Wiki Blog

Tiffany Warner was my group partner for this assignment and at first we struggled on choosing a topic.  This was natural because I have no civilian teaching experience/background (only military) whereas Tiffany does.  As we discussed, we both came to an agreement that reviewing literature on school administrator leadership/involvement in technology policy-making was an excellent choice.  We both decided to research as many articles on this topic, and I was responsible for finding 10 articles.  The majority of literature that I found and reviewed centered on school administrator lack of experience and involvement with technology policy-making.  After I reviewed all of the articles, I wrote about each article and how it related to the theme of our topic.  I also added the limitations of the research and the abstract.  Tiffany sent our paper to the online writing center and I made the corrections based on the feedback from the writing center. 

The wiki literature review contributed to my learning and knowledge development for several reasons.  The majority of the time spent finishing the wiki literature review is the research and reading.  The shifting through different articles and reading was definitely monotonous but it forced me to focus on our topic.  There were several articles that I initially chose and sent to Tiffany for peer oversight.  She reviewed them and provided sound feedback and really helped me focus on our topic.  The wiki literature review contributed to my learning because it opened my eyes on school administrator leadership in technology policy-making.  I was able to see how at the higher echelons of leadership in schools the less the involvement/knowledge of technology.  I also reflected on whether the leadership in the Marine Corps displays some of the same issues.  I definitely can see some parallels between technology policy-making involvement between civilian schools and the Marine Corps distance education program.  I am speculating but I think that some of the lack of involvement/knowledge with technology is due to the age/experience of the leader.  A principal, who started out in education twenty years ago, experienced a completely different school environment then what is out at schools now.  The biggest take away from the assignment was the reflection and critical thinking I was able to draw from the literature review.      

The literature review contributed my attitude toward the subject matter.  The researching and reading was monotonous but it was fulfilling to immerse into a topic that is important to students and teachers.  The school principal is the leader of that school and therefore needs to play a vital role laying out the vision of technology within the curriculum.  It was interesting to read some of the pitfalls and successes that school administrators face when tackling the technology integration into their schools.  My attitude at the end of the of the project was positive in the sense that there is research out there being analyzing and researchers are providing recommendations to school leadership on how to improve the integration of technology and policy-making.  This topic cannot be ignored by school leadership and that really aided in having a positive attitude throughout the entire assignment. 

The topic we chose was strictly focused on school leadership.  I have a career in the Marine Corps where we promote education but operate differently then civilian schools.  While the topic was based on civilian school leadership, many of the pitfalls, recommendations, and further research would be beneficial for my organization to analyze and evaluate.  I have developed a strong understanding of school administrator involvement in technology integration and understand the common trends when administrators are under educated and unknowledgeable in this area.  I think the assignment contributed to my career because I can take the lessons learned and offer recommendations to my organization so we do not commit some of the same mistakes.

I have taken a total of 3 classes with my group partner, Tiffany Warner.  The first class we took together, EDUC633 forced us to work together to develop our ISD project.  I cannot think of a better partner than Tiffany Warner.  She brings a practical experience as a middle school teacher.  I believe this assignment strengthened the cooperation we already had.  I learned that in distance education, specifically with any group project, trust and compromise in your partner is huge.  I know that if Tiffany tells me that she will get something done, she will get it done and it will produce superb results.  I strongly believe that this assignment and the past assignments have contributed to the cooperation of my classmates.

Muddiest Point Blog

After reviewing the videos, the one area that stood out as muddy and unclear was the rampant plagiarism among students.  This is a significant ethical concern for not only educators but the professional work force that in the future will hire and employ many of these students.  During the interview with my father we did not cover plagiarism however, in a recent conversation he described the same concern within the Marine Corps’ distance education program.  What was even more alarming was that the students who were caught plagiarizing were officers in the Marine Corps.  As an officer, it is your duty and responsibility to set the example of integrity.  It is one of our hallmark characteristics of leadership.  Similar to Liberty University, the Marine Corps uses the program Safe Assign to screen for any plagiarism.  My father through his subordinate leadership put out guidance to inform all students that plagiarism is not tolerated and that we (Marine Corps Distance Education Program) have software that will check for plagiarism.  While the warning and announcements are served to deter students from cheating, there is still a growing trend of young to mid-level officers caught plagiarizing work – sometimes turning in a paper verbatim from the internet.  Naturally, once the officer was caught their career in the military was over because we cannot tolerate a lack of integrity and judgment from our leaders.

It is shocking and unclear why students in a university and officers in the Marine Corps take the easy way out and plagiarize.  Some of the excuses from the officers was that they were too busy, did not understand the assignment, and laziness.  Plagiarism is relevant to my line of work because I will have Marines under my command that will enroll in distance education courses.  I think one way of curbing this trend is to talk to Marines who are currently enrolled and Marines that are about to enroll about the consequences of plagiarism.  Further, explaining to the Marines if they are having a tough time understanding an assignment that they can reach out to the instructor or peers for help.

EDUC639 Most Important Theory Blog

After reviewing several theories regarding educational technology and distance education, I chose the adult learning theory.  Tucker (2003) conducted research regarding the demographics of distance educators and the study revealed that the average age of the students is 25.  This study demonstrates that the majority of students participating in distance education courses are adults.  As more universities develop a distance education program, we are likely to see an even larger increase in adult interest and enrollment.  If this assumption is accurate, it is then important to evaluate, analyze, and research adult learning in a distance education environment.  Further, we need to address the implications regarding adult learning in distance education.

The adult learning theory is important with respect to distance education for two primary reasons – adults are the largest customers of distance education and distance education curriculum should be tailored to its audience.  As I analyzed the literature regarding the adult learning theory in distance education there were several constant themes that emerged.  Adults are more apt to enroll in distance education because they feel they have the maturity, independence, and discipline to complete coursework outside of the standard resident classroom.  On the contrary, while adults may exhibit the aforementioned traits, adult learners can and do feel anxiety, pressure, and frustration with distance education.  One example on how to tailor a curriculum that defeats the negative traits is to target the student’s experiences.  Simonson, Smaldino, Albright, Zvacek (2009) indicated that adult learners bring a world of life experiences that positively contributes to the confidence and learning of the student.  Further, adult learners thrive in discussion board forum setting because they are able to freely express their opinions/views/backgrounds.

The adult learning theory did not change my views towards distance education however, it did open my eyes to the reality of adult learning in a distance education environment.  Since the majority of students enrolled in distance education are adults, continued research needs to be constantly reviewed and analyzed in order to provide the correct program of learning for adults.  This is not to say that research in distance education for other age demographics should be overlooked – it is equally important that all students regardless of age receive a top-notch education that targets their strengths/traits.

As a Marine officer, it is our duty to promote life-long learning among our subordinate unit leaders.  The majority of Marines are  adults aged 18-22.  The adult learning theory is a perfect example of a theory that needs to be addressed and researched in the Marine Corps because our audience are adults.  With our growing distance education program, research in how we operate our program and our audience should be a priority.   

References:

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education. (4th ed.) New York City, NY: Allyn & Bacon.   

Tucker, S. (2003). A portrait of distance learners in higher education. Turkish Online Journal of Distance Education, 4(3), 1.