Schwartz,+Leon

July 12, 2010 I, along with others in the class, have a unique relationship with technology. Computers were entering the classroom in when I was in elementary school. This meant that I was on the edge of the new and old way of life. I learned the all the original and new ways to do things in the classroom. An example of this is from an early age I learned handwriting/cursive and also typing. Basically, I learned the same way to do things like my parents but I also learned the new way. All the schools I went to were well funded so computers and electrons were heavily incorporated. There were teachers who refused and resisted the new change, but most used the technology. All teachers in middle and upper school had laptops and projectors, so digital learning was present. I have been around computers my whole life. My first memory of the computer in our house was a basic word processor and I have kept up with the change to modernity. I had my last desktop before college and have not had one since. I use technology a lot but I also enjoy using older methods of doing things. An example of this is during travel. I enjoy using a road map more than using a navigation system, but I am not opposed to using the navigation. I enjoy both worlds. I realize the importance of technology but I also realize the importance of knowing how to survive without it.

July 14, 2010 Technology integration has been in my learning experience since middle school.Certain teachers in 7th grade used a smart pen on the white board.It was not very applicable at the time because it was not efficient and the class members could not access the loaded material easily.Also starting in middle school and throughout my educational career, technology has been present.It has come in the form of Power Point presentations though projectors in the classroom.All of my teachers starting in middle school have had access to projectors and computers, so Power Points were integrated into most lessons. Power Point presentations are as far as the integration ever went (there were internet links in the Power Point presentations).I have given presentations in Power Point as well.Integration of the internet in researching has also been a part of my life. For an Environmental Science class in upper school we used a mapping technology to map the local area.It was fun, but once again a little too complex and inefficient.The blending of technology just takes time. I really like adding technology into teaching.I cannot wait to use visual aids and websites to present material in my classes.I enjoy learning new presentation modes!

July 15, 2010 [|http://www.diigo.com/user/leonschwartz]

July 15, 2010

I use several Web tools. I download Adam Carolla’s podcast. It is easy to download and a great thing to talk about. I can talk about them with my friends through G-Chat, G-Video-Chat and text messaging. I text with all of my friends and family, including my parents. I have a Facebook account that I use occatisonay, but that is about it. I read certain blogs but I do not write/ participate in them. I also use automatic citation devices. I have not written a bibliography w/o using a citation Web tool since high school. I cannot think of any other tools I use but I enjoy learning new tools. They certainly will make my life easier as a teacher. I intend to use many of these tools in the classroom. These tools, if used properly are intended to help and assist the teacher and learner. Tools like Rubistar and easybib are lifesavers for everyone. In 5-10 years, technology will be crazy. This all depends on the funding in the school and the SES of the learners. There are certain schools I know of now where every student is required to have a laptop. There are also schools I know of where most classrooms do not even have a projector and/or computer. The separation will only increase. The schools with money will integrate technology as much as possible and the schools without money will fall father behind. Technology advances so fast that the divide will only become greater.

July 19, 2010 One thing I am familiar from the UMUC website is “Always credit the source of your information”. This is quite obvious. This has been taught to me from day one. No matter the material, it is always the reader’s responsibility to give the author/s credit. Does it happen all the time? No, I think most of the time information is shared without the author’s permission, even outside the classroom. There is so much information out there that is so easily transmitted that it would take more time to give credit than it’s worth. I also knew that institutions mist, “Not interfere with technological measures taken by copyright owners that prevent retention and distribution”. This is also obvious/common sense. It is stealing to intentionally interfere with technological measures. I was never told this, but I always assumed it. I learned many things from this article. I never really thought about copyright issues. I know that in order to publicly show films outside the classroom was illegal, especially if there is a admission. I always assumed that there was some kind of leeway for educators and their institutions. One specific thing I learned was that there is a media restriction in the classroom for pictures. There can be no more than five images from one artist or photographer. This is in that shady area where a teacher will almost 100% not get busted. IT is almost impossible to get caught using a material on such a small scale. I do see why the law is put in place. People who do work deserve credit. I cannot really see this ever becoming a problem in a normal classroom activity. Another thing I learned was that there is actual copyright protection for teacher and institutions. I never really thought about it because it has never been an issue. There is a need to know these rules and regulations now because I am going to become a teacher. It would be detrimental for the institution or me to violate these rules.

[]. Skinner’s main goal was relating behavior to experimental conditions. Skinner sought funding for a top secret project to train pigeons to guide bombs. Working intently, he trained pigeons to keep pecking a target that would hold a missile onto a target. The pigeons pecked reliably, even when falling rapidly and working with warlike noise all around them. While Project Pigeon was discontinued (because of another top secret project unknown to Skinner - radar), the work was useful. Pigeons behave more rapidly than rats, allowing more rapid discoveries of the effect of new contingencies. As Skinner put it, "the research that I described in //The Behavior of Organisms//  appeared in a new light. It was no longer merely an experimental analysis. It had given rise to a technology." Skinner never again worked with rats. Skinner described Project Pigeon in an article with the same name. The article is in //Cumulative Record// .
 * B.F. Skinner **
 * Work with Pigeons: **

Skinner influenced education as well as psychology. He was quoted as saying ** "Teachers must learn how to teach ... they need only to be taught more effective ways of teaching." ** Skinner asserted __that positive reinforcement is more effective at changing and establishing behavior than punishment, with obvious implications for the then widespread practice of__ [|rote learning] __ and __[|punitive discipline] __ in education. __Skinner also suggests that the main thing people learn from being punished is how to avoid punishment. Skinner says that there are five main obstacles to learning : Skinner suggests that any age-appropriate skill can be taught using five principles to remedy the above problems: Skinner's views on education are extensively presented in his book //The Technology of Teaching//
 * Influence on Teaching: **
 * 1) <span style="background-attachment: initial; background-clip: initial; background-color: yellow; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; font-family: 'Times New Roman',serif; font-size: 12pt;">People have a fear of failure.
 * 2) <span style="background-attachment: initial; background-clip: initial; background-color: yellow; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; font-family: 'Times New Roman',serif; font-size: 12pt;">The task is not broken down into small enough steps.
 * 3) <span style="background-attachment: initial; background-clip: initial; background-color: yellow; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; font-family: 'Times New Roman',serif; font-size: 12pt;">There is a lack of directions.
 * 4) <span style="background-attachment: initial; background-clip: initial; background-color: yellow; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; font-family: 'Times New Roman',serif; font-size: 12pt;">There is also a lack of clarity in the directions.
 * 5) <span style="background-attachment: initial; background-clip: initial; background-color: yellow; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; font-family: 'Times New Roman',serif; font-size: 12pt;">Positive reinforcement is lacking.
 * 1) <span style="background-attachment: initial; background-clip: initial; background-color: yellow; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; font-family: 'Times New Roman',serif; font-size: 12pt;">Give the learner immediate feedback.
 * 2) <span style="background-attachment: initial; background-clip: initial; background-color: yellow; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; font-family: 'Times New Roman',serif; font-size: 12pt;">Break down the task into small steps.
 * 3) <span style="background-attachment: initial; background-clip: initial; background-color: yellow; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; font-family: 'Times New Roman',serif; font-size: 12pt;">Repeat the directions as many times as possible.
 * 4) <span style="background-attachment: initial; background-clip: initial; background-color: yellow; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; font-family: 'Times New Roman',serif; font-size: 12pt;">Work from the most simple to the most complex tasks.
 * 5) <span style="background-attachment: initial; background-clip: initial; background-color: yellow; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; font-family: 'Times New Roman',serif; font-size: 12pt;">Give positive reinforcement.

** <span style="font-family: 'Times New Roman',serif;">Schedules of reinforcement  **
//<span style="font-family: 'Times New Roman',serif;">Main article: //[|//Reinforcement//] Part of Skinner's analysis of behavior involved not only the power of a single instance of reinforcement, but the effects of particular schedules of reinforcement over time. The most notable [|schedules of reinforcement] presented by Skinner were interval (fixed or variable) and ratio (fixed or variable).
 * **<span style="background-attachment: initial; background-clip: initial; background-color: yellow; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; font-family: 'Times New Roman',serif;">Continuous reinforcement **<span style="font-family: 'Times New Roman',serif;"> — constant delivery of reinforcement for an action; every time a specific action was performed the subject instantly and always received a reinforcement. This method is impractical to use, and the reinforced behavior is prone to extinction.
 * **<span style="background-attachment: initial; background-clip: initial; background-color: yellow; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; font-family: 'Times New Roman',serif;">Interval (fixed/variable) reinforcement **<span style="font-family: 'Times New Roman',serif;"> Fixed — reinforcement followed the first response after a set duration. Variable — time which must elapse before a response produces reinforcement is not set, but varies around an average value.
 * **<span style="background-attachment: initial; background-clip: initial; background-color: yellow; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; font-family: 'Times New Roman',serif;">Ratio (fixed or variable) reinforcement **<span style="font-family: 'Times New Roman',serif;"> Fixed — a set number of responses must occur before there is reinforcement. Variable - number of responses before reinforcement is delivered differs from the last, but has an average value.

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