Dear blog,
Last week for the Book Club, we read Rethinking Education in the Age of Technology by Allan Collins and Richard Halverson. The book took a positive look at technology through recent education history in America to what it currently is right now. It does address some of the criticisms of technology today, but overall keeps the view of technology in the book to a positive.
Although some of the aspects of the book I did not exactly agree with, I did like the upbeat tone of the book. Many of the higher education writings about technology today focus too much on the negative deterministic driving of technology in our society and not so much on how technology can move us in a positive direction. Another aspect of the book that I did enjoy was the history of technology in our current education system. I am a big history fan, so that part made my day. I learned a lot about the start of our current education system and how it slowly came from parents being the main stakeholders in their children's education to the government creating public schools to ensure that the country's citizens were educated enough to vote.
Overall, though, I believe the two parts of the book that will help me the most with my current research is the section on "Interaction" (pg. 18) and "Games and Simulation" (pg.20). The authors state "Enthusiasts believe that by providing even more sophisticated dynamic interaction, computer-based learning environments are likely to make education much more engaging." This helps with my argument about the future of distance education using more immersive technologies to help their students learn. Also, the authors say "Enthusiasts argue that simulation is the key to letting learners explore new situations." Both need for immersion and simulation is recommended by distance educators, and virtual environments (which I am researching) helps with that. I believe that the use of technology in distance education does affect their learning to a point. I plan to write more about that later.
In conclusion, I enjoyed reading most of the book and found it helpful as well as informative. I plan re-visit the book sometime again and look over the arguments that the authors make. In the end, I found it quite interesting.
Showing posts with label ETEC750. Show all posts
Showing posts with label ETEC750. Show all posts
Monday, March 22, 2010
Wednesday, March 17, 2010
To do list this week...
COE open house movie. highlights - 10 minute video by next time… (before April 1)-Do a Screenflow video of COE island and new signs. Coming soon… Fall 2010), and comparison shot old building versus coming soon new building…Double check with COEDSA . wired projector Internet access, where it's going to be...Send a notice to Nick, we want to try out the jeopardy board for Fall 2010 and for COE open house...Tell Peter whether I can come April 14. Tell CESA, April 14… email MilliAdvisory board - Redo the mockup. Incorporate photos into mockup- COE SL open house - Speakers - Teaching as a career. why I choose to go into teaching, highlights going through the teaching program at COE, practicum, advice for people considering a career in teaching… Alumna experience perspective (ME), GET FIT, Curtis Ho
- - Promote: modify notecards. -
Marketing: Ask Si and Nick about connections to target audience... Talk to Nick and Stephen about how they found about the UH COE council Email Elle backSend Peter email about meeting about 690 and redoing mock up over Spring breakWrite blog post for readings for ETEC 750 tonight- Change dentist appointment date
Look at Peter's PPT's
Wednesday, March 10, 2010
8 days later...
Dear blog,
I seem to be writing less and less in here, but I am sure that will change once I start getting more feedback for my dissertation proposal. Speaking of my proposal, yesterday, I actually got my margins and headings down for the chapters. Hooray! I've been putting that off for so long. And then this morning I worked on revising the draft by moving a few things around. Surprisingly, Ellen got back to me in regards to feedback rather quickly. Looks like I only have to do a few more things for Chapter 1 before I'm almost done. Hooray!
As for today for my job, I went with my boss Dr. Peter Leong to the Hawaiian School of Knowledge to get inspiration for the possible design of the new College of Education virtual campus in Second Life. We were fortunate to have Rochelle Pi'ilani Ka'aloa give us a tour of the school. We especially liked the open air atmosphere the school provided through the architecture of the buildings. A lot of the artwork around the school was provided by former students who had gone on to become artists. The school really had a great cultural "sense of place." One of the main parts of the school was the Lo'i or taro patch. It had many spaces where students and faculty could meet in the open. It also had Wii-Fi which was a plus :) I'll try to include some pictures here, once I get them into my computer. We are hoping to design the island similar to the Hawaiian School of Knowledge in addition to the College of Education.
The next step in this project is to look up the Punalulu Virtual Lo'i and check out their site for further inspiration. Then, I have to contact COEDSA, CESA, and Get FIT to ask if they want Peter and I to do a presentation of the virtual campus or if they want to collaborate with us on the virtual campus before we create it.
This afternoon I was going to work on my survey questions for the article I was writing, but Peter said that we should take a break this week since we worked so hard getting the article in last week.
Tonight, I'm going to meet with Ellen and my dissertation support group. Hopefully we can help each other out tonight. I'm looking forward to it!
Aloha,
Rebecca
I seem to be writing less and less in here, but I am sure that will change once I start getting more feedback for my dissertation proposal. Speaking of my proposal, yesterday, I actually got my margins and headings down for the chapters. Hooray! I've been putting that off for so long. And then this morning I worked on revising the draft by moving a few things around. Surprisingly, Ellen got back to me in regards to feedback rather quickly. Looks like I only have to do a few more things for Chapter 1 before I'm almost done. Hooray!
As for today for my job, I went with my boss Dr. Peter Leong to the Hawaiian School of Knowledge to get inspiration for the possible design of the new College of Education virtual campus in Second Life. We were fortunate to have Rochelle Pi'ilani Ka'aloa give us a tour of the school. We especially liked the open air atmosphere the school provided through the architecture of the buildings. A lot of the artwork around the school was provided by former students who had gone on to become artists. The school really had a great cultural "sense of place." One of the main parts of the school was the Lo'i or taro patch. It had many spaces where students and faculty could meet in the open. It also had Wii-Fi which was a plus :) I'll try to include some pictures here, once I get them into my computer. We are hoping to design the island similar to the Hawaiian School of Knowledge in addition to the College of Education.
The next step in this project is to look up the Punalulu Virtual Lo'i and check out their site for further inspiration. Then, I have to contact COEDSA, CESA, and Get FIT to ask if they want Peter and I to do a presentation of the virtual campus or if they want to collaborate with us on the virtual campus before we create it.
This afternoon I was going to work on my survey questions for the article I was writing, but Peter said that we should take a break this week since we worked so hard getting the article in last week.
Tonight, I'm going to meet with Ellen and my dissertation support group. Hopefully we can help each other out tonight. I'm looking forward to it!
Aloha,
Rebecca
Monday, February 15, 2010
ETEC 750 readings - Week 4
Last week I didn't have to do any readings for class. However this week, our class read Technology Matters: Questions to Live With by David E. Nye. No, not Bill Nye the Science Guy, although I thought the book was by him when I first looked at the cover.
The first chapter of Technology Matters was hard to read I have to admit. I kept having to put it down every so often because I couldn't concentrate on Nye's historical accounts of how cultural created technology instead of technology creating cultural, as society usually presumes. It's not that the first chapter was filled with superfluous academic discourse or that the words were tiny with no breaks in between paragraphs. Plus, I am a fan of history, so I thought I would be somewhat captivated by it. It was just that the chapter didn't seem like a story. It was mostly a stating of facts, not necessarily a linear narrative of how society or societies got to a certain point in their history.
However, when I arrived at the second chapter, I really got into his book because I am a fan of studying and critiquing the oh-so-famous concept of technological determinism. I first encountered the term back when I was taking a Rhetoric and Technology class for English back in my undergraduate days. Plus, the chapter had somewhat of a narrative format which I enjoy reading. It was also after reading this chapter that I realized that I needed the information from Chapter 1 to fully appreciate what Nye was talking about in Chapter 2.
Chapter 2 as well as the rest of the chapters after that were Nye's case against technological determinism. His main argument was similar to that of Chapter 1, that people, society, and their culture determine the adoption and distribution of technology. He also indirectly showed how one culture's technology doesn't necessarily "work" for another culture even though they may have the same problem that this particular problem. I also liked how he gave examples of how society often uses technology in ways that it wasn't originally intended for.
What I found most interesting was how Nye described how certain technologies come about in that inventors often "discover" their inventions and people explain the concepts behind these inventions rather than the other way around, where the inventors understand certain concepts and then "create" inventions out of them. Another factoid that I found interesting from the chapters is how companies would try to "feminize" products to make them appeal to the female consumer, but have little success in selling them even though they did this. I like how he explains how gender often plays a role in technology, but it is through culture that the gender role within the use of this technology is perpetuated.
Overall, I found this book a good read. It does make a solid case against technological determinism which I hadn't considered before. I mainly heard from fellow professors regarding how technology shaped our culture, but rarely heard the argument on how we shape technology. It is somewhat like the Matrix movies. Even though technology has taken over the world, it still represents itself in the form of human beings, at least within the Matrix. Will technology eventually gain a mind of its own and adapt to our culture or will it change our culture once and for all? Hard to say. I think I'm more on the side of humans shaping technology rather than on the "technological determinism" side, but I can see valid points from both sides. I think the human being is still too complex to ever be replaced by computers. Simply, computers and machines are an extension of ourselves but not necessarily a replacement.
The first chapter of Technology Matters was hard to read I have to admit. I kept having to put it down every so often because I couldn't concentrate on Nye's historical accounts of how cultural created technology instead of technology creating cultural, as society usually presumes. It's not that the first chapter was filled with superfluous academic discourse or that the words were tiny with no breaks in between paragraphs. Plus, I am a fan of history, so I thought I would be somewhat captivated by it. It was just that the chapter didn't seem like a story. It was mostly a stating of facts, not necessarily a linear narrative of how society or societies got to a certain point in their history.
However, when I arrived at the second chapter, I really got into his book because I am a fan of studying and critiquing the oh-so-famous concept of technological determinism. I first encountered the term back when I was taking a Rhetoric and Technology class for English back in my undergraduate days. Plus, the chapter had somewhat of a narrative format which I enjoy reading. It was also after reading this chapter that I realized that I needed the information from Chapter 1 to fully appreciate what Nye was talking about in Chapter 2.
Chapter 2 as well as the rest of the chapters after that were Nye's case against technological determinism. His main argument was similar to that of Chapter 1, that people, society, and their culture determine the adoption and distribution of technology. He also indirectly showed how one culture's technology doesn't necessarily "work" for another culture even though they may have the same problem that this particular problem. I also liked how he gave examples of how society often uses technology in ways that it wasn't originally intended for.
What I found most interesting was how Nye described how certain technologies come about in that inventors often "discover" their inventions and people explain the concepts behind these inventions rather than the other way around, where the inventors understand certain concepts and then "create" inventions out of them. Another factoid that I found interesting from the chapters is how companies would try to "feminize" products to make them appeal to the female consumer, but have little success in selling them even though they did this. I like how he explains how gender often plays a role in technology, but it is through culture that the gender role within the use of this technology is perpetuated.
Overall, I found this book a good read. It does make a solid case against technological determinism which I hadn't considered before. I mainly heard from fellow professors regarding how technology shaped our culture, but rarely heard the argument on how we shape technology. It is somewhat like the Matrix movies. Even though technology has taken over the world, it still represents itself in the form of human beings, at least within the Matrix. Will technology eventually gain a mind of its own and adapt to our culture or will it change our culture once and for all? Hard to say. I think I'm more on the side of humans shaping technology rather than on the "technological determinism" side, but I can see valid points from both sides. I think the human being is still too complex to ever be replaced by computers. Simply, computers and machines are an extension of ourselves but not necessarily a replacement.
Monday, February 8, 2010
Today
Hey blog,
Today I watched the Super Bowl and hardly did any work on anything. Oh I did clean my bathroom. Hooray for me! LOL. Well this is what I plan to do for the next 3 days.
Love,
Becca
Becca
Today I watched the Super Bowl and hardly did any work on anything. Oh I did clean my bathroom. Hooray for me! LOL. Well this is what I plan to do for the next 3 days.
- Prep for Wednesday's class. I need to bring in something to talk about. I think I'll go over strategies I used to prepare for my prospectus and comps. Also, prepare to talk about other studies that are similar to mine, research so far, etc...
- Email Peter about my article I plan to submit to AERA.
- Send out SL Valentine's Flyer with corrections, both in-world through groups and on any particular mailing lists I am a part of.
- Do my taxes.
- Work on my transcription work for my GA job.
- Start reading the book club book.
- Cook dinner
- Schedule massage
Love,
Becca
Becca
Thursday, February 4, 2010
ETEC 750 readings - Week 2
Dear blog,
This week I had several readings to complete. They basically went over Educational Technology theory. After reading these readings, I came to a better understanding of why we read last week's readings. Last week's readings involved the definition of Educational Technology and now the theory part expounds on the definition of Educational Technology in regards to the "why" and "how" of it.
When I first started the PhD program, I had less understanding of why theory was important. However, now I understand that theory helps us understand the viewpoint that we are coming from when we do our research. Our biases are now out in the open and since we are able to admit our viewpoint, we can then proceed with the actual content of the research we are doing without much questioning from our peers. I doubt that NO questioning will occur, but at least some understanding will exist between researcher, peers, and advisers.
Also theory helps us frame our research project. What we intend to find out and how it will occur. In other words, it provides a basis of what we are looking at.
As for the readings, the first two readings basically asked the question, "How does technology affect the way we think and learn?" These two readings provided the framework for the rest of the readings which involved Educational Technology theory. Theory basically does ask the questions "why" something happens or "how." This then went on with the other readings which delved into the various theories possible for use within Educational Technology research.
Overall, I thought that the readings were a good review. I can't say that I have anything critical to say about them. They were more informative rather than controversial. I am looking forward to reading them again, to figure out which "lens" I want to apply to my research project. When I started out in the program, I had already decided on what my lens would be. However, my topic for my research was on videoblogging and not necessarily virtual worlds. I think I will need to apply a different lens. I have read through pretty much all of the articles, but I need to go back and review them again. Once I decide on my lens, I will update you on this blog.
This week I had several readings to complete. They basically went over Educational Technology theory. After reading these readings, I came to a better understanding of why we read last week's readings. Last week's readings involved the definition of Educational Technology and now the theory part expounds on the definition of Educational Technology in regards to the "why" and "how" of it.
When I first started the PhD program, I had less understanding of why theory was important. However, now I understand that theory helps us understand the viewpoint that we are coming from when we do our research. Our biases are now out in the open and since we are able to admit our viewpoint, we can then proceed with the actual content of the research we are doing without much questioning from our peers. I doubt that NO questioning will occur, but at least some understanding will exist between researcher, peers, and advisers.
Also theory helps us frame our research project. What we intend to find out and how it will occur. In other words, it provides a basis of what we are looking at.
As for the readings, the first two readings basically asked the question, "How does technology affect the way we think and learn?" These two readings provided the framework for the rest of the readings which involved Educational Technology theory. Theory basically does ask the questions "why" something happens or "how." This then went on with the other readings which delved into the various theories possible for use within Educational Technology research.
Overall, I thought that the readings were a good review. I can't say that I have anything critical to say about them. They were more informative rather than controversial. I am looking forward to reading them again, to figure out which "lens" I want to apply to my research project. When I started out in the program, I had already decided on what my lens would be. However, my topic for my research was on videoblogging and not necessarily virtual worlds. I think I will need to apply a different lens. I have read through pretty much all of the articles, but I need to go back and review them again. Once I decide on my lens, I will update you on this blog.
Tuesday, February 2, 2010
Working on readings.
Dear blog,
Ok, so I ended up cooking on Sunday, but I did work on the 690 article at the same time and got somewhat of a draft done. Today, I need to do my blog post for 750 class tomorrow and some transcribing work for my GA position. Some of my classmates have to submit their prospectus tomorrow, but I am wonder if I have to do that as well since I already passed my comps. Hmm... guess I'll have to look at the syllabus again.
Love,
Becca :)
Ok, so I ended up cooking on Sunday, but I did work on the 690 article at the same time and got somewhat of a draft done. Today, I need to do my blog post for 750 class tomorrow and some transcribing work for my GA position. Some of my classmates have to submit their prospectus tomorrow, but I am wonder if I have to do that as well since I already passed my comps. Hmm... guess I'll have to look at the syllabus again.
Love,
Becca :)
Wednesday, January 27, 2010
MY definition of Educational Technology...BAM!
Educational Technology:
"Inquiry into how people learn complex concepts with the tools provided to them whether electronic, paper-based, or through indirect means…. and an exploration of how the outcomes are different among different people groups, location, and situations."
~Rebecca Meeder
I would like a copy of everyone else's definitions as well.
"Inquiry into how people learn complex concepts with the tools provided to them whether electronic, paper-based, or through indirect means…. and an exploration of how the outcomes are different among different people groups, location, and situations."
~Rebecca Meeder
I would like a copy of everyone else's definitions as well.
Tuesday, January 26, 2010
This week's readings
For class this week, we were required to read for articles that dealt with the definition of "Educational Technology." What I found interesting about these four articles was that they took the critiquing of the definition of Educational Technology from different perspectives. Overall, what the articles proposed was the need to solidify the definition of what Educational Technology is as well as come up with a better monkier in regards to what Instructional Designers "do" for a living. In other words, we need to call ourselves something different besides Instructional Designers in order for others to identify our skill sets better.
For example, in the article "Labels DO Matter! A Critique of AECT's Redefinition of the Field" by Patrick Lowenthal and Brent G. Wilson, the authors took on the perspective of recently graduated Educational Technology majors. They explained their struggle to find jobs or explain to others what their skill set is since the term "Educational Technology" is so loosely defined by the Education community. They also mention the struggle it is to explain to those what they do who aren't necessarily in Education but are in need of their skills such as the business sector, military, and medical fields. In addition, they state that most major job listings who are looking for those in Educational Technology use a variety of terms when posting jobs for instructional designers which only fuels the problem even more.
In the article "Wicked ID: Conceptual Framework for Considering Instructional Design," the author Katrin Becker defines Educational Technology as a wicked problem. What Katrin Becker means is that instructional design fails to often do is solve the problem in one step. Instead, instructional design only takes into consideration one particular problem in one type of environment with only one type of people it's solving the problem for, when in fact the problem often spans across different groups of people and environments, and often requires different solutions due to these factors. In comparison, a tame problem is something that can be easily solved in a few simple steps despite those involved. Overall, what I think Becker is trying to say is that the definition and concept of Instructional Design should be viewed in a more fluid sense and not view every problem as one type of problem.
Furthermore, Rocci Luppicini's article, "A Systems Definition of Educational Technology in Society," the author states that in the past Educational Technology was viewed as instruction through the use of visual media such as television and audio. However, now with the advent of computers and the rise of postmodernistic thought, Luppicini states that we need to take into consideration socio-environmental factors when looking at the system and designing instructional design modules for it. He also states that because of this new consideration, defining Educational Technology itself is somewhat including a more indepth analyzation of the System itself when designing for instruction.
Finally, I read the AECT article (or chapter?) on the current definition of Educational Technology and its need for an update. It also emphasizes the fact that Educational Technology is fluid and the current definition can only reflect the explanation of what EdTech is at that particular time. At the moment, the article suggested that we change many of the terms within the definition. For example, in the revised definition, which states
"Educational Technology is the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources."
The author suggested the revised definition use the word "study" instead of the word "research" in the original version since the word study "implies a broader view of the many forms of inquiry" and "it makes an explicit commitment to ethical practice." In other words, using the word "research" places the field of educational technology in a narrow, cold view of instruction when defined.
Basically, what I got from all of these readings was that the term Educational Technology is constantly changing in definition, more so than other fields of study. The fact that Educational Technology is constantly changing and that society (mostly those from outside of the field) still have no clue what instructional designers are, calls for the fact that we as instructional designers need a more solid definition of what Educational Technology is. I often get this from friends, family members, or acquaintances who inquire about my academic background. When I say that I am getting my degree in Educational Technology they often say "oh so you are working with computers. Like IT right?" Much to my dismay I have to go into a really long definition on what Educational Technology is and sometimes I have to sit back and think about it because the actual definition of "Educational Technology" is not really defined well.
Although I found the articles interesting and related to the vexation the authors had about not having a solid definition of Educational Technology, it begs the question as to why we are reading it for this particular seminar class. Basically, what I see the class as, is a way to help ETEC PhD students with setting up a structure for completion of their dissertation, including choosing committee members, creating a schedule, forming a support group, etc… I do not understand how knowing the definition of Educational Technology would aid in this process. However, I am open to hearing from others who may beg to differ.
For example, in the article "Labels DO Matter! A Critique of AECT's Redefinition of the Field" by Patrick Lowenthal and Brent G. Wilson, the authors took on the perspective of recently graduated Educational Technology majors. They explained their struggle to find jobs or explain to others what their skill set is since the term "Educational Technology" is so loosely defined by the Education community. They also mention the struggle it is to explain to those what they do who aren't necessarily in Education but are in need of their skills such as the business sector, military, and medical fields. In addition, they state that most major job listings who are looking for those in Educational Technology use a variety of terms when posting jobs for instructional designers which only fuels the problem even more.
In the article "Wicked ID: Conceptual Framework for Considering Instructional Design," the author Katrin Becker defines Educational Technology as a wicked problem. What Katrin Becker means is that instructional design fails to often do is solve the problem in one step. Instead, instructional design only takes into consideration one particular problem in one type of environment with only one type of people it's solving the problem for, when in fact the problem often spans across different groups of people and environments, and often requires different solutions due to these factors. In comparison, a tame problem is something that can be easily solved in a few simple steps despite those involved. Overall, what I think Becker is trying to say is that the definition and concept of Instructional Design should be viewed in a more fluid sense and not view every problem as one type of problem.
Furthermore, Rocci Luppicini's article, "A Systems Definition of Educational Technology in Society," the author states that in the past Educational Technology was viewed as instruction through the use of visual media such as television and audio. However, now with the advent of computers and the rise of postmodernistic thought, Luppicini states that we need to take into consideration socio-environmental factors when looking at the system and designing instructional design modules for it. He also states that because of this new consideration, defining Educational Technology itself is somewhat including a more indepth analyzation of the System itself when designing for instruction.
Finally, I read the AECT article (or chapter?) on the current definition of Educational Technology and its need for an update. It also emphasizes the fact that Educational Technology is fluid and the current definition can only reflect the explanation of what EdTech is at that particular time. At the moment, the article suggested that we change many of the terms within the definition. For example, in the revised definition, which states
"Educational Technology is the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources."
The author suggested the revised definition use the word "study" instead of the word "research" in the original version since the word study "implies a broader view of the many forms of inquiry" and "it makes an explicit commitment to ethical practice." In other words, using the word "research" places the field of educational technology in a narrow, cold view of instruction when defined.
Basically, what I got from all of these readings was that the term Educational Technology is constantly changing in definition, more so than other fields of study. The fact that Educational Technology is constantly changing and that society (mostly those from outside of the field) still have no clue what instructional designers are, calls for the fact that we as instructional designers need a more solid definition of what Educational Technology is. I often get this from friends, family members, or acquaintances who inquire about my academic background. When I say that I am getting my degree in Educational Technology they often say "oh so you are working with computers. Like IT right?" Much to my dismay I have to go into a really long definition on what Educational Technology is and sometimes I have to sit back and think about it because the actual definition of "Educational Technology" is not really defined well.
Although I found the articles interesting and related to the vexation the authors had about not having a solid definition of Educational Technology, it begs the question as to why we are reading it for this particular seminar class. Basically, what I see the class as, is a way to help ETEC PhD students with setting up a structure for completion of their dissertation, including choosing committee members, creating a schedule, forming a support group, etc… I do not understand how knowing the definition of Educational Technology would aid in this process. However, I am open to hearing from others who may beg to differ.
Monday, January 25, 2010
My, the days go by fast!
Dear blog,
The last time I wrote in here was last Thursday. Honestly, the days have gone by so fast that I barely remember what I did those past days. However, it's crunch time right now. I have a meeting with my boss on Wednesday, so I need to get some transcription work done and visit at least one college to get screenshots at. Also, I need to download the readings for Wednesday. I plan to read them tomorrow and write a response by tomorrow in this blog. Plus, I still haven't set aside time to work on my dissertation. Thankfully I backed up all my articles and writings on my external, so I think I am good to go. Oh and for 690, I need to analyze my survey results. Whew!
I'll fill you in tomorrow on how I am doing.
Love,
Becca
P.S. - Our Second Life island arrived last week Wednesday or Thursday. Hurrah!!!
The last time I wrote in here was last Thursday. Honestly, the days have gone by so fast that I barely remember what I did those past days. However, it's crunch time right now. I have a meeting with my boss on Wednesday, so I need to get some transcription work done and visit at least one college to get screenshots at. Also, I need to download the readings for Wednesday. I plan to read them tomorrow and write a response by tomorrow in this blog. Plus, I still haven't set aside time to work on my dissertation. Thankfully I backed up all my articles and writings on my external, so I think I am good to go. Oh and for 690, I need to analyze my survey results. Whew!
I'll fill you in tomorrow on how I am doing.
Love,
Becca
P.S. - Our Second Life island arrived last week Wednesday or Thursday. Hurrah!!!
Wednesday, January 20, 2010
January's Book Club Book
Note: I apologize in advance for this blog post. The thoughts are disjointed and the grammar is horrible, but I wanted to get my thoughts about the book down quickly before I forget about them for the rest of the day.
Dear blog,
For our book club book this month, we read "Why Don't Students Like School?" by Daniel T. Willingham. Willingham makes several excellent points that I agree with regarding why students don't learn. One of which is that thinking is hard. I mean honestly, why think when you can already get the answer quickly somewhere else? However, he also states that students do like to think as a challenge as long as the challenge presented by the teacher is seen as having the ability to be solved.
Other important points that Willingham makes is that students need to "think" about what they are learning in order for it to go into their long term memory. In other words, students need to spend time and practice what they are learning in order for it to stay in their long term memory, so they can possibly use it later in life. He states many examples and studies that prove this. And I would have to agree with him. I have learned many things in my lifetime and I would have to say that the things that have stuck with me are the things I had to do over and over and over again. Or things that I thought about over and over and over again. That's why we tend to remember movie plots better than abstract concepts taught in school because we spend more time with the characters and story rather than the abstract concept that the teacher only presents us with for 40 minutes in class.
He also goes into using examples when presenting students with a problem and emphasizing the need to give the students something concrete for students to use when explaining abstract concepts. Furthermore, he states that making a lesson like a story (or like a movie) helps students better remember what is being taught, whether it's a history lesson or math lesson. The diagram he has in his book showing the story arch of the beginning of World World II from the Japanese perspective reminds me a little bit of the instructional design hierarchy we learned about in the ETEC master's program.
One other aspect of the book that I like is that he makes an argument against one of the main key points of progressive education. Progressive education emphasizes the need to be all inclusive to ALL cultures in order for students to learn and relate to the material provided. However, Willingham states that that is not necessarily the case. It's the background information that students need and that they need to spend time with in order to learn and for it to be a challenge. I'd have to agree with this. I am Chinese-Caucasian, but I love learning about Japanese and Indian culture. Those cultures are not my own, but I love learning about them because I have spent a lot of time learning about them and have always challenged myself with learning about them.
Overall, I am not sure I would use this book in an Educational Technology class. It is quite useful in regards to teaching in general but specifically for instructional design, I am not sure. It does present some key points that can relate to instructional design (example vs. non-example, using a story like diagram to design a lesson), but overall I cannot say I would use it. I'd have to think about it.
Dear blog,
For our book club book this month, we read "Why Don't Students Like School?" by Daniel T. Willingham. Willingham makes several excellent points that I agree with regarding why students don't learn. One of which is that thinking is hard. I mean honestly, why think when you can already get the answer quickly somewhere else? However, he also states that students do like to think as a challenge as long as the challenge presented by the teacher is seen as having the ability to be solved.
Other important points that Willingham makes is that students need to "think" about what they are learning in order for it to go into their long term memory. In other words, students need to spend time and practice what they are learning in order for it to stay in their long term memory, so they can possibly use it later in life. He states many examples and studies that prove this. And I would have to agree with him. I have learned many things in my lifetime and I would have to say that the things that have stuck with me are the things I had to do over and over and over again. Or things that I thought about over and over and over again. That's why we tend to remember movie plots better than abstract concepts taught in school because we spend more time with the characters and story rather than the abstract concept that the teacher only presents us with for 40 minutes in class.
He also goes into using examples when presenting students with a problem and emphasizing the need to give the students something concrete for students to use when explaining abstract concepts. Furthermore, he states that making a lesson like a story (or like a movie) helps students better remember what is being taught, whether it's a history lesson or math lesson. The diagram he has in his book showing the story arch of the beginning of World World II from the Japanese perspective reminds me a little bit of the instructional design hierarchy we learned about in the ETEC master's program.
One other aspect of the book that I like is that he makes an argument against one of the main key points of progressive education. Progressive education emphasizes the need to be all inclusive to ALL cultures in order for students to learn and relate to the material provided. However, Willingham states that that is not necessarily the case. It's the background information that students need and that they need to spend time with in order to learn and for it to be a challenge. I'd have to agree with this. I am Chinese-Caucasian, but I love learning about Japanese and Indian culture. Those cultures are not my own, but I love learning about them because I have spent a lot of time learning about them and have always challenged myself with learning about them.
Overall, I am not sure I would use this book in an Educational Technology class. It is quite useful in regards to teaching in general but specifically for instructional design, I am not sure. It does present some key points that can relate to instructional design (example vs. non-example, using a story like diagram to design a lesson), but overall I cannot say I would use it. I'd have to think about it.
Tuesday, January 19, 2010
Tuesday
Well it's Tuesday and I do not think I have to do a blog entry on the 3 different definitions of ETEC. However, I believe I do have to write about the current book club book. I will probably do this in my next post. Today I am mainly focused on transcribing for my job and getting everything I need for class done tomorrow. I really need to schedule some time during the week to work on my proposal. Thursdays maybe? Not sure. I really just need to sit down and hurry up and think about this...
Sunday, January 17, 2010
Lazy Sunday
Dear blog,
Today I went on Second Life and church online, talked to my boyfriend on the phone, finished up chapter 2 of the bookclub book and cooked beef stew in my crockpot. The church website is finished and I still haven't touched my room or dissertation. How sad.
I better check on what I need to do for class on Wednesday. I think it's only the bookclub book, but I could be wrong. Oh, just checked. Apparently there are 3 different views of what ETEC is and I need to write about it, I think. I did go over this last time I was in this seminar. Wonder if I have to do it again? We'll see...
Love,
Becca
Today I went on Second Life and church online, talked to my boyfriend on the phone, finished up chapter 2 of the bookclub book and cooked beef stew in my crockpot. The church website is finished and I still haven't touched my room or dissertation. How sad.
I better check on what I need to do for class on Wednesday. I think it's only the bookclub book, but I could be wrong. Oh, just checked. Apparently there are 3 different views of what ETEC is and I need to write about it, I think. I did go over this last time I was in this seminar. Wonder if I have to do it again? We'll see...
Love,
Becca
Friday, January 15, 2010
Dear blog...
Hi Everyone,
I think I'm going to write in a "dear blog" format to make this experiment a little more fun. I haven't written here in ages, but I should start to keep a record of my progress.
Anyway, I just came back from Winter break and now starting classes. Classes are going great so far. I'm back with my old classmates (and a few new ones), which is great because I like meeting up with them. We have decided to meet every Wednesday at 5 PM to check in on one another and see how we are doing in regards to our dissertation progress. As for the dissertation itself, our group has decided to write out a timeline of what goals we want to accomplish and when, so that will be in my next post.
Also I am currently reading a book for our monthly book club called Why Don't Students Like School? by Daniel T. Willingham. Very interesting read. If I was going to teach an education foundations class or educational psychology class, I would probably make my students read this book. Not sure if this book would apply to Educational Technology, but I could be wrong. I've only read the first chapter so far, so we'll see.
Today, I plan to work on a few personal things such as my church's website, since I haven't worked on that thing in ages and my Pastor has to keep reminding me. I really need to get my butt in gear and start mapping out my proposal too. Oh but I want to clean my room as well. It's a complete mess and I want to start thinking more clearly (clean room = less stress). We'll see...
Until then,
Rebecca
I think I'm going to write in a "dear blog" format to make this experiment a little more fun. I haven't written here in ages, but I should start to keep a record of my progress.
Anyway, I just came back from Winter break and now starting classes. Classes are going great so far. I'm back with my old classmates (and a few new ones), which is great because I like meeting up with them. We have decided to meet every Wednesday at 5 PM to check in on one another and see how we are doing in regards to our dissertation progress. As for the dissertation itself, our group has decided to write out a timeline of what goals we want to accomplish and when, so that will be in my next post.
Also I am currently reading a book for our monthly book club called Why Don't Students Like School? by Daniel T. Willingham. Very interesting read. If I was going to teach an education foundations class or educational psychology class, I would probably make my students read this book. Not sure if this book would apply to Educational Technology, but I could be wrong. I've only read the first chapter so far, so we'll see.
Today, I plan to work on a few personal things such as my church's website, since I haven't worked on that thing in ages and my Pastor has to keep reminding me. I really need to get my butt in gear and start mapping out my proposal too. Oh but I want to clean my room as well. It's a complete mess and I want to start thinking more clearly (clean room = less stress). We'll see...
Until then,
Rebecca
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