Chapter 11 (Driscoll)

In this chapter the discussion of learning and instruction has continued with focus on constructivism. The term constructivism is a theoretical perspective that proposes that learners construct a body of knowledge from their experiences, knowledge that may or may not be an accurate representation of external reality adherents to this perspective are called constructivists. Here we also have the author referencing again to "Kermit and the Keyboard" but this time with a constructivist perspective.

Chapter 10 (Driscoll)

This chapter talks about Gagne's instructional theory as it is used by instructional designers, influenced in educational technology, cited in prominent journals and is used in the design of instruction in many settings. The author talks about Gagne main focus as being on learning and instruction, which was made up of three components along with his condition of learning and his theories on "A taxonomy of learning outcomes with examples", "Conditions of learning" and Gagne's "9 Events of Instruction" with an illustration of the internal process, instructional events to the process and action to the process and instructional event. However, researchers have questioned theories like Gagne's because of increasing interest in constructivism to examine whether they are compatible with the goals and assumptions of constructivist. Once again the author used "Kermit and the Keyboard" as a key reference to how Gagne's instructional theories fit/work.

Workshop - Learning 2.0

This was a great workshop as it dealt with all aspect of technology that dealt with basically the older version of the 2.0 technology, and we were later introduced to the newer version of technology that is 3G. The referencing of technology and teaching played a hugh part in this workshop as they were more inter-related than I thought, as it brought to life the idea that many of the teaching styles and aspect is being referred to past teaching and classroom setting which sometime cause technology to be the way it is. One of the thing we looked at in the workshop was the idea of how sometime the way some technology applications are structured and are only geared towards a particular thing, this was referenced to classroom settings in the 1800 as they were structured and curriculum is/was geared towards a particular area so was student by ages.

Chapter 5 (Driscoll)

This chapter deals with Situated Cognition which happens in context as people address challenges and problems as well as learning can be enhanced through active engagement in a prasctice. The author talks about Anderson, Reder and Simon who have questioned situative perspective which is different form cognitive perspective then, presented four claims of situative perspective and show how the claims were handle from a cognitive perspective. The author later discussed Greeno criticisms of Anderson as well as Rose who supported Greeno decision for parallel development from the situative and cognitive perspective. Once again the author discussed “Kermit on the keyboard” referring it to situative perspective and talked about the theory Matrix.

Chapter 3 (Driscoll)

The chapter deals with cognitive information proccessing(CIP) which are theories that looks at the role of the three stages of memory; sensory, short-term, and long-term in retrieving information and then transfering it to store and then recall in memory, and let us not forget that encoding and retrieval also play key roles in the cognitive information processing theory. This chapter also mention B.F. Skinner and his therioes on mental fictions to account for learning as well as Roediger siding with Skinner and touched brifly on David P. Ausubel as well as his theory, and then talks about cognitive information proccessing by explaining Kermit's learning in the story "Kermit and the Keyboard".

Chapter 3 (Januszewski & Molenda)

In this chapter the authors spokes about how education technology can improve or everyday career as a whole. As well as how we can help others to utilize these skills more by recommending that we provide activities before, during and after training to make it more likely that they will use these skills in their career. The authors also discussed the many ways they can improve productivity with the use of technology as "technology has the potential to improve both efficiency and effectiveness" they go on to discuss the use of soft technologies, instructional interventions and distance education as other aspect of improvement. All of which are great ideas and more than ever in my opinion can dramatically improve any level of education, knowledge and skills. In my opinion I have seen and have experience most of these technology at its best and at times at its worst. I have more so experience distance education of which is becoming more and more a hugh hit to many colleges and universities as it's flexibilities are able to accommodate the full-time workers like myself to continue their education form almost any where in the world as long as you have a computer and internet access. Great chapter as I was able to relate and share more of a personal experience.

Chapter 2 (Januszewski & Molenda)

In this chapter the authors talked about facilitating learning which the chapter defines the term as being "posited as the purpose of the field, not as the result of processes that are the raison d'etre of the field." I have to say that this chapter states everything about what learning is and possible more as it strongly relates to learning environment, styles, theories and how educational technology plays or shares it's key into facilitating learning. In my understanding from the chapter the role that education technology plays is important as it helps to facilitate the development of all kinds of skills from basic skills to high-order critical thinking skills as well as it provides us with more possibilities and flexibility in our teaching or learning process. As teachers we can all relate as to how the use of education technology has helped us in our everyday lesson plans and has help us to enhance our students learning abilities and our working life style.