Ch. 3: Experimenting with Technologies (pp. 44-59).
1. On pp. 45-48, Jonassen introduces microworlds and shares several examples. Explore Sodaplay, a contemporary microworld. What's your first impression? In your own words, what is the purpose of this microworld? How could it be used with elementary students?
My first impression of the Sodaplay website was that it was a confusing and rather bland site. However, upon further examination I discovered I like the site Sodaplay. Sodaplay allows students to create animated models, which then others can play with. I found the site rather easy to use. I think the purpose of this microworld is to help promote creative thinking in a collaborative environment. The main focus of this microworld is making physics interactive. Students can play with other models people have created, or they can create their own model.
2. Jonassen discusses simulations on pp. 48-52. In addition to the simulations he provides, explore the online simulations below and provide a reaction to each. Your reaction should include your first impression, your position on using the simulation with students, and your opinion on whether or not the simulation promotes meaningful learning.
Net Frog
My first impression of this site was that it was creative and useful. However, after exploring the site for a while I found this simulation to be too advanced for elementary school students. Although I think the information presented was informative and helpful I do not think I would use the simulation in my classroom. I think students in elementary school would be too distracted and too disgusted to pay attention to the narration.
Funderstanding Roller Coaster
I thought this simulation was great. It was a lot of fun and educational. I think students would certainly enjoy it and have fun while learning about how height, mass, speed or friction influence a roller coaster. I would use this simulation to demonstrate the effects of variables in upper elementary school science classrooms. I think this simulation does promote meaningful learning.
3. Now find a UNIQUE online simulation that you believe could be used with a particular grade level and content area you would teach. Post the URL of the simulation on your learning log and provide an explanation for how the simulation promotes meaningful learning. Remember, you should find a UNIQUE online simulation, i.e., one that has not been introduced by the textbook, me or your peers. The subject of your discussion post should be the name of the simulation so that your peers can quickly see which simulations have already been posted. You will also need to respond to 3 of your peers' posts. Your response should include your impression of the simulation.
See previous post.
4. Educational gaming is introduced on pp. 52-56. Play each of the games listed below, then provide a reaction to each game. Your reaction should include your first impression, your position on using the game with students, and your opinion on whether or not the game promotes meaningful learning.
Darfur is Dying: I found this game entirely too confusing and complex for elementary school children. Although the concept is good I found it was very hard to control and did not give enough directions as to what the people should be doing. The information was useful but I think children would get too confused with all that is required of them in playing the game. I learned more about the Darfur crisis but I think some of the information would not be appropriate for little children. If I were to teach about Darfur in my classroom I do not think I would be using this game. This game would be more appropriate for older students.
Ayiti: The Cost of Life: My first impression of this game is that there is a lot of text for students to read. I can easily see students becoming bored with reading and skipping ahead to the actual game where they learn they do not know what is going on. I also think children might get confused with all that is required of them. I think less initial text and more text placed throughout the game when appropriate would yield more meaningful learning. This game is good in that it does illustrate to students all that is required of healthy living especially in low income areas but I think students would be put off with the introduction to the game they might not play the game to its optimal level.
3rd World Farmer: I found this site rather confusing at first. In the beginning there are no real choices that one can make as to what they do because one does not have money. However, after the first year then students can make decisions about what to buy or not buy. I think to fully optimize student learning there should be information about the crops, animals and necessary tools so students can make a more informed decision. Children can also learn about the different types of crops and animals if there was more information available to them about them. I liked the annual report at the end but I feel like there needs to be more active learning involved in order for it to be truly meaningful learning.
5. Now find a UNIQUE online game that you believe could be used with a particular grade level and content area you would teach. Post the URL of the game on your learning log and provide an explanation of whether or not the game addresses any of Gee's principles (pp. 54-55). Remember, you should find a UNIQUE game, i.e., one that has not been introduced by the textbook, me or your peers. Thus, if a peer has already posted the game you want to use, you'll need to find a different one. The subject of your discussion post should be the name of the game or website so that your peers can quickly see which games have already been posted. You will also need to respond to 3 of your peers' posts. Your response should include your impression of the game.
See previous post.
6. Jonassen provides an overview of virtual worlds on pp. 56-57. Do some research to determine if there are virtual worlds that are appropriate for use by elementary students? If so, describe the virtual world(s). If not, identify characteristics of a virtual world that you think would be appropriate for an elementary student. Be sure to document your research process.
There are many virtual worlds that are appropriate for use by elementary school students. JumpStart is one I found that is appropriate for children aged 3 through 8. There are multiple different virtual worlds depending on grade level (preschool through second grade available). Each of the virtual worlds teaches a different subject area. The focus on JumpStart is to promote math, reading and critical thinking skills. Within JumpStart there are 12 different areas one can visit to practice different skills. Also there is Webkinz World where students own stuffed animals and take care of them like they are real. Webkinz allows students a creative outlet to teach life skills rather than specific subject areas. JumpStart is appropriate for use in the classroom because it is educational, whereas Webkinz would be a more out of school site for children to use.
http://www.jumpstart.com/
http://www.webkinz.com/us_en/
7. For the Digital Interactive Media Project (due in week 7; requirement for A contract), you will use Scratch to create an interactive simulation, game or animation that addresses content appropriate for a grade level of your choice. Explore the Scratch website to review some examples of how the software can be used. There are also resources available to help you learn how to use the software. For this prompt, describe your programming background. Have you ever taken a class on programming or a class where programming was an aspect of the course? Do you know how to write HTML code or other programming languages?
I have no programming background what so ever. I have taken basic computer classes and then EME2040 but that is as in depth as I have gone. I do not know how to write HTML code or any other programming language. Generally, I am a fast learner so I should be able to learn how to write programming. After examining the Scratch website I think creating my own interactive project would be rather easy to do.
Monday, September 14, 2009
Online Game: Action Fraction
http://funschool.kaboose.com/fun-blaster/back-to-school/games/game_action_fraction.html This online game is called Action Fraction. This game teaches children about fractions, while they practice adding and subtracting fractions using different denominators. I think students would enjoy this game because it offers students the ability to race other cars around a track. Many children enjoy competition, even if it is fake, as it motivates them to do better than their opponent. I found this game to be fun. This game starts out very easy. However, as students advanced through the levels it gets harder with students needing to add different denominators. This game is a good game to help reinforce math facts, while also demonstrating some of Gee’s principles. This game applies the multimodal principle since it uses go carts and a race track to engage students. The practice principle is also highlighted as students are given plenty of different fraction problems to solve. The purpose of this game is to practice fraction facts and thus does not involve probing about new identities, or connecting to real life examples or consequences. This game does do a good job for what it is, a resource to practice fractions.
Simulation: Sunny Meadows
http://puzzling.caret.cam.ac.uk/game.php?game=foodchain This simulation is called Sunny Meadows. I would use this simulation in a science classroom in upper elementary school grades. This simulation promotes meaningful learning as children decide how many foxes, rabbits and plants should be in their ecosystem. Then once they run the simulation they can see how the food chain works. This simulation provides lots of vocabulary for students to learn such as consumers, producers and food chains. At the end of the simulation students can see how much each species fluctuated over 50 years. I found this simulation very interesting. I think students could easy learn a lot from running this simulation.
Monday, September 7, 2009
Chapter 2 Reading Response
1. Based on your reading (Information Gathering with Internet Resources, pp. 14-24), evaluate the following websites for accuracy of content. Be sure to identify the procedures you used to evaluate the website.
In order for websites to be considered good websites to use for accurate information they must be relevant and credible.
o Save the Pacific Northwest Tree Octopus
This site is not an accurate site for children to use as a source of information. The information is not credible. This site does not have a reference page to list the resources used to compile the information provided.
o Martin Luther King Jr. - A True Historical Examination
This site is not a legitimate site for children to use. The information presented here is quite biased. Stormfront.org, which is a white pride worldwide organization, created the site; thus the site is very biased against Martin Luther King Jr. The source of the information is also questionable. The site does not show where the information presented came from or when the site was made or last updated.
o Dog Island Free Forever
This site is somewhat legitimate. This site has a disclaimer that states it is not for profit and is only to be used as a source of enjoying dogs. Background information about how the site was created and the history of the creators is available. This site can be used for fun but not for serious research. Since there is no specific information as to what exactly the island provides it cannot be used as a credible research site.
o All About Explorers
This site is not legitimate. Teachers created it for teachers and students. This site also clearly states when it was last updated and provides background information about the authors of the site. There is a link for an Explorer WebQuest. However under About This Site the authors state it was made to help teach students about phony websites.
o History of Robots in the Victorian Era
This site is not an accurate source to use for information. One individual rather than an organization or educational institution created the site. There is also no background information to verify the accuracy of the information. The pictures and visuals used on the site also look photoshopped.
o Dihydrogen Monoxide Research Division
This site is not legitimate. Although the site clearly shows when it was last updated it does not say when the site was created. Also it provides numerous links for further research but it does not provide background information about where the author got the information. Also, this site has a store that it promotes rather than information about the actual cause. More information regarding the background of the site and information is needed before this can be called a legitimate, credible, relevant site to use for research.
o The First Human Male Pregnancy
This site is not legitimate. This site says it is affiliated with the Dwayne Medical Center and offers a space for individuals to voice their opinions, news and press releases, information about the history of male pregnancy and then some frequently asked questions. The site is rather easy to navigate as the home page has links to various differing opinions and articles on the topic. However, this site is a fake. It is not really affiliated with a real hospital and the whole topic is not possible.
o Which of these is the true World Trade Organization website? http://www.gatt.org OR http://www.wto.org
http://www.wto.org is the real World Trade Organization website. This site provides statistics and data and then the research behind the data. Also it provides links to resources, documents, and press releases that the World Trade Organization published. Although the other site looks like it could be the real website, it does not provide enough of the background information about the organization that the real site provides. The real site is also organized in an easier more accessible manner than the gatt.org site.
2. On p. 24, Jonassen briefly mentions Internet scavenger hunts (AKA treasure hunts or knowledge hunts). Choose a content area and grade level, and then do a search for a web-based scavenger hunt. How many do you find? Do any of them promote meaningful learning?
I chose to look for a 5th grade math web-based scavenger hunt. I did not find that many web-based scavenger hunts available for math. However, I did find numerous WebQuests available for other subject areas. Although not all of these sites were legitimate to use in a classroom scavenger hunt assignment, many of them did promote meaningful learning. Education World provides many meaningful learning scavenger hunts for children as students learn how to navigate the Internet.
3. On pp. 25-26, Jonassen introduces webquests. Visit webquest.org and find a webquest you could use with a grade level you are interested in teaching, then provide an explanation for how that webquest you've selected is more than an 'electronic worksheet'. Use Jonassen's criteria for a well-designed webquest. That is, does the webquest incorporate cooperative learning? Does it incorporate consideration of multiple learning perspectives? Does it incorporate analysis and synthesis of information? Does it incorporate creation of original products that demonstrate knowledge gained? Is it open-ended? Is it student-directed?
Hurricane 2000 is a well-designed webquest. http://geocities.com/charatbeach/huricane.html This webquest promotes cooperative learning as students work together to create a presentation to share their knowledge about hurricanes. Each group member takes on a different role in the group to answer questions about Hurricanes. During this webquest students do have an opportunity to learn in different ways by taking on different roles during the project. Students can chose what role they do based on how they learn best. Students do analyze and synthesize information as they read different sites to look for information. Then students must work together to create a script to inform others of what they have learned. Students have the opportunity to be creative when they create a script of their knowledge to share with others at the end of the project. Students then videotape the presentation to present to others later. The project is not open-ended. Students are asked to answer specific questions for each role of the project. The project is student directed though. Students are given a list of resources that they can visit for information if needed but they can chose which of the sites they visit or do not visit. Thus students are in charge of how they complete the project to some extent.
4. Search the web for an example of an elementary teacher who uses handhelds in his/her classroom. Provide an overview of how the teacher integrates handhelds. Does the teacher's use of handhelds allow her/him to do something s/he couldn't do before OR does the teacher's use of handhelds allow her/him to do something s/he could do before only better?
Third graders at Forman Elementary School used Palms in Mrs. Patrick’s classroom. During Language Arts students used Palms to improve their writing skills. Also, they were used as a planner to keep track of due dates and assignments. Students would write assignments at home and then use the Doc To Go application to turn it in. During math class students used handhelds to improve their computation skills. Using handhelds students who did not have computers at home were able to use handhelds to complete writing assignments. Thus, Mrs. Patrick’s use of handheld Palms allowed students to do their current assignments faster while also improving students’ technological skills. The use of handhelds allowed Mrs. Patrick to teach new things while also improving her current teaching methods.
In order for websites to be considered good websites to use for accurate information they must be relevant and credible.
o Save the Pacific Northwest Tree Octopus
This site is not an accurate site for children to use as a source of information. The information is not credible. This site does not have a reference page to list the resources used to compile the information provided.
o Martin Luther King Jr. - A True Historical Examination
This site is not a legitimate site for children to use. The information presented here is quite biased. Stormfront.org, which is a white pride worldwide organization, created the site; thus the site is very biased against Martin Luther King Jr. The source of the information is also questionable. The site does not show where the information presented came from or when the site was made or last updated.
o Dog Island Free Forever
This site is somewhat legitimate. This site has a disclaimer that states it is not for profit and is only to be used as a source of enjoying dogs. Background information about how the site was created and the history of the creators is available. This site can be used for fun but not for serious research. Since there is no specific information as to what exactly the island provides it cannot be used as a credible research site.
o All About Explorers
This site is not legitimate. Teachers created it for teachers and students. This site also clearly states when it was last updated and provides background information about the authors of the site. There is a link for an Explorer WebQuest. However under About This Site the authors state it was made to help teach students about phony websites.
o History of Robots in the Victorian Era
This site is not an accurate source to use for information. One individual rather than an organization or educational institution created the site. There is also no background information to verify the accuracy of the information. The pictures and visuals used on the site also look photoshopped.
o Dihydrogen Monoxide Research Division
This site is not legitimate. Although the site clearly shows when it was last updated it does not say when the site was created. Also it provides numerous links for further research but it does not provide background information about where the author got the information. Also, this site has a store that it promotes rather than information about the actual cause. More information regarding the background of the site and information is needed before this can be called a legitimate, credible, relevant site to use for research.
o The First Human Male Pregnancy
This site is not legitimate. This site says it is affiliated with the Dwayne Medical Center and offers a space for individuals to voice their opinions, news and press releases, information about the history of male pregnancy and then some frequently asked questions. The site is rather easy to navigate as the home page has links to various differing opinions and articles on the topic. However, this site is a fake. It is not really affiliated with a real hospital and the whole topic is not possible.
o Which of these is the true World Trade Organization website? http://www.gatt.org OR http://www.wto.org
http://www.wto.org is the real World Trade Organization website. This site provides statistics and data and then the research behind the data. Also it provides links to resources, documents, and press releases that the World Trade Organization published. Although the other site looks like it could be the real website, it does not provide enough of the background information about the organization that the real site provides. The real site is also organized in an easier more accessible manner than the gatt.org site.
2. On p. 24, Jonassen briefly mentions Internet scavenger hunts (AKA treasure hunts or knowledge hunts). Choose a content area and grade level, and then do a search for a web-based scavenger hunt. How many do you find? Do any of them promote meaningful learning?
I chose to look for a 5th grade math web-based scavenger hunt. I did not find that many web-based scavenger hunts available for math. However, I did find numerous WebQuests available for other subject areas. Although not all of these sites were legitimate to use in a classroom scavenger hunt assignment, many of them did promote meaningful learning. Education World provides many meaningful learning scavenger hunts for children as students learn how to navigate the Internet.
3. On pp. 25-26, Jonassen introduces webquests. Visit webquest.org and find a webquest you could use with a grade level you are interested in teaching, then provide an explanation for how that webquest you've selected is more than an 'electronic worksheet'. Use Jonassen's criteria for a well-designed webquest. That is, does the webquest incorporate cooperative learning? Does it incorporate consideration of multiple learning perspectives? Does it incorporate analysis and synthesis of information? Does it incorporate creation of original products that demonstrate knowledge gained? Is it open-ended? Is it student-directed?
Hurricane 2000 is a well-designed webquest. http://geocities.com/charatbeach/huricane.html This webquest promotes cooperative learning as students work together to create a presentation to share their knowledge about hurricanes. Each group member takes on a different role in the group to answer questions about Hurricanes. During this webquest students do have an opportunity to learn in different ways by taking on different roles during the project. Students can chose what role they do based on how they learn best. Students do analyze and synthesize information as they read different sites to look for information. Then students must work together to create a script to inform others of what they have learned. Students have the opportunity to be creative when they create a script of their knowledge to share with others at the end of the project. Students then videotape the presentation to present to others later. The project is not open-ended. Students are asked to answer specific questions for each role of the project. The project is student directed though. Students are given a list of resources that they can visit for information if needed but they can chose which of the sites they visit or do not visit. Thus students are in charge of how they complete the project to some extent.
4. Search the web for an example of an elementary teacher who uses handhelds in his/her classroom. Provide an overview of how the teacher integrates handhelds. Does the teacher's use of handhelds allow her/him to do something s/he couldn't do before OR does the teacher's use of handhelds allow her/him to do something s/he could do before only better?
Third graders at Forman Elementary School used Palms in Mrs. Patrick’s classroom. During Language Arts students used Palms to improve their writing skills. Also, they were used as a planner to keep track of due dates and assignments. Students would write assignments at home and then use the Doc To Go application to turn it in. During math class students used handhelds to improve their computation skills. Using handhelds students who did not have computers at home were able to use handhelds to complete writing assignments. Thus, Mrs. Patrick’s use of handheld Palms allowed students to do their current assignments faster while also improving students’ technological skills. The use of handhelds allowed Mrs. Patrick to teach new things while also improving her current teaching methods.
Monday, August 31, 2009
Growing Up Online Video Response
Growing Up Online
Chapter 1: Living Their Lives Essentially Online
Chapter 1 was mostly about introducing the audience to the three different children who for the majority have lives online only. This served as the introduction to the Internet and how it has now become the main source of students’ lives. According to the video 90% of teenagers are online.
I believe since this video has been made the percentage of teens online has increased dramatically. I think this video had a good representation of people who use the internet, although I think the result would have been more accurate had students from other cities and schools been interviewed.
Chapter 2: A Revolution in Classrooms and Social Life
Chapter 2 talked about how technology was necessary in school to keep students’ interest. The Internet and the rising popularity of online communities force teachers to become entertainers of the classroom. Teachers today use a new wave of technology that includes using Smartboards, giving lectures on podcasts and even conducting whole lessons while students sit at computers.
The idea that schools are teaching mostly by using technology is quite different than my own schooling opportunities. I think going into a technology savvy classroom to teach would be quite challenging currently because I do not know how to use technologies other than the internet. However, I do believe it is necessary for teachers to learn how to integrate technology into the classroom because I think it is the future. Classrooms will only continue to advance in the types of technologies used to assist learning.
Chapter 3: Self Expression, Trying On New Identities
This section of the video was about how the Internet can be used as a method of escapism. Online one can be a different persona. The Internet allows for students to create a new identity because the perceptions of people can be changed.
Although the idea of being another person online sounds nice, it can be quite dangerous. I believe all people should be able to find an environment where they can be themselves without shame or embarrassment but many times if these environments are online people do not know exactly who they are talking with. Creating a new identity online is okay if used appropriately and people do not share personal information that might put them at risk.
Chapter 4: The Child Predator Fear
The Child Predator Fear is the fear parents have that their children are being solicited online. Parents fear that their children are being exposed to sexual predators and other dangerous being that would risk their safety. In actuality about one in seven students have been solicited online. However, these interactions have been mild and in these cases the students were actively participating and encouraging the interactions.
I think parents do have something to be worried about when their children are online to some extent. Parents should definitely sit down with their children and talk about what information should and should not be shared online. Then it is the child’s responsibility to talk and not talk to certain people. Basically everyone including children need to be careful about who they talk to and what they share online because if you are going to use the Internet then you are at risk.
Chapter 5: Private Worlds Outside Parents’ Reach?
This section was about how children are able to live completely different lives that their parents do not know about while online. Online children are able to be their real selves. One girl was anorexic and was learning about how to live an anorexic lifestyle without her parents even knowing.
Hearing about the different lives young children live online that are completely separate from their real lives was mildly disturbing. I understand the Internet can be a completely different world for some people, but I feel like at some point it is the parents’ responsibility to make sure their kids are not doing something dangerous or risking their lives. Perhaps the Internet is too private and there are too many loopholes children can go through today that can limit what their parents can see. If parents themselves cannot monitor their children, then, maybe the internet should become more of a public domain, where everything is open to the public’s eye and there is no way around things online not being accessible.
Chapter 6: Cyberbullying
Chapter 6 of this video was about cyberbullying. Cyberbullying is trading insults, teasing, and making fun of others online. The effects of cyberbullying are illustrated through the case of a teenage boy who committed suicide after being taunted by a girl and befriending another boy who encouraged suicide.
I thought this section of the video was the most interesting. Cyberbullying has always been an interesting topic because it is so serious. I think passing laws such as Megan Meier’s Cyberbullying Prevention Act are extremely necessary especially with the increasing popularity of the Internet among teenagers and young adults.
Chapter 7: Updates
The last section of the video was an update of where the three main people are in life now and how the Internet is used in their lives today. I thought the updates section was interesting to see how one can be so reliant on the internet and then all of a sudden stop using the internet and technology all together. It was also interesting to learn how the girl has learned how to manage use of the Internet so that she can still have her social friends while also not going overboard and risking suspension.
Chapter 1: Living Their Lives Essentially Online
Chapter 1 was mostly about introducing the audience to the three different children who for the majority have lives online only. This served as the introduction to the Internet and how it has now become the main source of students’ lives. According to the video 90% of teenagers are online.
I believe since this video has been made the percentage of teens online has increased dramatically. I think this video had a good representation of people who use the internet, although I think the result would have been more accurate had students from other cities and schools been interviewed.
Chapter 2: A Revolution in Classrooms and Social Life
Chapter 2 talked about how technology was necessary in school to keep students’ interest. The Internet and the rising popularity of online communities force teachers to become entertainers of the classroom. Teachers today use a new wave of technology that includes using Smartboards, giving lectures on podcasts and even conducting whole lessons while students sit at computers.
The idea that schools are teaching mostly by using technology is quite different than my own schooling opportunities. I think going into a technology savvy classroom to teach would be quite challenging currently because I do not know how to use technologies other than the internet. However, I do believe it is necessary for teachers to learn how to integrate technology into the classroom because I think it is the future. Classrooms will only continue to advance in the types of technologies used to assist learning.
Chapter 3: Self Expression, Trying On New Identities
This section of the video was about how the Internet can be used as a method of escapism. Online one can be a different persona. The Internet allows for students to create a new identity because the perceptions of people can be changed.
Although the idea of being another person online sounds nice, it can be quite dangerous. I believe all people should be able to find an environment where they can be themselves without shame or embarrassment but many times if these environments are online people do not know exactly who they are talking with. Creating a new identity online is okay if used appropriately and people do not share personal information that might put them at risk.
Chapter 4: The Child Predator Fear
The Child Predator Fear is the fear parents have that their children are being solicited online. Parents fear that their children are being exposed to sexual predators and other dangerous being that would risk their safety. In actuality about one in seven students have been solicited online. However, these interactions have been mild and in these cases the students were actively participating and encouraging the interactions.
I think parents do have something to be worried about when their children are online to some extent. Parents should definitely sit down with their children and talk about what information should and should not be shared online. Then it is the child’s responsibility to talk and not talk to certain people. Basically everyone including children need to be careful about who they talk to and what they share online because if you are going to use the Internet then you are at risk.
Chapter 5: Private Worlds Outside Parents’ Reach?
This section was about how children are able to live completely different lives that their parents do not know about while online. Online children are able to be their real selves. One girl was anorexic and was learning about how to live an anorexic lifestyle without her parents even knowing.
Hearing about the different lives young children live online that are completely separate from their real lives was mildly disturbing. I understand the Internet can be a completely different world for some people, but I feel like at some point it is the parents’ responsibility to make sure their kids are not doing something dangerous or risking their lives. Perhaps the Internet is too private and there are too many loopholes children can go through today that can limit what their parents can see. If parents themselves cannot monitor their children, then, maybe the internet should become more of a public domain, where everything is open to the public’s eye and there is no way around things online not being accessible.
Chapter 6: Cyberbullying
Chapter 6 of this video was about cyberbullying. Cyberbullying is trading insults, teasing, and making fun of others online. The effects of cyberbullying are illustrated through the case of a teenage boy who committed suicide after being taunted by a girl and befriending another boy who encouraged suicide.
I thought this section of the video was the most interesting. Cyberbullying has always been an interesting topic because it is so serious. I think passing laws such as Megan Meier’s Cyberbullying Prevention Act are extremely necessary especially with the increasing popularity of the Internet among teenagers and young adults.
Chapter 7: Updates
The last section of the video was an update of where the three main people are in life now and how the Internet is used in their lives today. I thought the updates section was interesting to see how one can be so reliant on the internet and then all of a sudden stop using the internet and technology all together. It was also interesting to learn how the girl has learned how to manage use of the Internet so that she can still have her social friends while also not going overboard and risking suspension.
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.
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.
Tuesday, August 25, 2009
Educational Technology Thoughts
I believe that technology will be utilized in the classroom as an invaluable resource for students to expand upon their knowledge base. Using computers students will be able to learn facts and information that is not immediately accessible to them. Technology also allows students the opportunity to communicate with and learn about others around the world. Introducing students to technology in the classroom will help students in the future as they go into their future careers.
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