Chapter 9
This chapter brings up several ideas relating to how we can improve our schools with “new schools.” I want to point out two things that made me nod my head to its truth.
Chapter 9 states that if companies like Amazon and eBay can come up with useful software that “anyone” can use, why can’t an “education company”? I think the reason why schools, and education in general, are having trouble catching up with the technological times is because we are so large. It takes time, as we know, for ideas to make their way around the country to each school district, then to the administration of each school, to the teachers, and then we must invoke inspiration so these teachers actually use them. This may also explain why, for some reason, education has not come very far for the time it has been around.
There are short stories in this chapter (highlighted in gray), called “web 2.0 wisdom” that are written by outside authors. The one I became interested in was “Learning from Games” by David Warlick because so many students LOVE video games. How are we supposed to compete with that? Well, we don’t have to! Warlick suggests evaluating the experience of gamin rather than the graphics and sound. What do video games offer students (and adults)? They offer rewards that are valuable to the player (levels rather than grades); players invest so much time and energy that they feel compelled to keep going (I know I can beat this game!); Individuality! Players can often times pick out their character and other things, and this is important to children; and the game is dependable in that it will always be there, and the answer or solution is somewhere in the game.
This is an awesome new perspective on integrating learning with gaming. I had never thought of it this way, and I am now inspired to think of some cool games to get my students as close to their fun video games as I can. There are so many options…
Filed under Uncategorized | Comment (0)New VA law for internet safety
This is so cool! Finally we are being proactive about a preventable problem. It’s nice that schools have a filtering system to avoid obscene material from reaching our students, but what about at home? At the library? At a friend’s house? We need to teach our children what dangers are out there, what to do when they do come across inappropriate material, and how to handle all those situations we try to protect them from.
I know that we have learned a lot about internet safety at UMW and how important it is important to share this with your students, but many teachers either do not know about the importance or assume that their students are already in the know. If interent safety is taught, it usually consists of scare tactics rather than responsible decision making.
As this article points out, a legislation is not as effective as a program. Okay, so now we are required to teach internet safety (without using scare tactics)… Now what? An easy way to teach something is to do it. Give your students theoretical examples of possible situations they may find themselves in, and help them use responsible decision making to resolve it or remove themselves from it. Use real tools as examples. So, don’t ask them, “If you met a stranger online and they wanted your address, what would you do?” Help them relate to it by asking something more like, “If you’re on myspace, what would you do if Jon, a 14 year old boy, asked you for your age?” Help them realize how risky the simplest situations can be.
Filed under Uncategorized | Comment (0)Chapter 6
This chapter mentions a few interesting facts and ideas. The chapter begins by explaining how teachers are changing; younger teachers with an abundant amount of knowledge about technology are replacing older teachers who have an abundant amount of experience, and both of these skills are needed. I found it interesting that the book mentions that younger teachers are entering the work force because of an experience I had during my last practicum. I was present during a conversation about how experienced teachers are leaving certain counties in exchange for others because some schools are hiring mainly younger teachers. I felt very awkward during this conversation because I am going to be a “younger teacher”, and when I read this chapter, I began to wonder if the threat stems partly from the demand required by technology. Can we make it easier to learn how to use technology?
According to this chapter, our administration is responsible for integrating technology into the school’s zeitgeist. Of course as teachers we can offer suggestions about how to make this change. If our leaders give us a clear purpose as to the direction we are headed, then experienced teachers may not feel as threatened by younger teachers or new technologies. This chapter is excellent for anyone looking to move the direction of education toward a more technological environment.
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