So..finally...after weeks of fear and trepidation I finished my webquest. Here it is...
Around the World
I hope you find value in it...
Tuesday, August 12, 2014
Final Reflections and Thoughts....Week 9
My how time flies...
Objectives...
After many weeks of trying out new tools, I can say for sure that I have achieved all of the objectives set forth in the syllabus. I learned ways to promote student reflection using collaborative tools. I experimented with tools such as blogger.com, and created a living memory of the learning process. Most importantly though, I learned that the tool that is not what is most important. How you use it is clearly the most important aspect.
I demonstrated understanding of safe, ethical, legal and moral practices related to digital information
and technology. This objective was always particularly important to me as an artist. It is important to give credit when credit is due. While many of us find this challenge to be frustrating, it can actually be an excellent exercise in creativity. Take for example my Animoto creation. To be a good digital citizen and help focus my own creation, I limited myself. All of my photos came either from Animoto or Morguefile, nowhere else. This was a particularly interesting exercise and it reminded me of an important lesson I learned a long time ago. We all need constraints. By limiting the pool from which we draw from, we can help focus our work and create a more coherent piece.
Lastly, I demonstrated an understanding of the use of assistive and adaptive technologies and other digital resources to personalize and differentiate learning activities. This was most apparent in my reflection of my tech interview. Using data and data patterns to help differentiate learning activities is often overlooked. I guess its not as cool as the latest apps or websites. Or maybe some teachers can be reluctant because they must step out of their comfort zone. However, it clearly does have a tremendous positive effect on today's classroom when a teacher takes on the role of researcher.
Why is it important to integrate technology into lessons? Is it?
There are many reasons to integrate technology. There are also many reasons to make sure it is integrated well. However, I would like to focus on one particular aspect of why it might be a good idea. Students use technology at home all the time. They use it alone, with their family, and with their friends. But in each of these situations, students rarely are having discussions about digital citizenship, authentic sources, or ergonomics. We have an opportunity to teach them about all of these things and connect them to other subjects in the process.
Do you know how you sit at your computer?
What are barriers to technology?
Research, research, research! I had such a difficult time finding quality research concerning technology in the classroom. Of course this makes sense. The Internet has not been around that long and technology integration in the classroom is in its infancy. However, we definitely need more research to help us understand what is truly happening when technology is utilized in the classroom. How do we truly know a technology is more effective than another tool (that doesn't cost as much)?
Web 2.0 tools
In particular, I loved Storybird. I know that some people see it as a drawback that you cannot search for particular pictures. They see it as too limiting. However, I feel that this can be an excellent exercise in creativity. I guess this goes back to what I was saying about the approach I used with Animoto. Sometimes we need to give ourselves limitations to be creative. If we have too many options, it can be too overwhelming.
How have you begun to create your PLN?
My PLN is in its infancy. I must admit that I am just getting comfortable with being on the Internet so much. There was one particular tool though that I loved: Diigo. To give you a little personal background, I must admit I am an NPR addict. And yes, I am not afraid to admit. I love learning about new things. I love thinking about things that I hadn't thought about before. And now I have a tool to help organize all of the things I heard about or saw and want to read later. And to top it all off, just when you thought it couldn't get any better, you can become part of someone else's PLN and access other people's bookmarks. Of course, this goes completely against my philosophy of limiting, but I guess I am OK with that.
Of all types of communication and networking, I still prefer face-to-face. I guess you could call me old fashioned. The good news is that I have started to create a PLN in my hometown. I have become good friends with a veteran teacher and she has begun to introduce me to many other teachers in the area as well. It really is true, a thousand mile journey begins with a single step.
Objectives...
After many weeks of trying out new tools, I can say for sure that I have achieved all of the objectives set forth in the syllabus. I learned ways to promote student reflection using collaborative tools. I experimented with tools such as blogger.com, and created a living memory of the learning process. Most importantly though, I learned that the tool that is not what is most important. How you use it is clearly the most important aspect.
 |
| It's not really the tools, it is how you use them... |
and technology. This objective was always particularly important to me as an artist. It is important to give credit when credit is due. While many of us find this challenge to be frustrating, it can actually be an excellent exercise in creativity. Take for example my Animoto creation. To be a good digital citizen and help focus my own creation, I limited myself. All of my photos came either from Animoto or Morguefile, nowhere else. This was a particularly interesting exercise and it reminded me of an important lesson I learned a long time ago. We all need constraints. By limiting the pool from which we draw from, we can help focus our work and create a more coherent piece.
Lastly, I demonstrated an understanding of the use of assistive and adaptive technologies and other digital resources to personalize and differentiate learning activities. This was most apparent in my reflection of my tech interview. Using data and data patterns to help differentiate learning activities is often overlooked. I guess its not as cool as the latest apps or websites. Or maybe some teachers can be reluctant because they must step out of their comfort zone. However, it clearly does have a tremendous positive effect on today's classroom when a teacher takes on the role of researcher.
Why is it important to integrate technology into lessons? Is it?
There are many reasons to integrate technology. There are also many reasons to make sure it is integrated well. However, I would like to focus on one particular aspect of why it might be a good idea. Students use technology at home all the time. They use it alone, with their family, and with their friends. But in each of these situations, students rarely are having discussions about digital citizenship, authentic sources, or ergonomics. We have an opportunity to teach them about all of these things and connect them to other subjects in the process.
What are barriers to technology?
Research, research, research! I had such a difficult time finding quality research concerning technology in the classroom. Of course this makes sense. The Internet has not been around that long and technology integration in the classroom is in its infancy. However, we definitely need more research to help us understand what is truly happening when technology is utilized in the classroom. How do we truly know a technology is more effective than another tool (that doesn't cost as much)?
Web 2.0 tools
How have you begun to create your PLN?
My PLN is in its infancy. I must admit that I am just getting comfortable with being on the Internet so much. There was one particular tool though that I loved: Diigo. To give you a little personal background, I must admit I am an NPR addict. And yes, I am not afraid to admit. I love learning about new things. I love thinking about things that I hadn't thought about before. And now I have a tool to help organize all of the things I heard about or saw and want to read later. And to top it all off, just when you thought it couldn't get any better, you can become part of someone else's PLN and access other people's bookmarks. Of course, this goes completely against my philosophy of limiting, but I guess I am OK with that.Of all types of communication and networking, I still prefer face-to-face. I guess you could call me old fashioned. The good news is that I have started to create a PLN in my hometown. I have become good friends with a veteran teacher and she has begun to introduce me to many other teachers in the area as well. It really is true, a thousand mile journey begins with a single step.
Sunday, August 10, 2014
Talking About NWEA, NECAPS, and DIBELS - Week 8
Prior to starting my Masters in Education program, I was oblivious to the great wide world of educational related acronyms. Needless to say, I have become accustomed to hearing them but I still generally do not know what many of them are. So, I smile and nod and then google them later. Unfortunately, this can often take five minutes (feels like 20) of searching.
Take, for example, the new acronym I encountered in my tech interview: DIBELS. It is not DIBBLES. It is DIBELS. Now I understand the acronym but I am just beginning to understand what it is they do. Luckly, unlike other acronyms, DIBELS are what they sound like: a set of short procedures and measures for assessing the acquisition of early literary skills from kindergarten through sixth grade. They are designed to be short and acurate. And, according to Ms. M, they are a critical element in a successful reading intervention. To me, this philosophy makes sense: less is more. One gets as much information as possible from as small a sample as possible, which allows for more time teaching and less time testing.
Theoretically, this is the argument for any technology use. It makes us faster and more effective. There is less trial and error and (ideally) more success. However, that is only when the technology is working effectively. What happens when the system crashes?
Yes, you guessed it...drum roll please...pencil and paper. So, what is a teacher to do when technology is problematic and too few studies are available to give firm conclusions regarding the effectiveness of tech in the classroom?
The answer? What they have always done. Approach each situation with the best knowledge and preparation intertwined with flexibility. Teachers have always faced this problem. Nothing works perfectly a hundred percent of the time. And sometimes, the best learning actually takes place through trial and error. We must first fail to truly learn. And, ironically, in the world of video game learning we might even need to use cheats, which isn't really cheating after all. The cheats reveal another problem to solve, forever unfolding.
Upon completing my field experience for this course, I found myself wishing for the opportunity to interview another teacher, someone older with many more years of experience. For while I agreed with much of what Ms. M told me, I am sure if she were thirty years older she would probably have a differing opinion on some of the questions. Once again I was reminded that we must try and look at problems through different eyes. In doing so, we may create a solution that was never imagined. Or more often than not, the solution is so obvious, we missed it the first time.
So many times I hear people say, "We have to do it this way because the kids are expecting it." Or they say, "We have to do it this way because the world they are entering is immersed in technology." I might argue that, yes, both of those statements are true. However, it does not necessarily mean that we have to do it that way. In fact, maybe we shouldn't. Maybe there is another way, not the old way, another way.
Interview with Ms. M: a Reading Specialist with eleven years of experience
Take, for example, the new acronym I encountered in my tech interview: DIBELS. It is not DIBBLES. It is DIBELS. Now I understand the acronym but I am just beginning to understand what it is they do. Luckly, unlike other acronyms, DIBELS are what they sound like: a set of short procedures and measures for assessing the acquisition of early literary skills from kindergarten through sixth grade. They are designed to be short and acurate. And, according to Ms. M, they are a critical element in a successful reading intervention. To me, this philosophy makes sense: less is more. One gets as much information as possible from as small a sample as possible, which allows for more time teaching and less time testing.
Theoretically, this is the argument for any technology use. It makes us faster and more effective. There is less trial and error and (ideally) more success. However, that is only when the technology is working effectively. What happens when the system crashes?Yes, you guessed it...drum roll please...pencil and paper. So, what is a teacher to do when technology is problematic and too few studies are available to give firm conclusions regarding the effectiveness of tech in the classroom?
The answer? What they have always done. Approach each situation with the best knowledge and preparation intertwined with flexibility. Teachers have always faced this problem. Nothing works perfectly a hundred percent of the time. And sometimes, the best learning actually takes place through trial and error. We must first fail to truly learn. And, ironically, in the world of video game learning we might even need to use cheats, which isn't really cheating after all. The cheats reveal another problem to solve, forever unfolding.
Upon completing my field experience for this course, I found myself wishing for the opportunity to interview another teacher, someone older with many more years of experience. For while I agreed with much of what Ms. M told me, I am sure if she were thirty years older she would probably have a differing opinion on some of the questions. Once again I was reminded that we must try and look at problems through different eyes. In doing so, we may create a solution that was never imagined. Or more often than not, the solution is so obvious, we missed it the first time.
So many times I hear people say, "We have to do it this way because the kids are expecting it." Or they say, "We have to do it this way because the world they are entering is immersed in technology." I might argue that, yes, both of those statements are true. However, it does not necessarily mean that we have to do it that way. In fact, maybe we shouldn't. Maybe there is another way, not the old way, another way.
Interview with Ms. M: a Reading Specialist with eleven years of experience
How long have you
been teaching?
I was actually a fourth grade classroom teacher for seven
years and now this is my fourth year as a part time reading specialist. I have taught for a total of 11 years.
I also work with our Assistant Principal and am on the
district data team. My role has simply
evolved.
In the time that you
have been teaching, how have you seen technology in the classroom change?
A huge deal. In ten
years I have seen it change a lot. My
first two years I had one computer for the whole classroom. I used it in the classroom, however I rarely
had students on it. We did have a
computer lab that students would go down to.
They would have keyboarding or they would work on a word document but
that was outside of the classroom. It
was very separate. I also had an overhead projector, and that was in 2004, so not that long ago. We definitely had technology back then but it
was not as prevalent in the classroom. Now I am not teaching in a classroom, however
I am going into classrooms and providing interventions to students so I see
lots of technology use in the classroom.
For example, I see first graders working on Ipads or listening to
stories on Ipods. There is also the
laptop cart making the rounds.
Technology has definitely infiltrated the classroom. That is the biggest difference I see. Technology is no longer separate.
Do you see it as a
positive change, having technology seamlessly integrated? Or do you sometimes wish that there were more
of a separation?
 |
| Balance... |
I think there is a balance.
Classroom teachers need to decide when is the appropriate time to use it
and when is it time to use other tools.
On the flip side of that I have many technological tools at
my disposal for use in intervention.
However, as a reading department we choose not to use those tools. Students get them (technological tools) at
home and in the classroom in small doses.
We choose to use a more “hands on” approach. We always have the books in their hands
because that is precious time, especially when we are working with struggling
readers. So I say it is very important,
however in my own role I don’t use technology as they do in the classrooms.
Can you go a little
more in depth as to why you choose not to use technology in the interventions?
Many times when you are using a tech tool it becomes more of
an independent activity with the student learning between them and that piece
of technology. When we do a reading
intervention, we only have half an hour of time with the student three days a
week. That is a very limited time,
especially when you are trying to focus on skills that a student is lacking or
struggling with. So, we just find it is
a better use of our time and more efficient to work with the students one on
one and do error analysis rather than play a game on the Ipad. Also- when we work with students, we are
often in small groups (2-3 students) and technology can take away from that
dynamic. Even in the classroom, when
students are working one on one with their classroom teachers, they are not
using technology. The technology piece
tends to come in more when they are working independently.
Can you explain the
process you go through with data collection and using the data for
differentiating instruction?
I am considered the data manager for the whole school for
reading. We have a variety of classroom
assessments as well as assessments we use for intervention. And all of those are turned in to me. For instance, at the classroom level, we have
reading bench-marks and they do those three times per year. The results are
documented on a spreadsheet and those are turned in to me. I then put them into a site called Infinite
Canvas, which stores our attendance and all of our student tracking
information. That information is stored
from year to year so that teachers can look back at prior years. We also input some classroom assessments into
a site called Performance Tracker which is through the NH Dept of Ed. State assessments like the NECAP are
already put into the Performance Tracker. In addition, we add local assessments
so that we can then analyze and look at trends.
The biggest part for us is our intervention data. Every other week we collect DIBELS data. The information depends on the grade
level. Every month case managers and
reading specialist turn in their DIBELS info.
I put that into the DIBELS management site and we print out reports
from that. I then give the reports to
grade level teachers. We use the reports
to track where students are to make decisions about their instruction. So, if we have a student who is receiving
tier two reading intervention (which means they are receiving 3 half hour
sessions outside of the classroom) and they are not making any gains, we would
say “OK, what does this student need ?
What can we change to help this student make better progress.” And the opposite is true. So for example, if we have a student who is
making huge gains, we can then ask if the intervention is necessary anymore. So, yes, we use that a lot to have data
conversations with classroom teachers to help them make decisions in how they
adjust their teaching.
How often do you meet
with the teachers?
Informally, we meet all the time. Every time I give an assessment, I touch base
with the classroom teacher so that they always know what is going on. More formally, it is only three times a
year. Actually, this coming year we are
planning to move to having formal meetings every two months or so. We want to see students moving ahead and
becoming independent learners. That is
our goal.
How do you keep up to
date with technology?
For me, it all depends on what I am doing in my job. I am always researching things on the
Internet. I also think taking classes is
a good thing to keep informed. I am
always learning things from colleagues and learning about things through word
of mouth. For example, we were just
doing a new teacher orientation and the new teacher was sharing a program that
she had used in her former district that we had never heard of.
There is so much out there, it is hard to keep on top of
things. However, when you hear directly
from someone else, someone you know, you are more willing to take on something
new.
In my role, I don’t change a lot. I think if I were a classroom teacher my
tools would change more frequently.
Can you think of any
negative aspects of having so much technology in schools?
Well…(laugh), it doesn’t always work. There have been many times in my career where
I have had an excellent idea and then you get up in front and press the button
and then it doesn’t work. We often think
of technology as being such a time saver, but when it doesn’t work it is
actually a time waster. Then you are
forced to go back to basics because the technology isn’t working.
In addition, I think there is a need for kids to have time
to power down, especially in Middle and High School when they are so frequently
on social media or their computer. We do
need to make sure students are learning how to learn from one another,
face-to-face. However, it is our world
and we do need to be prepared for how to use technology in a responsible
way. Like I said earlier, there needs to
be a balance.
We have found that a lot of teachers do not have the time to
keep track of data and looking at trends.
It is important for schools to have individuals whose job is to gather
the data and process the data into a format that can then be shared and
analyzed by all teachers.
PLCs in particular can look at processed data and talk about
what they see. They can then learn from
one another especially in that format.
Monday, August 4, 2014
Exploring Digital Storytelling - Week 7
Like many tools, digital storytelling is a double edged sword. At times it can be amazing, offering creative opportunities which do not exist with pen and paper alone. Other times, it can be restricting, offering photos and pictures that limit our creativity. Through the process of creating my own digital stories, I was keenly aware of this. In fact, I was reminded of watching movies which were first books. Once I have seen the movie, I can never get those images out of my head, no matter how hard I try. Someone else's pictures and ideas take over my own. Visual images can be strangely powerful.
In my limited experience, I realize that some apps and websites are perfect for certain learning situations while others are not. Each app or website has a particular fit. While some offer great amounts of creative opportunity, others are more regimented with little flexibility. It is up to us as teachers to understand the needs of our students and lessons and to plan accordingly. This is where research becomes essential.
We must understand both the benefits and challenges of digital storytelling. While some of these benefits and challenges are debatable, some aspects remain clear. Success in multi-media requires basic skills of reading and comprehension. Without it, digital storytelling is only a mess. So, for those who worry that dusty books, pen, and paper will fall into oblivion, you can rest a little easier.
If anything, we should be encouraged. Despite being immersed in the Internet and Netflix bingewatching, people still have a strong desire to tell their own stories. More and more, we have tools to help any individual produce their own creations. Digital storytelling tools of today support diverse learning styles and foster engagement and reflection. I find great comfort in this idea. When I was a kid, we were identified by our so called "talents". So-and-So had a great head for numbers while So-and-So's sister was the artistic one and So-and-So's brother wasn't very smart and was going to drop out of school as soon as legally possible. More and more, as we create more tools like digital storytelling, we create opportunities for everyone to demonstrate their abilities and discard these labels. Now we can all be the artistic one or the one with a mind for math.
While exploring digital storytelling tools, I found two of particular interest. First, I found Domo Animate to be a refreshing, crisp experience, especially after using Animoto. Using Domo Animate, writers can write a story in an anime format, using speech bubbles, a-la-carte art, and a wide menu of music. In particular, the ability to use different short music segments to create mood is a much more creative experience with Domo Animate. The Domo Animate provides a more authentic storytelling experience with multiple moods possible.
The other digital storytelling tool I explored was Idea Sketch. While this app may not be as flashy as others, it has a unique capability to help in the pre-writing phases. Here is an example of how it can help:
This app offers what many apps cannot: the ability to organize your ideas. Not only does it give a visual representation of your ideas, but it is flexible in the format. And as you work, there is a collaborative element where you can share your work. Depending upon what you want, the format can be outline or more of a mind mapping format. Over-all I loved this idea. Anytime we can find tools which help organize the bonanza of information and ideas we have, they are more than welcome.
Animoto:
So...now for the moment of truth. To be honest, I did not particularly like using Animoto to "show what you know". It reminded me too much of iMovie with fewer options to edit. I was also disappointed by the lack of music options. I understand that it is free, however I still felt that somehow they could have done better.
To prepare for my Animoto, I explored various lesson plans pertaining to learning about trees and the effect they have on us and our environment. If I were to implement some of the lessons plans, the culmination or "show-what-you-know" might look a little like this:
Standards fulfilled by completing the Animoto are as follows:
NH State Assessments
Describe ways plants and animals depend on each other.
ISTE NETS Standards:
1. Creativity and innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
a. Apply existing knowledge to generate new ideas, products, or processes
b. Create original works as a means of personal or group expression
3. Research and information fluency
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media
Common Core Standards:
CCSS.ELA-LITERACY.RI.4.3
Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
CCSS.ELA-LITERACY.RI.4.9
Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
In my limited experience, I realize that some apps and websites are perfect for certain learning situations while others are not. Each app or website has a particular fit. While some offer great amounts of creative opportunity, others are more regimented with little flexibility. It is up to us as teachers to understand the needs of our students and lessons and to plan accordingly. This is where research becomes essential.
We must understand both the benefits and challenges of digital storytelling. While some of these benefits and challenges are debatable, some aspects remain clear. Success in multi-media requires basic skills of reading and comprehension. Without it, digital storytelling is only a mess. So, for those who worry that dusty books, pen, and paper will fall into oblivion, you can rest a little easier.If anything, we should be encouraged. Despite being immersed in the Internet and Netflix bingewatching, people still have a strong desire to tell their own stories. More and more, we have tools to help any individual produce their own creations. Digital storytelling tools of today support diverse learning styles and foster engagement and reflection. I find great comfort in this idea. When I was a kid, we were identified by our so called "talents". So-and-So had a great head for numbers while So-and-So's sister was the artistic one and So-and-So's brother wasn't very smart and was going to drop out of school as soon as legally possible. More and more, as we create more tools like digital storytelling, we create opportunities for everyone to demonstrate their abilities and discard these labels. Now we can all be the artistic one or the one with a mind for math.
While exploring digital storytelling tools, I found two of particular interest. First, I found Domo Animate to be a refreshing, crisp experience, especially after using Animoto. Using Domo Animate, writers can write a story in an anime format, using speech bubbles, a-la-carte art, and a wide menu of music. In particular, the ability to use different short music segments to create mood is a much more creative experience with Domo Animate. The Domo Animate provides a more authentic storytelling experience with multiple moods possible.
The other digital storytelling tool I explored was Idea Sketch. While this app may not be as flashy as others, it has a unique capability to help in the pre-writing phases. Here is an example of how it can help:
This app offers what many apps cannot: the ability to organize your ideas. Not only does it give a visual representation of your ideas, but it is flexible in the format. And as you work, there is a collaborative element where you can share your work. Depending upon what you want, the format can be outline or more of a mind mapping format. Over-all I loved this idea. Anytime we can find tools which help organize the bonanza of information and ideas we have, they are more than welcome.
Animoto:
So...now for the moment of truth. To be honest, I did not particularly like using Animoto to "show what you know". It reminded me too much of iMovie with fewer options to edit. I was also disappointed by the lack of music options. I understand that it is free, however I still felt that somehow they could have done better.
To prepare for my Animoto, I explored various lesson plans pertaining to learning about trees and the effect they have on us and our environment. If I were to implement some of the lessons plans, the culmination or "show-what-you-know" might look a little like this:
Standards fulfilled by completing the Animoto are as follows:
NH State Assessments
Describe ways plants and animals depend on each other.
ISTE NETS Standards:
1. Creativity and innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
a. Apply existing knowledge to generate new ideas, products, or processes
b. Create original works as a means of personal or group expression
3. Research and information fluency
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media
Common Core Standards:
CCSS.ELA-LITERACY.RI.4.3
Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
CCSS.ELA-LITERACY.RI.4.9
Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
Tuesday, July 22, 2014
Frontline-Week 5
1. Compare and Contrast each documentary. What was similar or different from the first one Digital Nation filmed in 2010 to Generation Like filmed in 2014 ?
While the 2010 documentary seemed to be a fairly balanced assessment of the challenges and attributes of the Internet, the 2014 documentary seemed much more focused on the capitalist/narsisistic lens of adolescent Internet use. Both documentaries were extremely in depth and tried to be unbiased. I enjoyed the 2014 documentary the most since the material covered was not overwhelming. The 2010 documentary was slightly over whelming, it almost tried to cover too many topics.
2. Your thoughts on multitasking. Do you agree? Can you multitask? Do you disagree with the video on the topic of multitasking? What do you think our students think about multitasking today?
3. Is there an addiction happening in society today with technology or is it just a new way of living? Should we be concerned?
Yes, I believe there is a technology addiction happening today, especially with young people who have not known any other ways of living. I see them walking around with their phones just as people in the 1950's never went anywhere without their pack of cigerettes. This worries me since what we learn or do not learn in youth effects the rest of our lives.
The idea of addiction happening on a societal level is debatable, however their are a few truths that cannot be ignored. Many children today do not know how to be quiet with their own thoughts, they constantly need to be gaming or on social media. This lesson is an important one for children and remains important for adults as well. Sherry Turkle articulated this very well in the 2010 documentary and also in her recent book Alone Together.
4. Do video games serve a purpose in education or are they a waste of time?
The idea of addiction happening on a societal level is debatable, however their are a few truths that cannot be ignored. Many children today do not know how to be quiet with their own thoughts, they constantly need to be gaming or on social media. This lesson is an important one for children and remains important for adults as well. Sherry Turkle articulated this very well in the 2010 documentary and also in her recent book Alone Together.
4. Do video games serve a purpose in education or are they a waste of time?
I believe that video games can have a place in education as long as we do not confuse entertainment with education. If a game is effective and entertaining, great. However, if it is only entertaining and the educational purpose is lost, there is no reason to use it in the school setting. Schools need to get out of the entertainment business. What happens when the power goes out and the generator fails?
5. How did what you watched in the two videos support your feelings about technology or how did it change your views?
The videos definitely supported my feelings concerning technology. Unfortunately, I was deeply disturbed by the Second Life founder describing the future. His forecast for the future is not a world in which I want to live. I cannot express how sad this makes me feel for the people who find our world so boring that the Internet offers them more.
On a basic level, the founder did not look particularly well either. He had huge circles under his eyes and his skin looked clammy. Is that what spending hours in Second Life does to the human body?
6. Are kids and adults today ruining their digital footprints by sharing too much information online without realizing that it may be detrimental to their future? Should they care? Are they focused on too much of what others think?
On a basic level, the founder did not look particularly well either. He had huge circles under his eyes and his skin looked clammy. Is that what spending hours in Second Life does to the human body?
6. Are kids and adults today ruining their digital footprints by sharing too much information online without realizing that it may be detrimental to their future? Should they care? Are they focused on too much of what others think?
I would hesitate to say that they are forever "ruining their digital footprint". However, I do not understand this yearning to share anything and everything. To tell you the truth, it makes me sad. Ideally, we should be comfortable enough to know that we know who we are and there is not a need to advertise who we are. In addition, I wish the Internet were more transparent. I feel that people would be kinder to each other in the comment sections of websites if the anonymity were replaced with full names. It kind of reminds me of road rage. People act out when they think they are anonymous.
7. What do you feel are the dangers of technology use? Are there any?
One of the clear dangers of technology use is that there is no element of surprise. The internet that is experienced by us is a custom tailored experience to our "likes". When we do not experience new things and make authentic discoveries on our own, there is a serious loss which occurs. It stunts our human development. I think this is why it is important to unplug periodically. On a purely academic level, this idea of finding only what you are looking for is a dangerous concept.
Overall Final Reflection:
My final take away from both documentaries was this:
1. Learn from each other. Don't be afraid to learn from your kids and your kids will be more willing to listen to you.
2. Collaborate and figure out solutions. Kids will tell you that they wish they did not have to sleep with their phone. They just don't know how. If we work together and problem solve, we can show them that an alternative way of living is possible. Model what this means.
3. Remember you are the adult. Sometimes you do know better. Have kids turn in their smart phones at the end of the night so the phones can be charged and the kids can "power off".
4. Be selective in what you use in the classroom. Sometimes bells and whistles are just that: Bells and Whistles.
And now...introducing..... my first podcast....
One of the clear dangers of technology use is that there is no element of surprise. The internet that is experienced by us is a custom tailored experience to our "likes". When we do not experience new things and make authentic discoveries on our own, there is a serious loss which occurs. It stunts our human development. I think this is why it is important to unplug periodically. On a purely academic level, this idea of finding only what you are looking for is a dangerous concept.
Overall Final Reflection:
My final take away from both documentaries was this:
1. Learn from each other. Don't be afraid to learn from your kids and your kids will be more willing to listen to you.
2. Collaborate and figure out solutions. Kids will tell you that they wish they did not have to sleep with their phone. They just don't know how. If we work together and problem solve, we can show them that an alternative way of living is possible. Model what this means.
3. Remember you are the adult. Sometimes you do know better. Have kids turn in their smart phones at the end of the night so the phones can be charged and the kids can "power off".
4. Be selective in what you use in the classroom. Sometimes bells and whistles are just that: Bells and Whistles.
And now...introducing..... my first podcast....
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