Sources
I like the idea on page 26 that students are able to access websites like BrainyQuote to integrate into their own projects. Sites like BrainyQuote, which are not sources with information that is always verifiable, can still add value to the student’s work. Unreliable sources are not always a bad thing as long as they are not the core of any arguments that the student is making. Also, merely linking to the source allows readers to decide whether or not they want to trust a given source or how probable it is that the source is correct.
Search engines like Google are definitely the worst ways to find scholarly information and the best ways to find almost anything else, especially since the majority of scholarly articles won’t even come up on Google. However, I have found Google to be great for finding bibliographies which can be the beginning of my research. Also, typing “site:.edu” into the search engine along with the keyword terms will bring up hits from website content released by universities, which are likely to be more relevant. However, some content found on universities might be postings of college students which might not be as accurate, since university websites sometimes provide web space for students.
Non-Linear Thinking
I’ve found tools such as Inspiration and the old-fashioned notepad to be very useful for exploring ideas, given that many ideas do not always occur in a linear way, which text tends to promote. I wonder if the way in which we read is influenced by the linear style of text that we read and if our thinking would change if tagging, hyperlinks and other non-linear tools became more prevalent in our everyday lives, similar to how multitasking has changed the wiring in our brains.
Gaming Environments
On page 48, Beach et al wrote that gaming environments could be spaces for online, digital discussion of classroom material. While I agree that a discussion could be held in a gaming environment, the gaming environment might be really distracting, unless the content of the game relates to the classroom discussion. However, my hesitation towards the use of gaming might come from my lack of comfort in communicating within a game. I feel more comfortable with asynchronistic communication like email and forums, since more time can be devoted to ideas. I became more convinced of the potential value of gaming as I read more of the ideas put forth by Beach et al. I liked the idea of the students reporting on the train wreck found in the instructor-created Neverwinter Nights world. Online games could be used to simulate environments that would be too difficult to create in a classroom through any other means.
One concern I often have is that some forms of learning such as learning within an online game world would be more time consuming than using textbooks and a projector, since more instructional content can be delivered through text. But are all students retaining the content from more traditional pedagogy techniques or do we need to incorporate video games in the classroom to get students to understand information and think critically.
Pedagogy Drives Technology
I agree that pedagogy should drive technology. Ideally, technology should continue to be developed so that the boundaries of education can be expanded in ways that many students, parents and educators cannot visualize yet. Educational needs could drive technology as long as the goals of are clearly defined.
Student Growth
I agree that informal online discussions outside the classroom can definitely improve writing over time. Sure, many students do not write texts that are considered standard English, but they do have to write clearly to be able to communicate effectively with online acquaintances and they sometimes have to employ argumentative skills. Online conversations can be a training ground for effective written communication as students discover the hard way the effects of poor communication.
On page 53, Beach et al pointed out that teachers can use digital learning to involve students in their own learning. I always wondered why students are not involved in their own learning and why educators often have to try to find ways to drive learning, especially given how willing children seem to learn in early stages of life.
Hey there! I'm going to go backwards from your post in reactions to it...I always plan to go the other way (which would work if I would keep notes on what I just read). O.K. why do teachers have to 'work' at wanting to get students to want to learn? Especially when children are so eager to learn when they are little. I think that the love of learning really (sounds hokey) does start at home. So, if a kids parents read, and do intellectually stimulating 'things' around the kids the kids will see that as the way to be. Kids totally model after their parents whether they want to or not. So, if the students homelives are filled with a bunch of strife, and contention (elaboration unneccessary) then they are going to be more focused on survival rather than on the joys of learning. There are most likely exceptions(always) to this theory and that would be the kid who goes to school as an escape from home and strives to do well at school for the positive attention that they don't freceive elsewhere. And, there is also the student who needs and seeks the approval of the teacher as a substitute for the lack of parental(mom or dad)affection and attention. Or maybe the kid has an o.k. home life and is just more 'into' socializing, dating, playing a sport, or whatever...y'know?
ReplyDeleteSo, I also wanted to mention what you mentioned about old-fashioned paper and pen. I'm a spontaneous list maker. So, I can make a list (detailed even) on a napkin or my hand. I almost always have a pen in my hair or on my ear just in case. My youngest is the same and he does something that I absolutely LOVE...he jots down any little thing from a conversation,commercial, song-whatever if it catches his ear and there are quotes everywhere. I have had to try to be the enforcer at one point and try to make him stop writing on one of his dressers. But, it 's only the one so I argue with myself about proper behavior in the home and the freedom of expression-let the little artist OUT! Decisions, decisions. Anyway, I think that if Thoreaus pencils are (haha)discontinued we would just have to substitute the pen to paper satisfaction with the stylus...Maybe I'll hoard a stash of pes,pencils and paper in the Brooklyn basement. I actually prefer the pencil to the pen just in case I decide to doodle (they scetch nicely) while thinking about what next to put on my list...
I share your concern about games as an efficient mode of instruction. It's not that I think they have no value, it just is beyond my current understanding to see how they could be worth the effort. I'm sure that we'll address this in class at a later date as it's already come up a few times in discussion. I, like you, see value in discussions that take place in venues like a forum. Writing, any writing, in volumes and regularly undertaken will improve other writing. Just as reading comic books is another way to reinforce those skills, writing on message boards, etc can exercise those writing muscles and get students in shape for more strenuous discourse off or on the screen.
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