24th Annual TCC | Online Conference | April 16-18, 2019

Sustainable Learning, Accessible Technologies, & Diverse Contexts

20-Minute Session

Innovative Mobile Technology: A Powerful Tool for Language Learning

Session Description
Currently, innovations in mobile technology are contributing to language learning because they allow learners to access learning materials based on their interests at any time, from any location, and beyond educational limitations. In particular, mobile devices such as the Smartphone and Tablet have become powerful, ubiquitous tools for language learning. This study explores mobile learning in the foreign language classroom and how this approach can be used to teach foreign language in South Korea, where English education is greatly emphasized. Most students who belong to the “digital native generation” have their own mobile phones and are highly skilled at using them (e.g., searching, analyzing and collecting data, using apps). However, many teachers are still reluctant to allow students to use their mobile phones in the classroom. We as teachers must begin to perceive mobile devices as learning tools and recognize their potentially useful role in the classroom. Mobile phones are now equipped with GPS, voice, automatic translator, texting, visual multimedia, and other features that have the potential to improve language learning performance for EFL students. This study considers the historical overview of mobile learning and diverse educational theories related to m-learning. The study also analyzes the challenges and opportunities of mobile device use in the foreign language learning context, suggesting a range of diverse and practical learning activities using mobile phones to ensure that innovative mobile technology can actually improve language learning in South Korea. Ultimately, the study concludes that teachers must adopt mobile devices in their classrooms for a learner-centered approach.
Presenter(s)
Hye Jeong Kim
Hye Jeong Kim, Kookmin University, Seoul, South Korea
Hye Jeong, Kim is an assistant professor at Kookmin University, Seoul, South Korea. She is interested in English Education using multimedia.
Session Type
20-Minute Session
Audience
All Audiences

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Research outta the box: The Potter Box across the curriculum

Session Description
The four-part Potter Box comprises an iterative process that can be used for the ethical decision-making that should underlie the Scientific Method and the critical thinking that accompany academic research. This presentation will set forth the history and development of The Box, its applicability in various disciplinary and cultural milieux, and its special utility for us in a multiply mediated world where questions of “ethics” and “ethical behavior” sometimes confuse themselves or are seemingly answerable only with reference to “personal truth” or “believability”.

Use of the Potter Box comprises four steps, including “Definition”, “Values,” “Principles,” and “Loyalties.” Since it is iterative, the four-step process repeats itself as more information becomes available, as “values” become clearer, as stakeholders’ ethical principles gel, and as “loyalties” become plain.

The Box-user begins with Definition, a place of facts accumulation in which data are amassed from across cultures, perspectives, and disciplines. Examples of how “Definition” works in various cultures and across curricular boundaries will be seen, and participants will be asked to comment. Indeed, as each step of Box-making proceeds, Q & A, as well as brainstorming, will take place, so as to stimulate participation and discussion, as well as to develop ideas.

Presenter(s)
Katherine Watson
Katherine Watson, Coastline Community College, Fountain Valley, California, USA
Dr. Watson has been teaching French, English, linguistics, anthropology, and English as a Foreign Language for more than four decades, at first among fieldworkers in New England, then in traditional classrooms, then through television, and finally, online. She was named by the Annenberg/ CPB (Corporation for Public Broadcasting) Project to co-conceive, develop, and teach in the Project’s first online initiative, French in Action Online, and her French Topics was the first completely-online offering in California’s Coast Community College District. Dr. Watson’s papers have been published here and abroad, by IDEA, Syllabus, Virginia Tech, Temple University, The League for Innovation, NISOD, and The International Conference on Teaching and Learning, among others. In addition, Dr. Watson is a professional translator and interpreter and trained interpreters for the United States Olympic Committee and during the World Cup. Apart from these activities, sailing and swimming and reading and writing provide joy!
Session Type
20-Minute Session
Audience
All Audiences

A recording of this presentation is available.
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The Effects of Computer-Based Technology Use on Learning Capabilities, Thinking Skills and Academic Achievement of Generation Y in an Online Post-Secondary Environment

Session Description
The purpose of this phenomenological study was to identify the impact of computer-based technology on Generation Y students in the areas of learning capabilities, thinking skills and academic achievement. The researcher created a Google Classroom as a means of capturing lived experience with use of technology for online learning from 20 Generation Y students who were pursuing a bachelor’s degree from an accredited online institution. Emergent themes in the interactive, dynamic focus groups conducted through Google classroom revealed that Generation Y values the information search benefits of technology, as well as the ability to form connections via social media. At the same time, they raised concerns about information overload and heightened distractibility when searching for information online. Interestingly, most subjects reported using search engines for supplementary information rather than the main objectives of an individual assignment. EBSCO was especially praised for its value in locating peer-reviewed information relative to assignments. Brainstorming and outlining are also used by Generation Y prior to conducting specific assignment-related information searches. Members of Generation Y also believe technology has made their learning experience more productive. This includes greater networking and sharing of ideas to enhance the learning process which the online learning environment has made possible. At the same time, concerns were raised about an over-dependence on technology overall in the learning process. The results of this study can help administrators understand the lived experience of Generation Y with technology in their learning process, so as to design maximally effective learning experiences for them. They can strive to seek the optimal balance of technology infusion into the curriculum to capitalize on its potential as a time-saver without becoming a distraction.
Presenter(s)
Jed Green
Jed Green, Baker College, Flint, Michigan, USA
Dr. Jed Green serves as Senior Business Analyst for AMH Healthcare, an industry-leading healthcare staffing organization that assist healthcare organizations to thrive in staffing complexity through the application of principles and practices grounded in the technology movement.

With over ten years in the technology arena, Dr. Green holds several positions throughout the industry with has earned him a reputation through his insightful and entertaining presentation. Dr. Green is one of the most sought after training consultant with over six years as a Computer Application and Management Principles instructor. Additionally, he is a top instructor delivering ground-breaking SAT/ACT presentations on creativity, innovation, and preparation to emerging high school students.

Dr. Green’s educational experiences include a Ph.D. from Baker College in Business Administration and two master’s degree from Texas Southern University in Business Administration and Information Systems.

In his spare time, Dr. Green volunteers at his local church as the IT/Network Administrator.

Mary Dereshiwsky
Mary Dereshiwsky, Northern Arizona University, Flagstaff, Arizona, USA
Peggy Houghton
Peggy Houghton, Baker College, Flint, Michigan, USA
Helen Bojarczyk
Helen Bojarczyk, Baker College, Flint, MI, USA
Session Type
20-Minute Session
Audience
All Audiences

A recording of this presentation is available.
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University Student Involvement in Artificial Intelligence

Session Description
We want to share our experiences of starting an Undergraduate Artificial Intelligence (AI) and Internet of Things (IoT) club at a school that had no prior computer oriented clubs. We overcame many challenges as we simultaneously began working on our first projects. The students that joined the club are current Software Engineering (SE), and Business students with an emphasis in Computer Information Systems (CIS) who had minimal prior knowledge in AI and IoT. We built interest together and have since been able to share our passion with our school by hosting a university-wide event to get students of all backgrounds involved. We have created projects to try to reach students of all different knowledge levels. One of our main projects was facial recognition through the raspberry pi, using the OpenCV Framework. This was a large milestone for our club, because everyone was able to understand it, and we were able to establish a foundation to build off of. We were also able to raise funding to purchase multiple arduino kits and raspberry pi kits, to make them available to all of our club members. Some more of our initial projects included a joystick and LED project as well as a distance sensor and a passive speaker. Our intentions are to continue to build this club up for future student involvement since AI and IoT, is the future.
Presenter(s)
Luke Monington
Luke Monington, University of Northern Colorado, Greeley, Colorado, USA
My name is Luke Monington. I’m the President of the AIoT club. I am a Computer Information Systems major. In the future, I hope to pursue a career in Arificial Intelligence.
Daniel Herrerra
Daniel Herrerra, University of Northern Colorado, Greeley, CO, USA
My name is Daniel Herrera, I’m currently a senior Software Engineering and Physics major at the University of Northern Colorado and I’m the Vice President of the AIoT club. I am a Colorado native, born on the eastern plains in the small town of Burlington. My future career plans are to become a full stack developer and eventually marry my two degrees in the aerospace industry. Outside of school and work I love to listen and make music, I also like to play video games or play Dungeons and Dragons with my friends. I love to learn and have had a blast teaching myself the basics of machine learning and artificial intelligence in an attempt to pass that knowledge onto the members of our club.
Session Type
20-Minute Session
Audience
Novice

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Internationalization of Online Education

Session Description
I will discuss how internationalization of online education is relevant to the ongoing development and improvement of education via this medium.
Presenter(s)
Jack Rosenzweig
Dr. Jack Rosenzweig, Atlantic International University, Honolulu, Hawaii, USA
Dr. Jack Rosenzweig started his journey in the education field more than twenty years ago as a middle school teacher. After he completed his Bachelors in Computer Science and Engineering Technology and his Master of Science in Engineering Physics degree at the University of Toledo, he pursued his passion to make a difference in the lives of youth through science and technology education. From there, he transitioned to teaching at the university level, became a program director, and later transitioned to his role as dean. Dr. Rosenzweig earned his doctorate in higher education from Nova Southeastern University prior to beginning his position as an academic dean at Atlantic International University.
Session Type
20-Minute Session
Audience
Novice

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