Reflection on a Webinar: "ThingLink"

“Lock up your libraries if you like; but there is no gate, no lock, no bolt that you can set upon the freedom of my mind.” 

― Virginia Woolf, (A Room of One's Own, 1929)

Photo taken by Nicole Muchowicz, Arcadia, Michigan, 2013

I recently participated in a Webinar regarding the educational and technological tool, "Thing Link".  This is the second Webinar I have ever participated in. The first Webinar I attended was a business development Webinar that pertained to my former job as a Photographer's Assistant.  Interestingly enough, this most recent Webinar, on "ThingLink", focused on the interactive capabilities of an image with academic content and how to use it as a teacher's resource.


What is a Webinar?
First, I can explain what a Webinar is, as I have experienced it. The word itself is a portmanteau which reveals part of it's meaning. "Web" and "Seminar" are combined to make an informative presentation accessible in any venue with an internet connection. There is a mediator, a presenter, and participants, all of whom may write their comments on the side bar during the live seminar.  Unlike a traditional, lecture format, the participants may voice their ideas and questions in an immediate and intimate manner with the lecturer.  However, all of the audio and instruction is done by the presenter. Option for dialogue is available after the seminar.


"ThingLink" Webinar
The  "ThingLink" Webinar was mediated by Nicole M. Zumpano  (our instructor and a representative from ICE) and was presented by Sue Gorman. As someone who appreciates art and aesthetics, and certainly photography and literature, I also appreciate an interactive tool to make the connection between texts and mediums for students.  Currently, I am a graduate student candidate, grant researcher/writer, assistant yoga instructor, substitute teacher, part-time barista, and independent photographer. As a woman of many ambitions and passions, I find the opportunity for all of them to interact on the canvas of my life is a very satisfying experience. ThingLink allows for all of the myriad mediums of interest to come together on a canvas of your meaning.  During the Webinar, Sue Gorman covered the many ways that ThingLink could be a useful resource in contacting teachers, allowing students to connect interdisciplinary curriculum, and connect to each other on site. This technique of information organization is also beneficial to brain image mapping and cerebral organization. I found this webinar to be extremely informative. I enjoyed listening to Ms. Gorman present the benefits of ThingLink and its relation to the stages of Internet Integration and SAMR. Although, I would have loved to have part of an interactive segment to test of Thing Link with the instructor and mediator, I feel that the lecture format was appropriate to eliminate distractions...which on the web can be many.

Image and Meaning:
As a future literature and theatre teacher, I value the exploration of the relationship between meaning and myriad mediums.  In the instance of "ThingLink", an image is used as a canvas for links and points of meaning. The meaning is interactive as well, which makes the meaning experiential for those who use the tool. Participating and maintaing a dialogue with any medium or tool is crucial to understanding it.  The interactive aspect of the image allows the points of meaning to become a more intimate experience.

Photo Taken by Nicole Muchowicz, Illinois, 2014

Final Reflections:
My initial reaction to the idea of creating my own Thing Link was excitement. I had the perfect idea, I thought. I uploaded an image of a supercell storm cloud that I took one humid day.  The storm cloud was my canvas and I wanted to incorporate literary texts as links onto the image. I desperately tried to save the link of  the poem, "Proud Music of the Storm", by Walt Whitman (1900). To no avail, the link would not save any time I clicked on the "save" button. Anyone reading this, knows how frustrating that can be.  So next, comes the troubleshooting phase...but what to do? I want to add so much more to the image. I want to add songs that were composed and titled after storms; I want to add links to so much more poetry invoked by the sublime nature of a storm. This interdisciplinary and comparative approach to teaching appeals to me. I just have to get over some internet glitches in the meantime...


After seeking the help section of ThingLink, creating a new account, updating my computer programs, and seeking advice, I was still unable to save my tags to ThingLink. However, I wanted to share with you "what would have been"...

My Interactive Image was titled: Storm (See below photo for background image); I wanted to set a literary theme upon the image of the storm and incorporate multiple texts as links that used storms as a thematic presence. The use of multiple mediums as texts expressing similar theme is a way to explore a lens of Comparative Literature, which I am very interested in. The links contain poems, articles, films as well as resources to access more literature. So please, enjoy the links and the image and imagine them together. :)
The poems and their links are as follows:

•  "Proud Music of the Storm" by Walt Whitman
• "Storm Fear" by Robert Frost
• "When the Levees Broke: A Requiem in Four Acts" Directed by Spike Lee
• "The Hurricane" by William Cullen Bryant
• "Storm and Sunlight" by Siegfried Sassoon
• "Storm Ending" by Jean Toomer

Photo Taken by Nicole Muchowicz, Illinois, 2013

Please explore ThingLink for yourself:
ThingLink

Stages of Technology Integration

"Education is not the filling of a pail, but the lighting of a fire."- W.B. Yeats

Photo taken by Nicole E. Muchowicz, Arcadia, Michigan, 2013

When I first heard the acronym, ACOT, my response was "Huh?", then my mind traveled to the first cognizant word association: apricot. Wrong, fruit...

 ACOT was a study done by Apple, Inc. in the 1980's, which was funded by the National Science Foundation.  ACOT stands for Apple Classrooms of Tomorrow. The study performed, involved providing several classrooms with computers with little training and observing the results.
The teachers were expected to maintain a journal with their attitudes regarding the new technology as they learned how to navigate and utilize the technology. Following the concluded results of the study, the progression of the the teachers as they integrated technology into their classroom were coined, the Stages of Technology. They are defined as follows:

*Stage #1:Entry: Aware that the technology is present but does not interact with it; maintains a mindset that technology cannot improve already existing skills or teaching; technology is not trusted during this phase; an attitude of "leaving technology to the tech teacher" or science girl/guy; not interested in further technology training.

*Stage #2: Adoption: Adopts one or more tools that are convenient or related to "personal productivity"; reluctance to allow students to explore computers, since the teachers themselves are unsure of how to troubleshoot.

*Stage #3: Adaptation: Explorative attitude concerning technology (tries different activities with students); strong use of word processing documents or singular programs; technology does not replace lessons, but adds to the already planned lesson (i.e. writing a draft on paper in class, then using the tech lab to type it out, almost as a novelty); frustration stage- many teachers go back to adoption stage when technology becomes too daunting or errors occur.

*Stage #4: Appropriation: High confidence levels; embeds technology into all lessons or activities ("stage of 'excess'"); wants access to all technology available; sometimes wasteful of technology resources.

*Stage #5: Innovation: Selective with their choice of technology used; technology becomes a tool that is included when appropriate, not excessively nor absently; students begin to have a choice whether they want to use technology or not with their intellectual products.

Photo taken by Nicole E. Muchowicz, Arcadia, Michigan, 2013

So Where Am I?: 

When I first heard the term, Stages of Technology Integration, my stream of consciousness ebbed to some sort of slow and painful metamorphosis that involved the confluence of humans and computers on an excessive basis. Personally, this would obviously place me in the "Entry Stage" of Technology Integration. I have always been resistant to the abundance of technology. I have held the attitude that nature and organic presences are to be valued above wires and technology.  I did not appreciate the preference of online communication and books over intimate conversations and the smell of an old paperback. I felt the internet and technology encouraged a disconnect to real life, to the here and now, and thus, I had a disconnect to the internet. What artifacts could the internet leave us?  Would our future ancestors be able to unearth our lives and work in a tangible way or would the entire world be the heir to our lives via html.? These were the questions that lead to my suspicions of technology.

However, as a constant learner and future teacher, I wish to be enlightened. I do not want to remain ignorant on a matter, especially if I have an opinion on it. Luckily, I soon was exposed to teaching which demonstrated the value and community aspect of technology, as well as, a creative outlet. I am also fortunate to be enrolled in an "Integrating Technology into the Curriculum" course at Dominican University, where I learned that the Stages of Technology Integration were a progression, much like many life aspects. When I think about my teaching philosophy, I want to incorporate Holist ideals. I want to address the well being of the whole individual while enlightening, provoking, and encouraging.  If I want to stay true to my teaching philosophy, I must recognize the presence and importance of technology integration. The benefits of technology does not only apply to teachers, but all of those who integrate technology into their areas of life, work, and study. That includes myself and my students in their present and future lives. My students deserve a knowledgeable resource to an aspect that will be ever present in their lives. Therefore, I find it valuable to inform myself and explore, no matter what my initial attitude. Being exposed to blogs, also allowed me to experience the creative benefits of technology. By using both a photography blog and a written blog, I am able to express myself, share my work and ideas, and receive feedback.  Creativity, collaboration and communication is possible with technology and using it responsibly and in conjunction with 'real world' activities could prove to be a great benefit to my students and myself as lifelong learners. Thus, I feel that I am constantly in a fluid state between the stages of technology. I have certainly graduated beyond the "Entry Stage" and find myself able to incorporate technology when appropriate, so I would currently find myself on the spectrum between the "Adaptation Stage" and the "Innovation Stage". After all,  a creative experience, online or on paper, is still a creative experience.

Photo taken by Nicole E. Muchowicz, Arcadia, Michigan, 2013

Is There an Easy or Difficult Stage?
Change is difficult and technology brings change. Because of the nature of technology and the planned obsolescence of so many technological devices, it is natural to be constantly entering different stages on the technology integration spectrum. However, if a stage were to be referred to as "easy", I would say the Innovation stage would be the easiest, since all of the hard work has paid off.  During this stage, an individual maintains an attitude of confidence and cautiousness and is able to use their good judgement naturally when it comes to technology.  All of the previous stages of integration have been endured and this stage allows for the most creative and communicative agency, which is where the pleasure of using technology comes in.

Photo taken by Nicole E. Muchowicz, Arcadia, Michigan, 2013

Is There a Stage Missing?
A very important stage, that I think is missing from the Stages of Technology Integration is that of Maturity.  The use of technology should be accompanied by good judgement and a maturation with the acquisition of knowledge. Teaching responsibility and encouraging a mature online presence are not always accompanied with technology programs. Someone with a technological naïveté may not wish to learn about technological safeguards and personal protection and could possibly reveal information about themselves to the entire world for an eternity of internet scowlers. A huge and upsetting problem is cyber-bullying and that is also due in part to technological immaturity. Technology can be a permanent tool and it is important to take the idea of a "digital tattoo" to heart, whenever dealing with technology. This stage of appropriate technology use behooves all users.

Photo taken by Nicole E. Muchowicz, Arcadia, Michigan, 2013

Instances of Stages of Technology Integration:
As a current graduate candidate, grant researcher, and substitute teacher, I have encountered many (including myself) individuals with different technological abilities and placements within the Stages of Technology Integration. I know some people who wish to stay far away from their computers, and for good reason; I know some people who are always on their computers, and for good reason.  I have observed that just like technology itself, the stages of acceptance and fluency are fluid and the Stages of Technology Integration vastly vary for it's users.

Photo taken by Nicole E. Muchowicz, Arcadia, Michigan, 2013

Other Links:
Apple Classrooms of Tomorrow Study
The above link is the full ACOT study.

On a Personal Note:
Since I am progressing in my attitude and knowledge in regards to technology, I wanted to be Innovative and share an online video of someone I am very proud of. My cousin, Matt Benes, is a recent graduate from Southern Illinois University, where he excelled in track and engineering and overcame many things. His attitude is an inspiration. Please see his visual story on the video posted below:

                                               Matt Benes: Saluki Spotlight Video *

(Photo taken from Southern Illinois University: Track and Field)
http://www.siusalukis.com/allaccess/?media=446421

Resources:

*(Zumpano, Nicole. "Stages of Technology Integration"Lecture on Prezi (5/8/14). Dominican University. EDU 560.)

*(Apple Classrooms of Tomorrow Research Study. http://www.apple.com/nl/images/pdf/acotlibrary/rpt7.pdf)

*Souther Illinois University. "Matt Benes: Saluki Spotlight". http://www.siusalukis.com/allaccess/?media=446421

Research on Technological Literacy in Chicago Public Schools

"We are cups, constantly and quietly being filled. The trick is, knowing how to tip ourselves over and let the beautiful stuff out." -Ray Bradbury

Photo taken by Nicole Muchowicz, Illinois, 2013

Recently, I came across a research brief from the University of Chicago Consortium on Chicago School  Research,  entitled "The Use of Technology in Chicago Public Schools 2011: Perspectives from Students, Teachers, and Principals".  The report was an update to a 2002 research report on the technology used by students in Chicago Public Schools.  The purpose of the research was to discover what students need in order to be technologically literate and what kind of support is given by principals, teachers, school resources, and at home. The correlation between school culture, and teacher expectations and the technological literacy of students is explored. The research was based upon data gained by surveys given to students, teachers, and principals within the CPS system. 

• What was found out and what stood out?

-There is inconsistent and unequal use of technology across the Chicago Public school system
-Teacher expectations and familiarity with technology correlate with student technology use and the prevalence of technological literacy.
-High risk or at-risk students do not use the internet as frequently as their peers.
-Schools with higher achievement levels had a stronger presence of technological literacy and online use among students and teachers.

• I was surprised by...

While reading the brief, I was surprised to see a strong difference in statistics between administration expectations of students' technology use and the resources available for students to access technology at school or at home. I was also surprised that the updated brief revealed a disconcerting inconsistency between technology use and access across the Chicago Public School System.

• How is this available information beneficial to help reach my future students on an elevated level?

 Knowing the inconsistent access, resources, and use of the internet and technology across CPS schools will help teachers gain insight into ways to remedy the vast technology gap and inequality between the many schools and students.  Teachers may be able to grant the students without access to technology the chance to achieve an elevated fluency in a very important literacy and skill in today's era.  As stated in the research brief,

"This inequality deserves attention. Schools can provide high quality technology sup-

port, equalizing the experience of all students. While students and teachers bring their own external experiences to the school, the support within the building can be quite powerful. Indeed, findings from this report suggest that increasing teacher and principal use and expectations for technology use are viable methods for increasing student engagement with computers and the internet. "
 (UChicago, CCSR, Research Report April 2013,The Use of Technology in the Chicago Public Schools 2011, p 2.)

Photo taken by Nicole Muchowicz, Chicago, Illinois, 2013

Research based findings which illuminate ways to reach students and transcend learning barriers is an invaluable resource for teachers (myself included) to reach their students (communicate) on an elevated level (collaboration, context, and fluency of technological literacy). Literacy across disciplines and mediums is an important skill for any learner.  Technological literacy is especially imperative in today's online era.  Students will be expected to be fluent in technology both in and out of the classroom at an exponential intensity throughout the upcoming years.  Giving students high expectations for success in technological literacy and also the resources, enthusiasm, and support is crucial in the outcome of the student-technology dynamic. 

• Should we be cautious about resource findings or take them at work value?

(Image from http://www.challengefuture.org/news/510 )

It is imperative for teachers to emphasize the importance of investigating the reliability of an internet source, especially when dealing with research.  Part of being technologically literate is being technologically responsible and mature. So, a conscious cautiousness while navigating the internet's resources should be encouraged and emphasized as should the value of the internet's vast library of knowledge.

Photo taken by Nicole Muchowicz, Chicago, IL, 2013

• Were students portrayed positively or negatively by the findings?

Within the CSSR brief, students were portrayed with a neutral connotation. The data was based upon survey's taken by the students, principals, and teachers, and the findings correlate with the summary of the data. The report demonstrated a concern for the inconsistencies of internet usage among the different areas and demographics within the Chicago Public School system.

Photo taken by Nicole Muchowicz, Illinois, 2013

• Other Links:

This blog is based upon the research conducted by the University of Chicago.  If you are interested in the full article please access the link below:

University of Chicago Consortium on Chicago School Research

Photo taken by Nicole Muchowicz, Chicago, IL, 2013

An Introduction

“I believe the world is incomprehensibly beautiful, an endless prospect of magic and wonder.”
                                                     -Ansel Adams

This is my first blog using the written word as my text.  I have blogged previously using my personal photography to express myself and tell part of my life story, share part of my identity. Seeking various mediums for self expression has always been a part of who I am. That is precisely how my life path has led me to where I am now, and evidently, to this blog...
                                             

Photo Taken by Nicole Muchowicz, New Mexico, 2009

Early Life & Interests:
I was born in Chicago, IL on an October day known as “Black Monday”- the day the stock market crashed. By the time I could make facial expressions, I was using them to communicate.  The expression I used most as a child was a smile.  My earliest memories conjure desires to help people, make them happy, make them smile (perhaps with my own) and in return validate my own smile.  This desire had led me to be a young performer. As an only child, I would hold performances for my family or anyone who was watching. I directed plays with my Barbies,  recreated and rehearsed scenes from “Beauty and the Beast”, often making my cousins my scene partners, and would lead “one-woman” parade routes from my hallway to the downstairs kitchen while singing and dancing. I would write books and poems for my family members so that my self expression would translate into the early formations and exhibitions of my own identity.

By the time I was in high school, I was a member of the International Thespian Society, I played the lead in many school and recreational plays, and was a student at Second City, Improv. in Chicago.  Throughout my young life, the places I found myself the most at home in were at home, on stage, in books, in school, or outside. I had a passion for theatre and writing and a curiosity for academics and humanity.  Expression of all sorts intrigued me because I found it a way to access my own identity and relate to other human beings.  When I discovered the French language, I began to understand communication and language as a part of thinking and relating on a whole new level. This also made me think of my own first language, English, in a new and exciting way filled with idiosyncrasies that whispered the secrets of the culture all around me. Reading and writing exercised this excitement. Another formidable discovery for me was the art of manual photography. I took dark room photography courses and found yet another passion. Finding meaning in life for myself by writing with language, light, and performance eventually led me to New York City.

       

                                        

Photos taken by Nicole Muchowicz, New York City, 2007 

 University Experiences:

As an undergraduate, I attended New York University, where I majored in Comparative Literature and minored in French. Towards the end of my junior year, a family tragedy called me back home.

Once I was home, I began to work at a book store, then a nursery, and enrolled in Columbia College Chicago's Theatre Program. It was during this time I fell in love and my love for the arts and humanities persisted, as well. Soon, I had received my Bachelor of Arts in Theatre with a concentration in Acting from Columbia College Chicago. 

Following my graduation, I wanted a career that included the confluence of all of my passions. I wanted to maintain my involvement in both the arts and academics. I wanted to help people and show them the evidence of beauty in humanity and life through books, plays, film, music, and photography. I wanted to become a teacher.
After this decision, I enrolled in the Master's Program at Dominican University's School of Education with a concentration in Secondary Education and endorsements in both English and Theatre.  While attending graduate classes, I am also a substitute teacher for grades K- 8th and a grant researcher/writer for the University.
                               
             

Photo taken by Nicole Muchowicz, Dominican University, Illinois, 2013

Thoughts on Technology:
It is my hope that this blog will help me understand the value of technology and the potential it has as a reflective resource for the humanities and how to communicate the human experience to others.  This philosophy will transcend into my teaching practice.

Teaching Philosophy:
I want to help students find their own passions by sharing mine. I want to communicate to them the artifacts of humans who came before us and left pieces of themselves and their human experience in their art: literature, photography, film, theater, music, etc. I want to provoke and enlighten students with inspiring texts of all mediums, just as I was provoked and enlightened when I was exposed to meaningful art.

Photo Taken by Nicole Muchowicz, Illinois 2014

Other Links:
Until my next post feel free to explore my photography blog:
Nicole Muchowicz's Photoblog