Personal Digital Assistants

Hudson, K., & Buell, V. (2011). Empowering a safer practice: PDAs are integral tools for nursing and health care. Journal of Nursing Management, 19, 400-406. doi: 10.1111/j.1365-2834.2011.0125.

 This article reports a study of personal digital assistants (PDAs) using Lewin’s Change Theory as a framework to institute change in an educational setting. The authors assert that the use of PDAs improve safety at the bedside through the efficient retrieval of health and nursing facts. They also report that “handheld technologies support learners in authentic and seamless nursing such as within clinical and educational settings” (p. 401). Lewen’s Change Theory was valuable in this study because in this Texas nursing program PDAs were being introduced for the first time.

PDAs in this study included pharmacology, laboratory information, medical dictionary, patient teaching, health assessment, nursing procedures, pathophysiology, calculations, foreign language interpretation and nursing diagnoses. I found it interesting that most of these functions were not used frequently. The most commonly used function was the drug reference (41%), followed by patient teaching (19%). There was much interesting data presented in this article about student satisfaction with the PDA as well as common problems associated with their use. There was even data about the perceptions of client family and staff members when students used PDAs. Most family members liked the PDA use, though one family thought the student was not smart if s(he) had to use it!

I found the most useful part of this article to be the importance of role models in change theory. In this study the authors noted that staff members were not using PDAs. Instructors were using them and had one month to use the device before teaching students. Students were required to purchase PDAs (an obstacle for some). If PDAs improve the safety and quality of patient care as the authors assert, it’s important to support the adoption of this technology.  In order to be supportive, I need to explore the use of these devices, incorporating all the functions in my teaching. Students need to know that the money they have invested in this tool is not wasted. Role modeling the use PDAs in the classroom and in the clinical setting will encourage students to adopt this technology.

Interactive Whiteboards

Turel, Y.K., & Johnson, T. E. (2012). Teachers’ belief and use of interactive whiteboards for teaching and learning. Educational Technology & Society, 15 (1), 381-394.

This research was a quantitative descriptive study of teachers in Turkey who regularly use interactive whiteboards (IWB). The authors investigated teacher’s perceptions about the frequency of their IWB use and their feelings of competence. The authors determined the most commonly used features of IWB’s in this group of educators as well as how they developed skill in its use and what training topics they felt were needed. Three themes were investigated, instructional effects, motivational effects and usability.

Not surprisingly, the authors found that teacher skill increased with their frequency of use. Most teachers agreed that IWB’s are motivating, engaging and enjoyable for teachers and students.  One of the problems of IWB use is the need for appropriate skills and knowledge. Because most teachers were found to have had only one training session provided by their school, or IWB vendor, the training is deemed superficial. The authors defined a range of use between using the device as a chalk board, to using hyperlinks, or incompetent to professional. Most of the respondents in this self-identified in the mid-range of the competent range, and revealed that most of what they know was gleaned from colleagues.

This article is helpful because not much is mentioned in the nursing literature about the use of interactive white boards.  Though the participants in this research study were K-12 teachers, nursing schools could benefit from the positive impact this technology has on helping students become active learners and engage. The IWB adds the benefit of reaching many different learning styles, such as visual, auditory and kinetic. Turel and Johnson point out that the more experience teachers have with IWB’s, the more features they use. As teachers become advanced users of IWB’s, they are able to “construct meaning using interactive and fluid lesson strategies” (p. 383). Research about effectiveness of interactive whiteboards is needed in the field of nursing education.

Differentiated instruction

When reading the module on differentiated instruction and the use of technology, the concept of multi-tasking comes to mind. The process of identifying the needs of learners in a large classroom is a complicated task, but technology can assist in identifying these needs in a more efficient way, for example with on-line survey like Survey Monkey or ProfilerPro. Planning instruction to attend to all of these different learning needs is also a huge task. I liked the idea that through on-line learning, many different assignments could be used, giving the learner choices in the best way to assimilate ideas. Technology can make this process more efficient, effective and engaging, the important 3 E’s and a great rubric for planning and evaluating teaching and learning.

I can see how a survey might be used to identify learner needs, while students could choose from different learning opportunities to provide feedback to themselves and others about the quality of their learning. A student might create a survey or a video, or even design a wiki site as a group project  to apply concepts, just a few of a whole host of other options that technology can offer. As a teacher, creating all these different options without the use of technology would be too cumbersome and time-consuming. Since the one-lesson- fits all has been shown to be ineffective, variety is crucial to the learner in this new technological era.

A challenge that needs to be addressed is the support required to maintain technology. Teachers need continuing education to keep up to date since technological developments are occurring so quickly. Just as one device is mastered, something new comes along. Motivation is also important in order to stay on top of things. I’m curious how many institutions have the ability to support both students and faculty in the use of technology to support differentiated instruction.

Streaming

Little, G.L. (2010). The revolution will be streamed on-line: Academic libraries and video. The Journal of Academic Librarianship, 37, 70-72.

This article addresses the use of video streaming as it had emerged over the last five to six years under the umbrella of Web 2.0 applications. You Tube is highlighted, likely due to its ubiquitous presence, but Vimeo, Academic Earth and Apple iTunes are also mentioned.

The author points out the many applications of video streaming, including promotion, marketing and instruction. How-to videos and supplements of in-class sessions are discussed. Preservation of film with digitization is also mentioned.

I discovered Vimeo and Academic Earth by reading this article. You Tube, which I had never considered to be a reliable source of information, turns out to be a legitimate source of endless instructional aids.

Video streaming is a terrific way to get students excited about learning. According to the author, videos used in this way must be upbeat, informal and relatively short. This challenges the creator to be succinct in identifying the most salient points to present.  I would like to learn how to create a Vimeo or You Tube video so that I can help my students use this technology to enhance learning. Or… maybe they can help me!

Click it Baby!

Hunter Revell, S.M. & McCurry, M.K. (2010). Engaging millennial learners: Effectiveness of personal response system technology with nursing students in small and large classrooms. Journal of Nursing Education, 49(5), 272-275. doi: 10:3928/01484834-2009-07

This article reports the results of a study on the use of personal response systems (PRS) in the classroom. A large (n=116) and small (n=33) were compared and there were no significant differences found between classrooms when it comes to the benefits of using PRS. The study supported previous work in determining that PRS use increased participation of learners in the classroom. Interestingly, the authors pointed out that using technology in the classroom demonstrates an understanding of the millennial learner (students born after 1982) who have an interest in technology, preferring active learning and group work. The benefits of PRS were immediate feedback to determine the course of learning and promotion of an active and engaging learning environment. PRS were also found to bridge the gap created by faculty shortages and larger classrooms. Students appreciated the opportunity to experience a variety of test questions and apply material covered in lecture. Students in the study identified other used for PRS including exam reviews, test prep sessions, attendance and the introduction of discussion topics during lecture.

I have read a few articles about PRS or clickers and have had some practice with them as a student. The new nugget of knowledge I gained from this article was the positive impact of clickers on the relationship between student and teacher when student-teacher ratios are increasing.

With my new found knowledge and ability to develop hyperlinked Microsoft PowerPoint ® slides, I am now equipped to use the PRS in the classroom. I think an interesting assignment would be to engage students in the process of developing a quiz to be presented to their peers. This could be done as a group project by assigning groups to different aspects of a particular topic. The development of the quiz would reinforce key concepts and I think the students would enjoy the class participation in their quiz with the use of personal response systems or clickers.

What's a Wiki??!

In the world of technology Wiki is a great way to foster teamwork and provide a framework for collaborative problem solving. In Ciesielka’s (2008) article, the author describes using Wiki to promote community health planning in her community class. Students assembled data and synthesized it to come up with innovative community interventions. The author claims that students were more apt to come up with projects beyond the typical undergraduate health fair solution.

This link will take you to Ciesielka’s Wiki: http://614comm.pbwiki.com/

Wiki is a new concept for me and sparks some ideas that I can implement quickly. One that comes to mind is a general on-line presence for school nurses to post innovative practice.
In the large inner city district where I work, nurses rarely have time or opportunity to network; many of us have great ideas about organizing our work as well as innovative community health interventions. Wiki would be a great framework to use for this work! I think we would all enjoy a way to interact between our yearly meetings.

As an educator I can envision using this format to engage students and teach them the collaborative process. Ciesielka (2008) described a community assessment project, but any group work could be accomplished with Wiki as the tasks can be separated out, assigned to group members and assimilated on-line with one web site. It seems that this type of group work would appeal to students who have difficulty coordinating calendars to meet as a group. I like the fact that Wiki sites can be seen by the public if desired, which I suspect might encourage students to hone their professional writing skills, knowing that a large audience could be reading their work.

What’s a Wiki? Like a blog, but for multiple users!

Ciesielka, D. (2008). Using a Wiki to meet graduate nursing education competencies in collaboration and community health. Education Innovations (47)10, 473-476.

Connections are Key

Throughout the course of my adult education, whether it be my nursing program, or my most recent venture into education, I have read many author’s interpretations of adult learning. Jane Vella, in her book “Learning to listen, learning to teach,” describes the principles of adult learning in the most thorough and complete way. Her description of materialism vs. spirituality rings true with me. If spirituality is defined as finding connections and meaning as I discovered in my graduate studies, applying the concept to teaching is quite forward thinking, as all twelve of the principles she describes are contingent on this idea of spirit. If we maintain the materialistic form of teaching, presenting rote facts and spewing thoughts without engaging the learner we hinder the educational process. Infusing spirit on the other hand, engages the learner in defining their own needs and making connections, the intersection of true critical thinking.

Another enlightening concept is the idea of dialogue and the importance of equity and mutual responsibility. When I think back on my most effective college teachers, the common thread has been the sense of comradery, and a shared sense of searching that has made my education effective. These are teachers that I did not call “Doctor” because they commanded a more equal relationship that synergized our shared sense of curiosity and search for truth. I have great respect for the doctoral prepared professors who have inspired me, knowing the persistence and rigor they have endured to become true scholars, but I am especially intrigued when they search out the learner in me and not the student!

If you have an interest in adult learning principles beyond Knowles, Garner and other classics, you should definitely check this out:

Vella, J. (2002). Twelve principles for effective adult learning. In Learning to listen, learning to teach: The power of dialogue in educating adults (pp.3-28). San Francisco: Jossey-Bass.

Run!

Run!!!!!!!!!

I have a rather good relationship with technology. At times we don’t get along and I get angry, especially when facing a deadline. At times though, I do feel like I’m running from a stampede. The ubiquitous nature of all of this information is quite frightening. I see the geriatric population try to make sense of straight forward gadgets like cell phones and realize that I’m on the threshold of this stage in life and if I don’t keep up with the learning curve I will be run over. It’s difficult to stay one step ahead of the curve.

When I think of this in the context of teaching, I realize the herd is even larger than I imagined because my students are more comfortable with this knowledge explosion than I am. In fact, I believe they have a good amount of anxiety in the absence of all these gadgets. So… I must keep running!!

My Animoto Video

My Animoto Video

A class assignment, learning some new techniques for spicing up my classroom teaching!

Reality Check!

I have the best professor ever!

"Asking the right questions takes as much skill as giving the right answers." (Robert Half). Makes sense doesn't it? Especially if you've ever tried to construct a good exam that makes a learner do more than just spit out facts. Memorizing is low level learning they tell us. High level critical thinking is required of nurses (and every other profession I suppose).

Today I found the challenge runs even deeper. I stopped by the library after class this evening to print off some articles and overheard a student on the next computer tell her fellow student "I have the best professor ever." Well, I gotta tell you as a student of the faculty role my senses were on high alert! What is it these students want from a "good professor?" Someone who cares whether I learn? Someone excited about the topic? Someone that can really make me think?? Imagine my shock when the student reported "she doesn't care about sh_t." Really? I'm not ready to learn the prevalence of this notion. My heart sank. I wanted to ask her for her tuition money so I could make better use of it. I thought about how High Schools claim bragging rights regarding how many of their seniors plan to attend college-how when my kids were graduating, all but two or three had plans to attend institutions of higher learning. Though I've not done the research on how many High School graduates truly are ready for college, I suspect the numbers are not that high.

Regardless of these initial reactions, I was struck by the reality of the job at hand. How do you ignite the spark for the excitement of learning? What if the spark is completely gone? Surely it was once there? I don't think all of these innovative pedagogies I'm learning are going to do the trick.

I have a real challenge ahead of me and it's runs deeper than asking the right questions!

Midterms!

Remember those awful midterm exams? The ones with ugly multiple choice questions where all the choices are correct, but some are more correct? I have learned that when you get the wrong answer, you have actually complemented the test maker! All of those possible answers that are not the correct answer are called distractors. When the stats are run on these exam items and no one chooses one of your multiple choice responses, you have created a poor distractor. Can you believe it? We actually want you to choose a wrong answer on occasion! Who knew??

I've recently been caring for my mom, who fell and became completely dependent. It was my midterm. I had finally learned about life balance in my 40's - 50 and it was like a light bulb went off. I learned how to say no to activities and people that were not healthy for me. I learned about the positive impact of yoga, meditation and playing music (hand bells are my favorite). I revelled in learning and exercise and really took my ease of living for granted. When mom fell, I quit all those things. Well, except for school (my employer had already paid for it and it was too late to turn back). I was happy to do it, it was definitely the right thing to do. The midterm was about taking my journey in a new direction and figuring out how to stay refreshed and rejuvenated in the absence of all those rebalancing activities. Or, are they really absent? There is a meditative quality to providing care for someone that wants to be independent. A fine balance between taking over and allowing as much Independence and normalcy as possible. Another problem on the midterm was staying motivated and fresh so that mom would know I wanted to be there and not anywhere else on earth.

I think I'm doing OK, but some great distractors have been a sense of hopelessness, finding doors closed at every corner, the inability to see the end and grief. Thankfully, I've had some great professors in my husband and daughter who remind me that I'm on the right path, that this is all temporary and that they are there for me, even though I can't be with them right now. They have been my support system and relief valve. They've come to my rescue more than once and I'm very grateful. I want to be a professor like that one day.

And by the way, to that Great Professor in Charge of the Course: Good distractors pal!

Well here I am in unimaginable territory, creating a blog. A big thank you goes to Greg, a most fun fellow learner in a class we attend called teaching strategies. His presentation was on multimedia. It's only fair that I create a blog, because I required a dialogue of him during my presentation on discussion. Surprisingly, creating a blog was just as easy, maybe easier than keeping a discussion going! The big challenge is coming up with something that might be interesting to read. Some day I will create an assignment involving blogging, so I need to figure out how this all works. If you can read this, I'm somewhat successful!

I'm choosing the title of my blog based on my good fortune with visualization. I can remember at age 18-20 scrubbing the kitchen table with lots of suds. Once I gathered a good amount of the fine white bubbles, I used my finger to write in the soap Amy Chambers, RN. Low and behold I became a registered nurse. Yep, it was that easy (this is a lie... the easy part that is).

I'm not yet a professor, but I love the title and really enjoy teaching nursing students. Who really cares that I'm a "student teacher."