I have listed some questions and quotations to begin our discussion. Please add your own thoughts, questions, and reactions as you see fit. In addition to adding your own threads, commenting on each others' posts is vital.
Chapter 1
1. What is your understanding of the structure and function of Web 2.0? Has reading this chapter changed or broadened your understanding?
2. On page 16, the authors say that "... the Web is democratic..." What are your thoughts on this statement?
3. Reflect on and respond to this statement: "As businesses and employees adopt new practices, their expectations for the next generation of employees will evolve into an assumption about technology skills and collaboration and communication skills that the new Web tools embody" (17).
4. What do you think about the idea that "Today's education system faces irrelevance unless we bridge the gap between how students live and how they learn" (19).
5. On page 20, the authors propose that "to be literate today involves acquiring new skills, including those of using technology, understanding science, having global awareness, and, most important, having the ability to keep learning..." How does this statement challenge our traditional understaning of literacy? Do you agree with this new definition?
6. The authors suggest on page 22 that "students' use of technology is stronger" than teachers' and that we have to "work from our own strength, which is pedagogy." Do your experiences support or refute this statement?
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Hi Shannon, I'm just trying this to make sure I can make this work! I've skimmed the questions, and look forward to beginning the reading and discussion.
ReplyDeleteDiscussion from 3/10:
ReplyDeleteMariah - p 41 - Conflict that happens when test narrows instruction rather than allowing opportunities for expansion of learning. Creates a lot of frustration.
Shannon - Wouldn't good teaching involve teaching the skills that are tested on the exams w/o limiting instruction?
Doris - assessment is essential to guiding our instruction (analogy to big business)
Mariah - reality for a lot of educators that the tests create a dynamic of conflict w/ exams vs. constructivist approach to education
Wendy - teaching technology - Kids resist using tech because they lack the skills.
Doris - had to get over anger at some of what's presented b/c families are sometimes lacking resources, but not held responsible for helping kids get the resources they need
Wendy - also about educating community
Doris - create values in the community
Wendy - schools have to take responsibility for making people aware of resources. Maybe parents need access too
Doris - families need to support the skills that allow thier kids to function in society. Some families don't support that.
Mariah - using tech is a great motivator for kids. Powerful w/ younger kids. Experiences vary by classroom. Those exposed to it more are more comfortable. We have a responsiblity to start young in exposing kids regularly.
Wendy - p.9 We must use the tools to educate
Shannon - technology as an end in itself vs. technology as a tool for learning
Mariah - use tech mostly as a presentation tool, want to integrate it more with instruction so students can use it
Shannon - Google Docs in creative writing was really effective for kids to share and comment on work
Doris - effective presentation skills that go along with using powerpoint are not often taught. Few guidelines for using effects, etc successfully
Shannon - presentation skills being added to ELA
Mariah - we could use examples available; what's good, what's bad
Wendy - You Tube
Doris - Kids using tech for entertainment, but updates in email have little meaning if they can't read messages; Literacy skills really affect students' ability to interact with tech. Non-readers are shut out
Mariah - shut out of everything without literacy
Doris - struggling readers have difficulty searching (spelling)
Mariah - Google has helped to create the expectation that you'll be asked "did you mean..."
Wendy - p. 31 - What students want from their schools: Some match up with what teachers want; tech shouldn't be an extra. Kids want access and want teachers to use it
Shannon - internet used a lot for cheating
Doris - students blocked from a lot of that at school
Mariah - we need to teach them to use internet responsibly
Doris - teachers have to ask higher order questions that kids can't find a black and white answer to
Wendy - asking for a personal connection is a good way to check comprehension, too. Kids need instruction on how to do that. Without access to tech all of the time, it's tough to integrate skills on a regular basis.
Doris - How can we reasonably draw the line between tech being a distraction and tech being an enhancement (p. 33)
Wendy - Challenged by ch. 1 & 2: How do I get more access? How to use tech with various group sizes.
Mariah - We're onto Web 3.0, now. I expect that this book is outdated, in a way. I want tech to be interactive and I'm not doing it as much as I'd like to.
Shannon - Strikes me that tech for the sake of using tech is never a good idea.
Doris - Kids using cell phones for school-related activities
Mariah - We are reacting to what's normal for kids
Doris - Do we have to adjust our school rules to account for the fact that kids want to use cell phones for legitimate educational purposes?
Shannon - What's the school's responsibility to support outside technology?
Mariah - Kids have hard time going backwards
Doris - How do we account for technology malfunctions? Kids still have to know how to write.
Shannon - Takes schools a long time to catch up