Ethical
Practices of Technology Usage
The redesigned activity I chose using instructional
design principles and theory is “Bullying in the Classroom”. School bullying
can be described as one student bullying or targeting a specific student with
the intent to do harm to the individual. The assignment was meant to educate
individuals about bullying and cause them to become aware of the signs and the
effect of bullying. I chose the topic because it is very dear to my heart. I
have had several students over the years discussing issues about their
encounters with individuals bullying them in the classroom setting and or the
Internet. As I reflect on the bullying of students in the classroom setting,
one can easily tie these two design principles (Learners build personal interpretation of the world based on
experiences and interactions & knowledge acquisition is described as a
mental activity that entails internal coding and structuring by the learner)
to the situation of bullying. Bullying issues have become a problem for many,
specifically, students who are easily influenced by their peers, because they
tend to learn and adapt to behaviors that are inappropriate.
The
theory which stands out to me is G. Karesely Cognitive Flexibility Theory.
Karesley, (2000) cognitive flexibility theory, focuses on the nature of
learning in complex and ill-structured domains and separates itself from many
theories because it deals with the acquisition of advanced knowledge. Spiro and Jehng (1990) states, “by cognitive
flexibility, we mean the ability to spontaneously restructure one’s knowledge,
in many ways, in adaptive response to radically changing situational demands…
this is a function of both the way knowledge is represented (e. g., along
multiple rather than conceptual dimensions) and the processes that operates on
these mental representations (e. g., processes of schema assembly rather than
intact schema retrieval)” (p. 165.). Cognitive
flexibility theory is a learning theory that enables teachers to promote the
use of educational technologies in the learning process, as well as, allow
students to dig deeper into the complexities associated with the educational
curriculum. In my opinion, if students are educated on the facts of bullying or
being the bully, they will be able to build on their prior knowledge and
reorganize their thoughts to use technology to help with the learning
environment instead of using it in a negative way toward their peers or fellow colleagues.
Students will learn to respect others rights as an individuals no matter what
choices he or she may make in life.
The challenges experienced during the
redesign process is second guessing my work. My fear mode kicks in and I began
to panic. I will not give in, even though, I find myself in a few rough spots.
I have this fear of not doing the correct quotations (APA Style) and design
when putting together my Power Point. I will continue the task no matter what
the end results may come out to be. I find myself in a bind many times but, I
will not give up on my education. I know there will be many challenges that
will be more difficult than others, but, I have the will to continue and beat
the odds and work even harder toward my goal to, which is, to complete the
Master’s program. The more I go back and work with some of the tools the work
is better. I am able to designed the Power Point better the second time around.
I can see where I made mistakes in the activity with hope they were corrected
with finishing the activity.
REFERENCE
Kearsley,
G. (n.d.). Cognitive flexibility theory.
Retrieved September 7, 2002, from E
Explorations in Learning &
Instruction: The Theory Into Practice Database Web
Meridian:
Winter 2001. A Middle School Computer Technologies. Journal a Service of NC State
University, Raleigh, NC Vol (4), Issue (1).
Retrieved from
Ribble, M. (2015). Digital awareness: Using technology
appropriately. Retrieved from
Spiro, R, J.
& Jehng, J. (1990). Cognitive flexibility and hypertext: Theory and
technology
for the non-linear and multidimensional traversal of complex subject matter. D. Nix & R. Spiro (Eds.),
Cognition, Education, and Multimedia. Hillsdale, NJ: Erlbaum.
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