Chapter 1 Reading Response

Chapter 1
1. What is your first impression of this textbook based on reading the preface and first chapter?
I think the textbook will help teach me ways to effectively integrate technology into the daily curriculum. I like the idea of learning how to use technology with children. Many times, especially in today’s society, children are more technology competent than the teachers. However, if both teachers and children can learn with technology together, then I believe both will benefit enormously. The idea of learning with technology and not from technology will also be interesting to investigate. Hopefully this textbook will teach me some effective ways to help children actively learn with technology.
2. Jonassen identifies 5 characteristics of meaningful learning. How do these 5 characteristics compare with your own understanding of what meaningful learning is?
Jonassen mentions the 5 characteristics of meaningful learning as active, constructive, cooperative, authentic, and intentional. I agree that in order for learning to be meaningful one must be actively engaged in discussions and thinking about the concept. Students must also be able to explain their own understanding of the concepts to demonstrate full comprehension. When children can link the concepts learned in the classroom to examples outside the classroom in their real lives then they more likely to connect with the material and truly learn it. However, I believe one can learn something without initially setting out to learn it; all learning is not necessarily the intended thing to be learned. Additionally, many children learn best initially when they are independent. I do believe cooperation and group work should be introduced into the classroom in addition, but students should have time to reflect on their own understanding first.
3. As a student you have observed the teaching process for more than 15 years. Some authors refer to this as an apprenticeship of observation. Reflecting back as a K-12 and college student, how have you seen technology used as teaching and learning tool?
During my schooling, technology was used mostly outside of the classroom. In elementary school if we finished up our work ahead of time we could play math games on the computer. Yet since there were only 3 computers for the whole class these occurrences were rare. As I progressed through schooling, computer use inside the classroom got less frequent. In middle and high school computers were only used to type papers, which mostly occurred outside the classroom at home. Other than computers the most technology used was an overhead projector and rarely an ELMO machine. Technology was used as a medium to post notes faster than the traditional chalk to chalkboard technique.
4. In your own words, what is the difference between ‘learning from technology’ and ‘learning with technology’?
Learning from technology is when one is shown information on a screen with minimal to no skill or work involved at getting the information. Learning with technology is actively working towards creating an understanding of information that is not always immediately apparent. Learning with technology involves learning about how the technology works while learning other concepts. Learning with technology allows students personal freedom as they figure out things as they go along, whereas learning from technology involves a rigid path students follow, depriving students of freedom in their learning.
5. Who is David Jonassen? Find out more about his background and professional interests.
David Jonassen went to school at the University of Delaware. He took many psychology classes and then he completed a masters program in experimental educational psychology. He then taught in elementary and junior high school. Currently he is a distinguished professor of education at the University of Missouri-Columbia. David Jonassen’s professional interests include cognitive tools such as Mindtools for learning, cognitive modeling and cognitive task analysis, systems dynamics and systems modeling, and problem solving.
6. Occasionally, you may come across unfamiliar terms in the reading. Rather than ignore them (a strategy struggling readers use), be sure to understand what these new words mean. This is great practice for the GRE. Also, when we discuss the readings in class, I will randomly call on students to define unfamiliar terms using their own words. For example, do you know what an ‘epiphenomenon’ is? Can you define the word ‘nascent’? Both of these terms are used in Ch. 1.
Epiphenomenon is a secondary or additional phenomenon that results from and accompanies another phenomenon. Nascent means beginning to exist or develop; emerging. Advent means the coming or arrival. Myriad means a lot or an indefinitely great number. Syllogisms require deductive reasoning. Repositories are storehouses, or an abundant source or supply.
7. Choose one question from the ‘Things to Think About’ section on pp. 10-12. Respond to this question. Be sure to identify the question to which you are responding.
10. Can you learn to cook merely from watching cooking shows on television? What meaning do you make from the experiences that you observe? Will the experiences you have when you prepare a dish be the same as that of the television chef? How will it be different?
No, it is not possible to learn how to cook from merely watching cooking shows. Cooking is something that must be done and practiced in order to learn. From observing others you learn mistakes they have made so as not to do them yourself. From observing you learn what the dish is supposed to involve and how it is to look at the end. By observing you begin preparing yourself for active, manipulative learning that will occur when you make the dish yourself. Intentional learning is also taught through observing as one learns what the final product should look like, which then helps them create a goal for their own dish. Constructive learning, where the cook examines what the chef did to create the dish, occurs while one observes the chef too. Authentic, active and constructive learning again occur as one actually tries to cook the dish himself. Cooperative learning also occurs while observing the TV chef because one uses the ideas of the chef to mix with his own ideas to create new recipes and dishes. Many times the best dishes are created from mixing multiple peoples’ ideas to create a whole new dish altogether. The experiences you have when you prepare the dish on your own will be different from those of the television chef. The television chef is an expert at making the dish. Thus, when he or she explains how to make the dish one is not learning all the things that might go wrong. Rather, the chef is discussing what should happen. Thus, when you make the dish and things start to go wrong you will be experiencing things differently. Each time you cook a dish your experiences will be different because one will have reflected upon and learned from his or her past experiences. Additionally, minimal learning can occur while watching the chef cook. In order for real, meaningful learning to occur one must be actively engaged in creating his unique dish.