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An Interview With Joy Harris

Posted on: Tuesday, 3 January 2006, 03:03 CST

By Landsberger, Joe

Joy Harris is a Media Production Specialist in the Technology Learning Lab, School of Education, University of Missouri-Kansas City.

University of Missouri-Kansas City

JL: Joy, what has been your educational path?

Joy: My educational journey has been rather circuitous. I was working as a network administrator for a chemical company when I returned to college to earn my English degree. When I started graduate school, my heart was set on a degree in women's studies, but none of the universities in the area offered such a program; my second choice was sociology. After a couple of courses, I realized that I had made the wrong choice, so I switched to the adult education program at the University of Missouri in St. Louis (UMSL).

I registered for Selection and Utilization of Educational Multimedia, not knowing that the course content and the professor, Dr. Carl Hoagland, would literally change my life. After completing the course and spending some time in UMSL's Technology Learning Center, I knew without a doubt that I did not simply want to teach adults; I wanted to teach adults technology.

In the final semester of my M.Ed, program, I was hired into my current position as a media production specialist by the University of Missouri, Kansas City's (UMKC) School of Education (SOE) to work in their brand-new Technology Learning Lab. I had come full circle back into a technology position. Currently, I am completing course work for my Ph.D. in adult education with emphases in educational technology and women's studies.

JL: How has this translated into your professional life and responsibilities?

Joy: It has translated so nicely that sometimes it's hard to tell where school stops and work starts, which is how it should be. Adult educators realize that each adult learner is unique. For this reason, UMSL's graduate programs in adult education are by design quite flexible in terms of projects, internships and research. It's fun and exciting to decide what I want to learn, then work with my doctoral committee to find ways that my learning will help make me a better educator and employee.

JL: You mentioned that the Technology Learning Lab is brand-new. What was the motivation for this type of lab and when did it open?

Joy: In 2000, UMKC was awarded a PT3 (Preparing Tomorrows Teachers To Use Technology) grant, which addressed the challenge of teachers becoming more technologically proficient. The grant helped to build a modern technology infrastructure in the SOE and develop programs that instructed teacher education (TE) faculty and students in using the various educational software programs. Once the infrastructure was in place and educators began learning how to use the programs, there was a need for long-term support. The Technology Learning Lab officially opened in October 2004. Our responsibility is to help TE faculty and pre-service teachers effectively integrate technology into the curriculum and stay abreast of new technology trends.

JL: How would you characterize the learning environment at the University of Missouri-Kansas City (UMKC), specifically in the School of Education?

Joy: Three words come to mind: collaboration, respect and diversity. We are an urban university and as a campus we embrace diversity. Within the School of Education, we foster a collaborative learning environment, respecting each other's differences and appreciating that our diversity makes us stronger as educators.

JL: How do you see principles of curriculum design incorporated into UMKC s learning environment?

Joy: I can only speak to our methodology within the Technology Learning Lab (TLL). Within the TLL, we believe in pragmatic, student- centered learning. When a student comes to us, we want to know what s/he would like to create and learn within the assignment s parameters. We do not want students to consider any technology project merely as a completed assignment; we want them to think critically about how the assignment could be used as an engaging learning activity in classes they will teach. We believe in scaffolding as a means to advance to the next level technologically. Some students are very adept at using technology; others are quite intimidated. Regardless of an individual's skill level, we build the student up, and teach each one how to make teaching and learning more exciting and fun with technology. It is our goal to have students walking out of the TLL thinking, "Wow! That was really cool!" Ninety-nine times out of 100, they do.

JL: What technology resources do faculty have? For classroom instructions/ demonstrations? For research? For keeping current?

Joy: The School of Education (SOE) has fabulous technology resources for faculty both in the classroom and in the TLL. We have several Ideal Learning Environment (ILE) classrooms, each with instructor podiums that control all the following at the touch of a button: computer, LCD projector, document camera, VCR, screen, slide projector, sound system and lighting. The ILE classrooms also have podium microphones, wireless microphones and mice and hookups for the instructor s laptops. Within the TLL, we offer specialized hardware including DVD burners, CD burners, digital editing stations, duplex scanners and a color laser printer.

All other SOE classrooms have overhead projectors and screens. The TLL has a sizable inventory of portable equipment that we take to the non-ILE classrooms. This equipment includes LCD/laptop carts, TV carts with VCRs or VCR/DVD combo units, CD players, digital camcorders and cameras, document cameras and slide projectors. We have an online reservation system where professors and students enter their requests and we deliver, set up and retrieve the equipment for them, freeing them to concentrate on teaching and learning. We also have two portable labs, one with PC laptops and one with Mac laptops, that we can deliver to classrooms.

In terms of research and keeping current, the TLL provides faculty one-on-one assistance with specialized research projects and free, on-going technology workshops on software applications and their functionality. At an instructor's request, a TLL staff member will deliver presentations to their entire class on specialized educational software such as TaskStream, Inspiration or EndNote.

JL: How have you organized the Technology Learning Lab? (target audience, staffed, funded, programs, hours, technology, etc.)

Joy: Unlike the general computing labs on campus, the TLL is only open to SOE students, faculty and staff. Everyone in the SOE loves the quieter, personalized space with its specialized hardware and software. The TLL currently has three full-time instructional specialists and three student assistants.

We are very fortunate to have a Dean who realizes the importance of technology for both faculty and students. Even though money is very tight at present because of reductions in state tax dollars, Dean Linda Edwards makes supporting the TLL a priority. We are also beginning to write grants for new educational technology programs.

JL: What applications/software are students likely to use in the course of their studies?

Joy: Virtually all undergraduates will use Blackboard, TaskStream, Inspiration, MS Office Suite, iMovie and PhotoShop. Some of them will also use FlashPaper, FrontPage and Producer for PowerPoint. In addition to all of the aforementioned programs, graduate students will likely utilize EndNote and SPSS.

JL: What role does technology play in the curriculum, both as a tool of production and for learning?

Joy: Currently both Kansas and Missouri require Teacher Education (TE) students to create digital portfolios. This necessitates, at a minimum, that all students know how to create web pages using either TaskStream or FrontPage. For writing their reflective essays and attaching their artifacts, TE students will also need to know how to use a scanner, MS Word or a similar word processing application and PowerPoint. To meet the technology standard, we suggest that the students create a streaming video compressed for the web. Again, these are the minimum standards. We strongly encourage our TE students to learn as much about technology as possible. I often remind them that todays middle and high school students are extremely tech-savvy and as teachers they would be wise to know more than the majority of their young students. It's very embarrassing having a 3rd-grader show you up in terms of technological prowess.

Creating such a variety of projects gives pre-service teachers a glimpse at the many ways that technology can be used as an educational tool. Those that visit the TLL regularly get an added push to take their learning and teaching to the next level by creating projects that really have their classmates and teachers saying "Wow!"

JL: Why is it important for students to develop a portfolio?

Joy: First, the portfolio compels students to reflect. The required philosophy of education and standards essays force students to think about why and how they want to teach. Portfolio artifacts typically include lesson plans, unit plans and rubrics. Creating these as part of their portfolio is good practice. The formative portfolios provide reviewers a chance to see students' weaknesses and help them where they need it most. The summative portfolio provides students with a way to showcase their talent and creativity just as an artist or photographer would do.

I have heard students say that \the portfolio is a waste of time because busy principals do not always look at teachers' portfolios. Whether a hiring principal views it or not is irrelevant; the portfolio process teaches students to think, create, reflect and improve.

JL: Do you think that access to technology presents a problem for them?

Joy: No! Some students try to use it as an excuse, but that doesn't fly with me. Here's why. Go into any poor neighborhood school and ask those kids how many have cell phones, color TVs, cable and game systems at home. Ask them how many of their parents smoke. Despite poverty, the vast majority of these kids will have many of these items and plenty of their parents will spend $3.00 a day to buy a pack of cigarettes. You can buy a new computer with printer for $300-400 now; a decent used one can be purchased for half that. If you can afford a cell phone, cable TV or a $90 month habit, then you can afford a computer. It's simply a matter of priorities. I know; I grew up without lots of things, but education was a priority for my parents, and they made sure that their children had whatever was needed for school. They would sacrifice something else, but never education. For those few that truly cannot afford technology at all, it's available at all the public libraries in the KC area and at labs all over campus; librarians and the folks that work in technology labs really want to help students learn, so all one has to do is ask. If someone came to us and really wanted to learn but needed help accessing the technology, we would do everything in our power to get that student what s/he needed, even if it meant holding a TLL bake sale to do it. We feel that strongly about it.

JL: You keep referring to we. Who exactly is we?

Joy: Molly Mead is the TLL coordinator. Josh Charles is the resident AV technician and web developer. I am the lab's media production specialist. Each of us brings unique and important technology skills to the lab and all of us realize that customer service is a huge part of what we do. We are here for one reason and one reason only - to serve our students, faculty and staff in terms of effectively integrating technology into the curriculum.

JL: Is there an online learning program?

Joy: Yes, the SOE offers a Master of Arts in curriculum and instruction with an emphasis in learning technologies. Currently, fifty percent of the classes are available online.

JL: How do you engage your students with emerging technologies?

Joy: We are genuinely excited about what we do and that enthusiasm shows. Like new grandparents that cannot stop showing baby pictures of the latest addition to the family, we constantly talk up what we find new and exciting. We also showcase student work in a variety of ways to excite current and potential students about the possibilities that technology offers.

JL: What feedback have you had from graduates of your program?

Joy: Since we've only been open for a year, we have received limited feedback from graduates. The ones that have come back to talk to us say that they love the Technology Learning Lab and the skills they learned here are very useful. We know that many area schools have excellent technology resources and these schools expect new teachers to walk in the door knowing how to utilize those resources. The graduates who spent a lot of time in the TLL their last two semesters are more competent. When they do encounter a program or peripheral that they haven't used before, they have the confidence to figure out how to make it work. Even though we are relatively new, it's not unusual to have former students drop by or call looking for suggestions on how to use their school's technology in the best way. That tells me that these new teachers are active learners and they know that we are here to help them even after graduation.

JL: What are some examples of your graduates' work?

Joy: Our students have put together fabulous digital movies, digital slide shows with music, stop-motion animation videos and some very creative projects using PhotoShop. We have a child-care center on campus and the school-aged summer program is housed in our building. This year, one of the student workers compiled a slideshow of the children and set it to music. The last day of the program, the kids all came down to the TLL to watch it on the big screen. The children were dancing, clapping and singing. One boy began crying because the summer was over and he had to leave his friends and teachers. When the show was over, the children screamed for an encore! That was a very fun and powerful use of educational technology.

JL: Do you have a website for your own work, or for your facility?

Joy: Our website is http://education. umkc.edu/TLL/ and we do have a link for student work.

JL: What led to your interest in developing a course in ethics?

Joy: A lot of very intelligent people in education seemed to be under the assumption that using other people's protected work was acceptable as long as it was for educational purposes. They didn't think of it as stealing - because they would never consciously do that - but that's what it is. I felt the need to educate teachers on what really constitutes fair use. The course grew from there.

JL: What does constitute fair use?

Joy: Unfortunately, even the copyright office will tell you that, "The distinction between 'fair use and infringement may be unclear and not easily defined. There is no specific number of words, lines or notes that may safely be taken without permission." Our job as educators is to read the laws in their entirety and make every attempt to work within the spirit of the law. We are not attorneys and we probably will not always get it right - how can we when it's not black and white - but we have to judiciously try. As researchers and writers we would expect the same respect of our work.

JL: If fair use is not a clear-cut issue, how can educators be expected to work within the framework of the law?

Joy: First, most universities and many school districts have their own regulations concerning the use of copyrighted materials. Educators should begin by determining if their institution does have such a policy; if so, they should familiarize themselves with it. Educators who use Blackboard should read and follow their guidelines. Most of the time, you will find that the various guidelines match exactly.

JL: With so many types of media with varying guidelines, how can educators remember them all?

Joy: You can't, but you can remember some general copyright guidelines. A general rule is 10% or less - typically it's less. For example, when copying video, you can legally use up to 10% or 3 minutes, whichever is less; text material is up to 10% or 100 words, whichever is less; music lyrics and video are up to 10% but no more than 30 seconds. We keep both the university regulations and the Blackboard guidelines posted in the lab for easy reference.

JL: Educators face a great many ethical issues; why teach technology ethics?

Joy: According to a 2004 Missouri DESE report, 81 percent of K- 12 students routinely use educational software. Technology is an integral component of education today, yet very little attention has been paid to the right conduct surrounding its use; we need to change that.

JL: Other than the doctrine of fair use, what are some of the other specific issues of your Educational Technology Ethics curriculum?

Joy: Cyberbullying has become a serious problem, and many teachers are not aware of its frequency or severity. Sites that offer free, easy to set up web pages, such as Xanga.com are replete with postings from 12, 13 and 14-year-olds who form cliques and torment anyone they view as uncool. The problem became so bad for 7th-grader Ryan Halligan that on October 7, 2003, he committed suicide after months of cyberbullying. I feel compelled to educate teachers and parents so they are aware of this problematic trend.

In addition to bullying, sites such as Xanga offer a venue in which barely pubescent kids can talk as if they were sexually active adults. I know that if some of these parents saw what their 11, 12 and 13-year-old daughters are writing, they would just die. If I can make teachers aware, they can help make parents aware.

We also talk, at length, about plagiarism. It never ceases to amaze me how much high school and college writing is plagiarized and how few instructors take the time to check. Our campus is conducting beta testing of Turnitin. corn's software, which we in the TLL are very excited about. Even before services such as this existed, meta- searches such as Dogpile, Web Ferret and Google could easily find many instances of plagiarism very quickly.

We cannot allow students to cheat simply because it is too time- consuming to prove they are cheating. We have to catch them and counsel them when they are young on why this behavior is so wrong. We have to help them understand that everyone has good, original ideas.

JL: Are there any other issues relative to educational technology ethics that you feel need more attention?

Joy: Yes, privacy comes to mind. Educators need to be very cautious about what information is sent electronically and who has access to confidential computer files. Most educators are judicious about paper records, but many do not give as much thought to electronic correspondence and digital records. Email in nof secure and is easily forwarded. It's important for schools to require alpha numeric passwords and force users to change them at regular intervals. When I worked in the corporate world, I could often guess a user's password in less than 5 tries. That is not security.

JL: What are some of the components of the course?

Joy: As with any good ethics course, dialogue is the major component. We discuss the issues in detail and share our personal stories as students, educators and parents. The course has been offered both in class and online. For the online section, we relyheavily on daily Blackboard postings to discuss the issues. The other components are essentially the same for both sections: 1) Students read a variety of articles on timely topics. 2) They create a WebQuest on an ethical topic of their choice. I encourage them to make it practical - something they can use in another class they are taking or one they are teaching. 3) They write an expository essay on any ethical issue facing educators in the digital age. 4) We learn by sharing.

JL: Do you think that this should be a required course, rather than an elective?

Joy: Absolutely! Teachers are charged with the tremendous responsibility of helping us raise our children into ethical, caring, productive citizens. Why then do we spend so little time discussing all the ethical components of teaching?

JL: Do you know of programs that require a course in ethics for educators?

Joy: No. I know that general methods courses do discuss ethics, but I do not know of any TE programs that require separate ethics courses. I am sure I will hear about them after this article, but that's a good thing. I would like to know.

JL: Can you suggest further reading and resources around the questions of ethics?

Joy: There are a number of good websites that I recommend.

1. The United States Copyright Office website is a good place to start; this particular link discusses copyright basics: http:// www.copyright.gov/ circs/circ 1 .html#wci

2.Northern Illinois University's Department of Educational Technology, Research and Assessment (ETRA) also offers some excellent online resources, including information about public domain and the Teach Act. Their link is: http://www.cedu.niu. edu/ etra/resources/kms/copyright/ overview.htm

3. The University of Illinois Laboratory High School has posted a number of scenarios useful for teaching Internet ethics. These scenarios are posted at: http://www.uni.uiuc.edu/library/ computerlit/scenarios.html

4. Cyberbully.org offers information for educators and parents on cyber-harassment.

JL: What professional organizations do you find most helpful?

Joy: The International Society for Technology in Education (ISTE) is a very good educational technology resource. I also like the publications from the American Association of University Women.

JL: Thank you, Joy.

Copyright Association for Educational Communications & Technology Nov/Dec 2005

Source: TechTrends

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