Keri's presentation was amazing. I don't understand how she got her wii controller to work with her laptop and project everything onto a whiteboard, but her presentation was inspiring. There is a good chance that wherever I end up, I will be cash-strapped and being able to create something so neat and useful for my classroom for less than 100 bucks...that is really cool.
After class I was thinking about Astrobiology and the presentation that Jeff gave our class. I was thinking about how he said microbiology, astronomy and other sciences have to learn how to communicate with each other. Everything interacts in our world, so why is the language so specific for each discipline? I was thinking about what I would do if I for some reason had to couple up with a math teacher...how would we teach both English and Math in a unit? Then I thought about Edie, CarolAnne, and Michael's digistory about coffee filters. They applied math into real life. English deals with real life...so it should be possible to create some sort of interesting unit with both English and Math.
Sort of sad the class is over. I was surprised I liked a tech class so much.
Friday, December 11, 2009
Tuesday, December 8, 2009
Reflections on BEDUC 566 #9
We used all of our last class to work on our digi projects. I am so excited that we are able to use our digital story to talk about technology and how it might be used in the classroom. I was under the impression that we had to make a learning unit (tackling a "big idea") and teach how we would use technology for this unit in the classroom.
Alex, Nick and I are so excited with our project with Google applications: Google Docs, Google Sites and Google Wave. I am getting addicted to Google Sites, it is so fun to use.
Looking forward to our special speaker this week. Now I have to work some more on my portfolio.
Alex, Nick and I are so excited with our project with Google applications: Google Docs, Google Sites and Google Wave. I am getting addicted to Google Sites, it is so fun to use.
Looking forward to our special speaker this week. Now I have to work some more on my portfolio.
NR Ad Dev Concepts/Theorists
John Dewey - school reformer for first 1/2 of 20th ct. He wrote many reforms. He did not believe in rote learning and thought that many schools (esp. elementary & secondary) were repressive in nature (stifling creativity and experimentation). He thought that schools should teach students to do their own problem solving. He helped write parts of the Humanist Manifesto. Humanism deals with the concerns of humans and is kind of anti-God. Darwin's theory of evolution paved the way for Dewey's educational theories to be accepted.
Lev Vygotsky - ZPD, MKO, scaffolding & "mental-bridge", social development theory: children construct knowledge first on the social level, then inside themselves. Social learning therefore precedes cognitive development (anti Piaget). Foundation of Constructivism (humans generate knowledge and meaning from experiences).
Urie Bronfenbrenner - Ecological Systems Theory for Adolescent Development. Micro, Meso, Exo, Macro, Chrono. Complicated, all systems influence each other, because they are nested.
Erik Erikson - Identity Crises in adolescence: 8 stages of identity development, 4 in childhood + 4 in adulthood. Stage 5 concerns adolesence. Each stage has a task that is defined by either strength or vulnerability. Stage 5 is labeled "ego-identity vs. role confusion." Ego-identity has to do with youth developing a unified self-image that is meaningful to society. Erikson mentioned a need for balance.
Sigmund Freud - Psychoanalysis, psychosexual development stage theory: Oral, Anal, Phallic, Latency (7-12y), Genital (12+). Ego, Superego, Id.
Albert Bandura - Social Cognitive Theory: portions of a person's knowledge acquisition can be directly related in observing others in social interactions; self-efficacy; SLT: people learn behavior through either overt reinforcement (rewards), or punishment, or through observational learning. Reciprocal determinism: personal factors, behavior, and environment all affect each other; human functioning is an interaction betw these things. To learn you need: Attention, retention, reproduction, motivation. To achieve goals you need self-regulation.
Carol Gilligan - Female Moral Development Theory, 3 stages w/2 transitions. Stage 1 is preconventional (woman puts herself above all else). first transition is from selfish to responsibility. Stage 2 is conventional (self-sacrifice = good). second transition is from goodness to truth. Stage 3 is postconventional (woman must discover her own desires/needs and balance those with the needs/desires of those around her). Some women never reach stage 3. Focus is on caring, not justice.
Beverly Tatum - Recognizing & talking about race & racism, getting over the discomfort to reach fruitful conversation. Black Racial Identity Development Model: preencounter (safe home, however, parents carry stigmas home with them), encounter (Chang, realize you aren't white and aren't going to be), immersion/emersion (accept black race, embrace it fully, anti-white sentiments/anger; Antwon), internalization (able to be friends with whites who are respectful and do not go against personal values, also other cultures), internalization-commitment (able to transcend race, perceive race proactively, pride in your culture; Jerry Pinkney).
Lawrence Kohlberg - Moral Development Theory, 3 stages: preconventional, conventional, postconventional, focus is on justice (see Gilligan's theory focused on caring).
Suzanne SooHoo - Students as co-researchers/active research (connects to Dewey's ideas); relates to self-efficacy (see Bandura). Psychic disequilibrium (teacher not able to see student the way student sees himself), students active in their own learning. 3 violated areas found by students: caring (from teachers for students)/connection (between students and teachers), learning, and valuing one's self.
Thomas Fowler-Finn - Example of Roderick, unconscious stereotyping, intended message vs heard message, perception gaps, caring gaps, culture gaps (connects to tracking video).
Michael Sadowski - "Acting white," voluntary vs. involuntary immigrants, subtractive process of schooling, deficit vs. expansion lens (w/regards to minorities), "achievement gap."
Herbert Kohl - Willful not learning, complexities of "failure," confusing not learning w/failure, not learning as a choice/vs lack of ability, unlearning racist/sexist language and though (self-reflection).
N&T - Risk-taking/creativity, risk-taking in teaching/learning, different reasons for risk-taking (ex: "not the adult way"), Rhetoric of "at risk" students, flow-experience (Csikszentmihalyi & Larson describe as a "high one receives from functioning at the edge of our capacities for a sustained period of time), 3rd person perspective taking, challenging curriculum may counter some unnec risk taking bc it prevents them from being bored.
Noguera - Joachin's dilemma (multi-racial), racial identity development, gap in academic achievement, oppositional identities (aggression at being forced to adopt white morals at the expense of your own), stereotype threats, sorting practices=hidden curriculum (separating races tells students what they can and cannot do).
Lipkin - "What's in a Label?" Gays should be able to call themselves whatever they wish (ie. Queer). GSA, gay identity issues, suicide, physical danger from others, lack of representation in schools.
Brantlinger - Social class relations in school are as prominent as gender & race in identity construction. Examples of Marissa & Travis.
Wehmeyer - Impact of disabilities on adolescent identity development, self-efficacy (Bandura), perceptions of control; self-definition, -concept, -image; self-determination is the degree to which a person acts as a causal agent in his/her own life (do things for yourself rather than let somebody else do them).
James Garbarino/Darcia Bownman - Male aggression. Better to be mad than sad, men must be strong/powerful, aggression is a legitimate response to conflicts/problems. "Progression conformity" what is learned, encouraged, and rewarded in a social context.
Experiential learning: Features: intense, deep learning; relevant; connecting to experiences or constructing knowledge rather than receiving it; learning more completely; interesting. Components: Critical reflection; abstract conceptualization; active experimentation; concrete experiences...as a cycle, not a linear process; series of meaning making. Tools: Openness to be changed; honest, critical reflection; analytical reasoning (use evidence to support claims); word choices that reflect actual meaning; confidence in yourself even as you question core beliefs, values and actions. Critical reflection that attends to actual data, word choice, multiple perspectives/challenges assumptions and complacency.
Lev Vygotsky - ZPD, MKO, scaffolding & "mental-bridge", social development theory: children construct knowledge first on the social level, then inside themselves. Social learning therefore precedes cognitive development (anti Piaget). Foundation of Constructivism (humans generate knowledge and meaning from experiences).
Urie Bronfenbrenner - Ecological Systems Theory for Adolescent Development. Micro, Meso, Exo, Macro, Chrono. Complicated, all systems influence each other, because they are nested.
Erik Erikson - Identity Crises in adolescence: 8 stages of identity development, 4 in childhood + 4 in adulthood. Stage 5 concerns adolesence. Each stage has a task that is defined by either strength or vulnerability. Stage 5 is labeled "ego-identity vs. role confusion." Ego-identity has to do with youth developing a unified self-image that is meaningful to society. Erikson mentioned a need for balance.
Sigmund Freud - Psychoanalysis, psychosexual development stage theory: Oral, Anal, Phallic, Latency (7-12y), Genital (12+). Ego, Superego, Id.
Albert Bandura - Social Cognitive Theory: portions of a person's knowledge acquisition can be directly related in observing others in social interactions; self-efficacy; SLT: people learn behavior through either overt reinforcement (rewards), or punishment, or through observational learning. Reciprocal determinism: personal factors, behavior, and environment all affect each other; human functioning is an interaction betw these things. To learn you need: Attention, retention, reproduction, motivation. To achieve goals you need self-regulation.
Carol Gilligan - Female Moral Development Theory, 3 stages w/2 transitions. Stage 1 is preconventional (woman puts herself above all else). first transition is from selfish to responsibility. Stage 2 is conventional (self-sacrifice = good). second transition is from goodness to truth. Stage 3 is postconventional (woman must discover her own desires/needs and balance those with the needs/desires of those around her). Some women never reach stage 3. Focus is on caring, not justice.
Beverly Tatum - Recognizing & talking about race & racism, getting over the discomfort to reach fruitful conversation. Black Racial Identity Development Model: preencounter (safe home, however, parents carry stigmas home with them), encounter (Chang, realize you aren't white and aren't going to be), immersion/emersion (accept black race, embrace it fully, anti-white sentiments/anger; Antwon), internalization (able to be friends with whites who are respectful and do not go against personal values, also other cultures), internalization-commitment (able to transcend race, perceive race proactively, pride in your culture; Jerry Pinkney).
Lawrence Kohlberg - Moral Development Theory, 3 stages: preconventional, conventional, postconventional, focus is on justice (see Gilligan's theory focused on caring).
Suzanne SooHoo - Students as co-researchers/active research (connects to Dewey's ideas); relates to self-efficacy (see Bandura). Psychic disequilibrium (teacher not able to see student the way student sees himself), students active in their own learning. 3 violated areas found by students: caring (from teachers for students)/connection (between students and teachers), learning, and valuing one's self.
Thomas Fowler-Finn - Example of Roderick, unconscious stereotyping, intended message vs heard message, perception gaps, caring gaps, culture gaps (connects to tracking video).
Michael Sadowski - "Acting white," voluntary vs. involuntary immigrants, subtractive process of schooling, deficit vs. expansion lens (w/regards to minorities), "achievement gap."
Herbert Kohl - Willful not learning, complexities of "failure," confusing not learning w/failure, not learning as a choice/vs lack of ability, unlearning racist/sexist language and though (self-reflection).
N&T - Risk-taking/creativity, risk-taking in teaching/learning, different reasons for risk-taking (ex: "not the adult way"), Rhetoric of "at risk" students, flow-experience (Csikszentmihalyi & Larson describe as a "high one receives from functioning at the edge of our capacities for a sustained period of time), 3rd person perspective taking, challenging curriculum may counter some unnec risk taking bc it prevents them from being bored.
Noguera - Joachin's dilemma (multi-racial), racial identity development, gap in academic achievement, oppositional identities (aggression at being forced to adopt white morals at the expense of your own), stereotype threats, sorting practices=hidden curriculum (separating races tells students what they can and cannot do).
Lipkin - "What's in a Label?" Gays should be able to call themselves whatever they wish (ie. Queer). GSA, gay identity issues, suicide, physical danger from others, lack of representation in schools.
Brantlinger - Social class relations in school are as prominent as gender & race in identity construction. Examples of Marissa & Travis.
Wehmeyer - Impact of disabilities on adolescent identity development, self-efficacy (Bandura), perceptions of control; self-definition, -concept, -image; self-determination is the degree to which a person acts as a causal agent in his/her own life (do things for yourself rather than let somebody else do them).
James Garbarino/Darcia Bownman - Male aggression. Better to be mad than sad, men must be strong/powerful, aggression is a legitimate response to conflicts/problems. "Progression conformity" what is learned, encouraged, and rewarded in a social context.
Experiential learning: Features: intense, deep learning; relevant; connecting to experiences or constructing knowledge rather than receiving it; learning more completely; interesting. Components: Critical reflection; abstract conceptualization; active experimentation; concrete experiences...as a cycle, not a linear process; series of meaning making. Tools: Openness to be changed; honest, critical reflection; analytical reasoning (use evidence to support claims); word choices that reflect actual meaning; confidence in yourself even as you question core beliefs, values and actions. Critical reflection that attends to actual data, word choice, multiple perspectives/challenges assumptions and complacency.
Thursday, December 3, 2009
Helpful stuff for the digital story project
From Shmoop, some ideas regarding why BNW applies to Eugenics and to today:
http://www.shmoop.com/brave-new-world/
*using authoring software could be helpful for creating an end of the unit culm project (ala MediatorPro, Peter Dreher article)
* http://rubistar.4teachers.org/ for making grading rubrics
Peter Dreher (English teacher) used MediatorPro in his poetry unit. Students created poetry (with pencil and paper), turned it in, wrote reviews, turned them in, collected related pictures, and put them all together into a meaningful end of the unit project. Had an open house to show off the project to other students and parents.
www.mediaworkssoftware.com/products.html = project-based learning
Reaction from class: Glad to hear that we can now do our digi stories on technology itself.
http://www.shmoop.com/brave-new-world/
*using authoring software could be helpful for creating an end of the unit culm project (ala MediatorPro, Peter Dreher article)
* http://rubistar.4teachers.org/ for making grading rubrics
Peter Dreher (English teacher) used MediatorPro in his poetry unit. Students created poetry (with pencil and paper), turned it in, wrote reviews, turned them in, collected related pictures, and put them all together into a meaningful end of the unit project. Had an open house to show off the project to other students and parents.
www.mediaworkssoftware.com/products.html = project-based learning
Reaction from class: Glad to hear that we can now do our digi stories on technology itself.
Monday, November 23, 2009
Reflections on BEDUC566 #8
For our last class we talked about upcoming papers/projects. I found two people to work on my digital story with and found an article for my second executive summary. It was nice to have class time devoted to working. I'm looking forward to working on my digital story project. It will also be nice to get my first executive summary back so that I have a better understanding of what's expected for summary #2.
My main concern right now is deciding on a "big topic" for our digital story. Issues discussed so far are: WWII (experience in Netherlands/how to teach with technology...Anne Frank, Netherlands, biologically what happened to the Jews in the concentration camps); possibly focus on the Northwest (interest being in Native American literature, living conditions, history)...those are two topics our group of 3 brought up. We are composed of an English endorsee (?), Social studies endorsee, and a Biology endorsee. Whatever topic we choose it will be interdisciplinary education w/technology. Are these "big topics?" Or at least big enough for this project? WWII is huge, so we thought of narrowing it down to experience in the Netherlands. Native American history is huge, so we thought of focusing on our area of the country, the Pacific Northwest.
My main concern right now is deciding on a "big topic" for our digital story. Issues discussed so far are: WWII (experience in Netherlands/how to teach with technology...Anne Frank, Netherlands, biologically what happened to the Jews in the concentration camps); possibly focus on the Northwest (interest being in Native American literature, living conditions, history)...those are two topics our group of 3 brought up. We are composed of an English endorsee (?), Social studies endorsee, and a Biology endorsee. Whatever topic we choose it will be interdisciplinary education w/technology. Are these "big topics?" Or at least big enough for this project? WWII is huge, so we thought of narrowing it down to experience in the Netherlands. Native American history is huge, so we thought of focusing on our area of the country, the Pacific Northwest.
Thursday, November 12, 2009
Reflections on BEDUC 566 #7
Why are we talking about video games in relation to teaching?
*You often don't get to fail in real life -- there is learning that comes from failure
*Risk-taking without the consequences
*Problem-solving
*Collaborative problem solving
*Instant feedback for your work (in the game)
What are the great things about video games? Motivation for education? What does it mean to have kids learn through failure?
How could I use a video game in the classroom? Perhaps in addition to class lessons, something to do at home to reinforce concepts I am trying to teach in the classroom.
Games we talked about: SimCity, Diner Tycoon, Eco Tycoon, Oregon Trail, Betty's Brain, Math Blaster...
With the game that we played we could see direct consequences for our decisions. If we bought the wrong type of food (Diner Tycoon), we would lose customers. Since this is just a game, I could pick whatever I wanted to see what my decisions would bring about. I could see this as being very useful for helping youth with their identity development. This is a virtual environment where they can test different pathways. Do I want to be a small business owner when I grow up? Also, since games such as Diner Tycoon give instant feedback for actions taken, students can quickly know how they are doing and can change pathways if they are failing in a certain way.
We had an interesting discussion about how much we should depend on technology. Learning for the instant (just in time learning) vs. learning as much as possible in preparation for life (school). Sarah - "just in time learning is learning how to find the tools you need in order to do something, when you need that skill." It is about how do I find the resources to solve this immediate problem? It is about a set of problem-solving skills.
Why isn't technology present in classrooms today (outside of computer class). What is the role of the teacher?
What I got from class this evening? I can think about video games in a different way. Our discussion reinforced some ideas that I read in the Gee article.
Something that is missing in many schools is engagement by students in their learning. I could see how video games could be used to engage youth in learning. As far as teaching literature, I am not sure what games are out there, but I'm now interested in doing some research and finding out if there are any games out there that appeal to me, and that I think I could use in a classroom.
------------------------------------------------------------------------------------------------
Reflection question:
1. Given the view of schooling in the readings for this week, which technologies (on the wiki) do you think are most likely to be taken up in schools? Why? Which technologies push your thinking about teaching and learning? Why? Do these two lists necessarily line up?
Most likely to be taken up in schools: the games Betty's Brain, Math blaster, Oregon Trail (games that I could see used in schools); http://rubistar.4teachers.org/ (used by teachers as a tool; not in the classroom); Animoto (used for class projects); blogs/class websites...I think that these forms of technology fit into the structures of schools as they are today. These programs can be used peripherally (in computer class, math lab), and for certain class projects. They would not ask teachers to change their entire curriculum. According to the Collins article, technology is only adopted into the school if it is flexible to fit the needs of an already established/structured system. It will not be adopted if it causes schools to have to restructure itself.
Push my thinking about teaching and learning: the video games we tested definitely caused me to question my assumptions about video games. I can see educational benefits to video games now (certain ones of course, not all).
I especially was interested in thinking about how I could use a video game in an English classroom. Any ideas of certain games which could be used in an English classroom? In regards to blogs and other programs like Animoto, I can see the value in letting students create. I remember one of my favorite things about AP English was that I was able to make a diarama ("barbie hell") for Dante's Inferno. I got to be create again. Something I felt I only got to do in Art class.
*You often don't get to fail in real life -- there is learning that comes from failure
*Risk-taking without the consequences
*Problem-solving
*Collaborative problem solving
*Instant feedback for your work (in the game)
What are the great things about video games? Motivation for education? What does it mean to have kids learn through failure?
How could I use a video game in the classroom? Perhaps in addition to class lessons, something to do at home to reinforce concepts I am trying to teach in the classroom.
Games we talked about: SimCity, Diner Tycoon, Eco Tycoon, Oregon Trail, Betty's Brain, Math Blaster...
With the game that we played we could see direct consequences for our decisions. If we bought the wrong type of food (Diner Tycoon), we would lose customers. Since this is just a game, I could pick whatever I wanted to see what my decisions would bring about. I could see this as being very useful for helping youth with their identity development. This is a virtual environment where they can test different pathways. Do I want to be a small business owner when I grow up? Also, since games such as Diner Tycoon give instant feedback for actions taken, students can quickly know how they are doing and can change pathways if they are failing in a certain way.
We had an interesting discussion about how much we should depend on technology. Learning for the instant (just in time learning) vs. learning as much as possible in preparation for life (school). Sarah - "just in time learning is learning how to find the tools you need in order to do something, when you need that skill." It is about how do I find the resources to solve this immediate problem? It is about a set of problem-solving skills.
Why isn't technology present in classrooms today (outside of computer class). What is the role of the teacher?
What I got from class this evening? I can think about video games in a different way. Our discussion reinforced some ideas that I read in the Gee article.
Something that is missing in many schools is engagement by students in their learning. I could see how video games could be used to engage youth in learning. As far as teaching literature, I am not sure what games are out there, but I'm now interested in doing some research and finding out if there are any games out there that appeal to me, and that I think I could use in a classroom.
------------------------------------------------------------------------------------------------
Reflection question:
1. Given the view of schooling in the readings for this week, which technologies (on the wiki) do you think are most likely to be taken up in schools? Why? Which technologies push your thinking about teaching and learning? Why? Do these two lists necessarily line up?
Most likely to be taken up in schools: the games Betty's Brain, Math blaster, Oregon Trail (games that I could see used in schools); http://rubistar.4teachers.org/ (used by teachers as a tool; not in the classroom); Animoto (used for class projects); blogs/class websites...I think that these forms of technology fit into the structures of schools as they are today. These programs can be used peripherally (in computer class, math lab), and for certain class projects. They would not ask teachers to change their entire curriculum. According to the Collins article, technology is only adopted into the school if it is flexible to fit the needs of an already established/structured system. It will not be adopted if it causes schools to have to restructure itself.
Push my thinking about teaching and learning: the video games we tested definitely caused me to question my assumptions about video games. I can see educational benefits to video games now (certain ones of course, not all).
I especially was interested in thinking about how I could use a video game in an English classroom. Any ideas of certain games which could be used in an English classroom? In regards to blogs and other programs like Animoto, I can see the value in letting students create. I remember one of my favorite things about AP English was that I was able to make a diarama ("barbie hell") for Dante's Inferno. I got to be create again. Something I felt I only got to do in Art class.
Thursday, November 5, 2009
Reflections of BEDUC 566 #6
The relevancy of video games
We discussed Gee's and Squire's articles on technology. Bringing up topics of authenticity of virtual experiences vs. real life.
What are the values we get from video games? My small group looked at "Diner Town Tycoon."
We were asked to look at features of design and found:
1. regarding content: the storyline centered around driving a large corporate restaurant out of town (good vs evil), bright colors, lively music (happy sounding)
2. values/ideologies: support the small guys, eat healthy food (which is not in the corporate restaurants like "sneaky" Grub Burger) because unhealthy food turns you into a zombie... symbols in the game reinforce these ideals (such as hearts associated with healthy options and slugs with the Burger X)
3. ways of thinking:
challenge: each level is harder and you can lose
curiosity: being able to lose causes you to be curious about how you can win
learning through failure: you can see direct effects of your advertising and other choices, when you fail you are able to understand why and play differently next time
control: you can see direct effects of your advertising and other choices, you can pick how many restaurants you want to help (if you are good enough with only one, you can actually beat the corporate company with only one store)
developing identities: you work as a consultant for restaurants and you help the restaurants develop their own identities
fantasy: zombie flies and other characters, silly names
I am really looking forward to talking about this next week.
My question for class next week is please could someone explain internal and external aspects of the semiotic domains? I am still confused on this (from Gee)
We discussed Gee's and Squire's articles on technology. Bringing up topics of authenticity of virtual experiences vs. real life.
What are the values we get from video games? My small group looked at "Diner Town Tycoon."
We were asked to look at features of design and found:
1. regarding content: the storyline centered around driving a large corporate restaurant out of town (good vs evil), bright colors, lively music (happy sounding)
2. values/ideologies: support the small guys, eat healthy food (which is not in the corporate restaurants like "sneaky" Grub Burger) because unhealthy food turns you into a zombie... symbols in the game reinforce these ideals (such as hearts associated with healthy options and slugs with the Burger X)
3. ways of thinking:
challenge: each level is harder and you can lose
curiosity: being able to lose causes you to be curious about how you can win
learning through failure: you can see direct effects of your advertising and other choices, when you fail you are able to understand why and play differently next time
control: you can see direct effects of your advertising and other choices, you can pick how many restaurants you want to help (if you are good enough with only one, you can actually beat the corporate company with only one store)
developing identities: you work as a consultant for restaurants and you help the restaurants develop their own identities
fantasy: zombie flies and other characters, silly names
I am really looking forward to talking about this next week.
My question for class next week is please could someone explain internal and external aspects of the semiotic domains? I am still confused on this (from Gee)
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