using this information allows the learner to retrieve information in an archived manner for research or any other relative information. Furthermore, podcasting allows students to access different types of information where they have the ability to share that information with others.

            The use of the piece of technology into my profession allows the learners to share their group with use of podcasting whether in the form of an audio or video format. This allows other groups to view their work when the time arises for peer group evaluations. Another method for incorporating this technology into my profession is as a tool for the instructors where they store briefings, training, and other projects on the class Weblog for future access. Using these methods allow students to access information when needed. Additionally, it offers those students who missed an amount of classroom instructions the opportunity to review the missed portion. Overall, this would be a great asset to my current profession for students’ use for research and a means of delivering information.

Screencasting

            The URL for Screencasting is https://www.techsmith.com/jing.html this site allows download of the Jing Screencasting application. The use of this technology offers adult learners that capability of presenting slide presentation with voice narration and providing learners the opportunity to record various types of projects. Richardson (2010) acknowledges that Screencasting involves capturing what learners do on the computer with an audio narration to go with it. This application allow learners to embed their presentation in a blog or other types of presentation platforms.  Using this technology allow adult learners to acquire an understanding the various types of uses that Screencasting provides and how this technology works within the business world.  Brown and Adler (2008) stated that various initiatives launched over the past few years have created a series of building blocks that could provide the means for transforming the ways in which we provide education and support learning. Much of this activity has been enabled and inspired by the growth and evolution of the Internet, which has created a global “platform” that has vastly expanded access to all sorts of resources, including formal and informal educational materials. Screencasting is one of those initiatives that provides students with ability to share information from a creative perspective.

            I selected this form of technology because it provides learners with a means of capturing live information by providing narration. This allows others to view the material with detailed information that depicts each part of the presentation. The use of this application in the classroom allows students to become creative with the way they present their subject. This application is similar to podcasting by have the means of storing the information for future use and it allows students to retrieve the information anytime or anywhere.

            This application is ideal for my profession because it allows students to work together on various types of projects with the use of PowerPoint presentations and it allows narration along with the project. Another use for this multimedia application is information briefs. Students within my profession could use this application to present their Military Information briefs to the instructor where the instructor has time to grade the project by having access to their work anytime.   

             

References

http://technologyforonlineadultlearning.blogspot.com/ My Blog

Brown, J. S. & Adler, R. P. (2008, January/February). Minds on Fire: Open Education, the LongTail, and Learning 2.0. EDUCAUSE Review. Retrieved from http://net.educause.edu/ir/library/pdf/ERM0811.pdf

Nataatmadja, I., & Dyson, L. E. (2008). The Role of Podcasts in Students' Learning. International Journal Of Interactive Mobile Technologies, 2(3), 17-21

Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms (3rd  ed.). Thousand Oaks: Corwin Press.