I don’t think educational technology is shortening attention spans. At worst, it’s a response to shortening attention spans due to other, bigger influences on the child’s development. At best, it’s the logical adaptation of teaching techniques as a result of increased knowledge of how humans learn. These kids are not spending enough of their total technology time at school. The dominant viewing time is happening outside the classroom, so any possible side effects will be largely from voluntary activities.
I find it impossible to believe that seeing a simulation of a flower blooming would keep a child from wanting to monitor a real one as it grows. Quite the opposite, I think the simulation would give the child a framework for observations of gradual changes in the real flower.
I agree with John Son that students seem to have a new ability to receive information through technology, which probably wasn’t there in previous generations (Marcovitz & Son, 2008). We would be irresponsible not to use that ability to provide learning. There are undoubtedly some negative effects of educational technology, but I doubt we’ll see them unless we go too far. Moderation in all good things has proven to protect against unintended consequences. I don’t want to see schools with no libraries, and no teacher interactions.
Bibliography
Marcovitz, D. M., & Son, J. D. (2008). Is Educational Technology Shortening Student Attention Spans? Learning and Leading with Technology .
Sunday, August 9, 2009
Friday, August 7, 2009
Technology
I think using technology in the classroom is a must, but we have to consider how it impacts all our students. If we don’t use technology, and make students use it, then they aren’t ready for the job market or for life. Even employment aside, if you don’t know how to use the internet to find information, you are at a disadvantage in everything from working on your motorcycle to video game tips.
Without putting students on the spot, we need to find out if they have access to the computers and programs that we expect them to use. This can be done a number of ways, but I’ll probably have a survey that students turn in privately, so I can find out what they have at home without making them come tell me. I also don’t want students to feel like they have to tell me in front of the class.
As the article and lecture both point out, technology is used in most jobs, and students with less exposure to it are being done a disservice by allowing them to remain segregated. This is another way that poverty can be continued from one generation to the next, and that isn’t fair for us to exacerbate it.
I plan to address disadvantaged students in a number of ways, customized to the needs of the student and the resources available. The local libraries or a school computer lab will be my first recommendation. I also plan to locate or request additional computers so they can be loaned to students as needed. I’ve heard of grants to get laptops, and local businesses donating old computers. I intend to handle the access problem any way I can.
Bibliography
swain, C., & Edyburn, D. (2007). Social Justice: Choice or Necessity? Learning and Leading with Technology .
Without putting students on the spot, we need to find out if they have access to the computers and programs that we expect them to use. This can be done a number of ways, but I’ll probably have a survey that students turn in privately, so I can find out what they have at home without making them come tell me. I also don’t want students to feel like they have to tell me in front of the class.
As the article and lecture both point out, technology is used in most jobs, and students with less exposure to it are being done a disservice by allowing them to remain segregated. This is another way that poverty can be continued from one generation to the next, and that isn’t fair for us to exacerbate it.
I plan to address disadvantaged students in a number of ways, customized to the needs of the student and the resources available. The local libraries or a school computer lab will be my first recommendation. I also plan to locate or request additional computers so they can be loaned to students as needed. I’ve heard of grants to get laptops, and local businesses donating old computers. I intend to handle the access problem any way I can.
Bibliography
swain, C., & Edyburn, D. (2007). Social Justice: Choice or Necessity? Learning and Leading with Technology .
Wednesday, August 5, 2009
Cell phone ban
I agree that cell phones should be banned from the classroom. It’s terribly obvious to me that, “students would use them for purposes other than educational (Allen & Kolb, 2008).” I also think that the upside of cell phones in class isn’t that great, so it isn’t worth the inevitable problems that will come up. I reject the pro argument that many students already have a phone, so the cost is minimal. I don’t believe most students have internet access on their phone, and if they do, it isn’t free. Are we going to buy some kids a cell phone and plan, but expect others to finance their own? I don’t think that’s fair, and I think it’s another way the poor kids will feel inferior.
Letting kids use cell phones outside of class, on field trips or at home, avoids the distractions in class, but has the same money issue I already mentioned. The lure of texting friends will be too much for most students to avoid. I think if you hand a kid a cell phone, they’re thinking of social issues, not listening to your assignment. The risks outweigh the rewards.
Bibliography
Allen, J., & Kolb, L. (2008). Should Cell Phones be Banned from the Classroom? Learning and Leading with Technology .
Letting kids use cell phones outside of class, on field trips or at home, avoids the distractions in class, but has the same money issue I already mentioned. The lure of texting friends will be too much for most students to avoid. I think if you hand a kid a cell phone, they’re thinking of social issues, not listening to your assignment. The risks outweigh the rewards.
Bibliography
Allen, J., & Kolb, L. (2008). Should Cell Phones be Banned from the Classroom? Learning and Leading with Technology .
Chatspeak
I agree that chatspeak is reducing the use of the language. I know one teenager that sends over a thousand texts per month, so a large portion of her human correspondence is done in chatspeak. Howard points out that, “whatever we engage in for a long period of time will most likely become commonplace (Howard & Monfils, 2007).” I think the harm can be countered with education, but many of these kids think they’re using real words when they’re not. They need to be aware which words are proper and which ones an adult may not even know. Effective communication has to be understood, so correspondence to non-texting people has to be filtered for these kids.
Some questions I have involve data on this problem. I’d like to know if poor writing skills and frequency of texting are related. I’d also like to know if these kids that struggle in writing are using chatspeak without knowing it, or are they just exhibiting the fact that they don’t communicate well.
Bibliography
Howard, L., & Monfils, G. (2007). Is Chatspeak Destroying English? Learning and Leading with Technology .
Some questions I have involve data on this problem. I’d like to know if poor writing skills and frequency of texting are related. I’d also like to know if these kids that struggle in writing are using chatspeak without knowing it, or are they just exhibiting the fact that they don’t communicate well.
Bibliography
Howard, L., & Monfils, G. (2007). Is Chatspeak Destroying English? Learning and Leading with Technology .
Tuesday, August 4, 2009
Powerpoint presentation feedback
I think the least engaging thing I saw had more to do with my lack of interest in the subject, than with the quality of the presentation or slides. When I didn’t feel interested in the topic, nothing in the slides was interesting. Too much trivial (by my definition) data on slides tended to shut me down.
I could have improved my presentation by using the sound and video links in it. I should have tried putting some of my text at angles to add variety. I also think I should have thinned out the things covered by each slide, and had items that could be expanded or dropped on each one, rather than having to rush or skip the last ones.
I like using PowerPoint as a lesson presenter, because it’s so easy to put cool photos and notes up in front of the class for discussion. Another pro is that info can be quickly placed in front of the class, without the teacher turning around to write on the board. My writing may be impossible for some students to read, but the PowerPoint is better.
Some cons of PowerPoint include distracting the students from your lecture. If the slide has defects or issues, then the students may completely stop listening and focus on the errors. Looking back at the PowerPoint is also distracting to the students, and may lead to class management problems. The tool needs to be used intelligently, like everything else.
I could have improved my presentation by using the sound and video links in it. I should have tried putting some of my text at angles to add variety. I also think I should have thinned out the things covered by each slide, and had items that could be expanded or dropped on each one, rather than having to rush or skip the last ones.
I like using PowerPoint as a lesson presenter, because it’s so easy to put cool photos and notes up in front of the class for discussion. Another pro is that info can be quickly placed in front of the class, without the teacher turning around to write on the board. My writing may be impossible for some students to read, but the PowerPoint is better.
Some cons of PowerPoint include distracting the students from your lecture. If the slide has defects or issues, then the students may completely stop listening and focus on the errors. Looking back at the PowerPoint is also distracting to the students, and may lead to class management problems. The tool needs to be used intelligently, like everything else.
Saturday, July 25, 2009
Cyberbullying
Cyberbullying is when children harass children online or using cell phones and other communication devices. I’ve never been a victim or perpetrator of this, but I haven’t had much technology exposure, and I’m well past the age and size where people I know would harass me. When I was in school, there were a few computers in the whole school, and they used cassette tapes for memory. They were not capable of cyberbullying. I didn’t even have a home phone most of the time I was in school, much less a cell phone. It wouldn’t have been possible to cyberbully me. I was physically bullied quite a bit, because I was the smallest kid in my class (I was 5’2” and 85 pounds when I got my driver’s license). I know how it feels to be bullied, but I’m not sure if online is worse.
Cyberbullying frequently occurs off school grounds, which can limit the power of the school to regulate it. Legislatures have set the legal grounds for enforcement of off-campus activities, if the argument can be made that it disrupts the learning environment. Many school districts have cyberbullying rules that seem to hold up in court. Students who are cyberbullied can exhibit symptoms like ordinary bullying, such as withdrawal or excessive absence. I may actually see a change in mood immediately after using a technological communication device (checking the web, receiving a text, etc.). However, it seems most likely the victim will have to mention it to me. I can create the safe environment where they feel comfortable telling me, and I can let them know I have a policy and I can get help for them. I can post the stop, block, and tell steps on the wall. Schools should regulate bullying, no matter where and how it takes place, because it will detract from the learning environment. I also believe that if left unchecked, it can spread and get very disruptive.
My plan for cyberbullying will be partially preemptive, in that education may reduce the number of cyberbullies, and if those bullies expect to be caught they may reduce the frequency and intensity of attacks. The educational parts of my plan will be done as a group, but enforcement will be an individual activity. I think since enforcement will require reporting, that will be largely reactive. I’ll make sure the district has a policy, or I will try to find a way to get one. This aspect will involve the whole district if I’m successful. The rest of my policy will generally only help my classroom, but the bully might end up being outside my class. Early in the class schedule, I will explain the harm and punishment for cyberbullying. I will explain the remedies, and how and why to report it. I’ll explain and post stop-block-and tell. I’ll explain the motivation behind such harassment, and the value of not responding (other than to block and tell). I’ll watch for symptoms of bullying, both cyber and physical, and ask questions. If the district will not back up enforcement, I’ll work directly with both sets of parents.
Cyberbullying frequently occurs off school grounds, which can limit the power of the school to regulate it. Legislatures have set the legal grounds for enforcement of off-campus activities, if the argument can be made that it disrupts the learning environment. Many school districts have cyberbullying rules that seem to hold up in court. Students who are cyberbullied can exhibit symptoms like ordinary bullying, such as withdrawal or excessive absence. I may actually see a change in mood immediately after using a technological communication device (checking the web, receiving a text, etc.). However, it seems most likely the victim will have to mention it to me. I can create the safe environment where they feel comfortable telling me, and I can let them know I have a policy and I can get help for them. I can post the stop, block, and tell steps on the wall. Schools should regulate bullying, no matter where and how it takes place, because it will detract from the learning environment. I also believe that if left unchecked, it can spread and get very disruptive.
My plan for cyberbullying will be partially preemptive, in that education may reduce the number of cyberbullies, and if those bullies expect to be caught they may reduce the frequency and intensity of attacks. The educational parts of my plan will be done as a group, but enforcement will be an individual activity. I think since enforcement will require reporting, that will be largely reactive. I’ll make sure the district has a policy, or I will try to find a way to get one. This aspect will involve the whole district if I’m successful. The rest of my policy will generally only help my classroom, but the bully might end up being outside my class. Early in the class schedule, I will explain the harm and punishment for cyberbullying. I will explain the remedies, and how and why to report it. I’ll explain and post stop-block-and tell. I’ll explain the motivation behind such harassment, and the value of not responding (other than to block and tell). I’ll watch for symptoms of bullying, both cyber and physical, and ask questions. If the district will not back up enforcement, I’ll work directly with both sets of parents.
Wednesday, July 22, 2009
copyright laws
Copyright law and Fair Use reflection:
1) I didn’t realize it was so easy to violate copyright law. I had been under the impression that if I wasn’t making money on it, or if I sited the author in my work, I was good to go. This is not the case. The rules are fairly complex, and differ for different types of media. Some of the rules require you to know things that may not be obvious when you come across something you want to use.
2) I don’t believe the current copyright laws are fair, because they don’t distinguish (much) the intent of the violator. I think a fair copyright law would be based on the intent of use, to the extent that if you aren’t going to profit from using it, you should be alright. In practical application, this sort of happens because us poor people don’t make good lawsuit targets. I do think causing the original owner to lose money could be an exception to this profit rule, if a reasonable person could have predicted the harm caused. In other words, if you knew, or should have known, that your use was going to harm the author or artist monetarily, then the more complex laws should apply.
3) I must make sure I don’t violate the copyright laws by being familiar with the rules, checking when I’m not sure, and generally make sure I’m using things for educational purposes. I won’t be copying entire works for my students, and I won’t be showing videos unless it’s from the school library or falls under one of the other exceptions to copyright laws.
4) I will not enforce copyright laws in my classroom, but I intend to follow them, and I intend to notify students when I think they’re on shaky ground. I will inform students, before projects or research are done, where to find copyright rules if they are interested in being careful. I will not publish my refusal to enforce anywhere except this blog. I don’t believe the current copyright laws are fair, and I don’t believe I’m obligated to report or respond to violations by others.
1) I didn’t realize it was so easy to violate copyright law. I had been under the impression that if I wasn’t making money on it, or if I sited the author in my work, I was good to go. This is not the case. The rules are fairly complex, and differ for different types of media. Some of the rules require you to know things that may not be obvious when you come across something you want to use.
2) I don’t believe the current copyright laws are fair, because they don’t distinguish (much) the intent of the violator. I think a fair copyright law would be based on the intent of use, to the extent that if you aren’t going to profit from using it, you should be alright. In practical application, this sort of happens because us poor people don’t make good lawsuit targets. I do think causing the original owner to lose money could be an exception to this profit rule, if a reasonable person could have predicted the harm caused. In other words, if you knew, or should have known, that your use was going to harm the author or artist monetarily, then the more complex laws should apply.
3) I must make sure I don’t violate the copyright laws by being familiar with the rules, checking when I’m not sure, and generally make sure I’m using things for educational purposes. I won’t be copying entire works for my students, and I won’t be showing videos unless it’s from the school library or falls under one of the other exceptions to copyright laws.
4) I will not enforce copyright laws in my classroom, but I intend to follow them, and I intend to notify students when I think they’re on shaky ground. I will inform students, before projects or research are done, where to find copyright rules if they are interested in being careful. I will not publish my refusal to enforce anywhere except this blog. I don’t believe the current copyright laws are fair, and I don’t believe I’m obligated to report or respond to violations by others.
Sunday, July 19, 2009
wikipedia
I use Wikipedia very often when I’m trying to find out some general information about a subject. If I’m trying to remember what mechanical energy consists of, Wikipedia or google would be my first stop (if I have internet access at the moment). I usually start with google, but Wikipedia is sometimes my first shot. I frequently choose a Wikipedia page from the google results, because I’ve found Wikipedia to be brief but informative. I don’t count on it for accuracy of a specific detail without checking at least one other source to verify a fact.
As a teacher, I wouldn’t ordinarily accept Wikipedia as a source, except for a general statement of opinions. For instance, a student might use Wikipedia to support an assertion that some people associate two particular events. I would accept it as evidence of a common misunderstanding or other phenomenon.
The article supports what I consider the appropriate use of Wikipedia. It is a concise encyclopedia type source, which should be used to quickly get a view of a topic and find out some possibly related terms. The details found there can be searched for in other sources, which you might not have thought of on your own. The article supports my view that Wikipedia is generally correct, and if corroborated elsewhere, can be a fast source of information (Johnson, 2006).
My policy on internet research is that it’s incredibly valuable and fast. The reliability of the source, as determined by methods discussed in this class, is key to how much verification is needed. If an obviously reliable source is not available, then multiple sources of unknown accuracy can be used. For instance, when I need a physical constant for an important calculation, I might use a number if I find the same value on several apparently unrelated websites. Of course, a source like the machinery’s handbook is preferred to multiple unknown sites. Sometimes a number can be bracketed by a reliable source, then when a reasonable number is found on an unverified page, it may make sense to use it. For instance, if I have textbook values for the yield strength of A36 steel and several stainless steels, I might be confident in a website value for a unique blend of steel that fits the pattern.
Bibliography
Johnson, D. (2006). Wikipedia: Ban it or Boost it? Media Matters , 26-27.
As a teacher, I wouldn’t ordinarily accept Wikipedia as a source, except for a general statement of opinions. For instance, a student might use Wikipedia to support an assertion that some people associate two particular events. I would accept it as evidence of a common misunderstanding or other phenomenon.
The article supports what I consider the appropriate use of Wikipedia. It is a concise encyclopedia type source, which should be used to quickly get a view of a topic and find out some possibly related terms. The details found there can be searched for in other sources, which you might not have thought of on your own. The article supports my view that Wikipedia is generally correct, and if corroborated elsewhere, can be a fast source of information (Johnson, 2006).
My policy on internet research is that it’s incredibly valuable and fast. The reliability of the source, as determined by methods discussed in this class, is key to how much verification is needed. If an obviously reliable source is not available, then multiple sources of unknown accuracy can be used. For instance, when I need a physical constant for an important calculation, I might use a number if I find the same value on several apparently unrelated websites. Of course, a source like the machinery’s handbook is preferred to multiple unknown sites. Sometimes a number can be bracketed by a reliable source, then when a reasonable number is found on an unverified page, it may make sense to use it. For instance, if I have textbook values for the yield strength of A36 steel and several stainless steels, I might be confident in a website value for a unique blend of steel that fits the pattern.
Bibliography
Johnson, D. (2006). Wikipedia: Ban it or Boost it? Media Matters , 26-27.
Friday, July 17, 2009
anWednesday, July 15, 2009
social networking
1. I found a lot of hits for my name in google advanced search. I found my father’s face book site, http://www.facebook.com/eturkeydurst. I found my LinkedIn profile at http://www.linkedin.com/pub/everett-durst/a/877/429, and I found a number of articles about the second time I was shot. The article has the official version of the story, which is easily proven false by a look at the bullet wound. Here’s one site that shows the story: http://gunwatch.blogspot.com/2006_11_01_archive.html. As the story implies, the DA chose to use the psycho’s story and declined to prosecute. I also found a post I made to a question about quads. Here’s the link: http://forums.powersportsnetwork.com/Topic127840-525-1.aspx#bm132117.
2. I don’t have anything I can change, but I wish the story was a little more accurate, and of course I wish it hadn’t happened.
3. I think teachers should be held to reasonable standards of conduct, but I think politicians should have the same requirements. If the mayor of Portland can keep his job after fondling a 17-year-old, a teacher that loses their job for personal conduct is being treated unfairly. I don’t think a teacher should have their free speech limited or held against them, unless it demonstrates an unsafe attitude toward students. For instance, if a teacher has a blog where they express the idea that non-white students shouldn’t be allowed in school, they are demonstrating an unsafe attitude toward potential students. If a teacher is publishing personal information about students, which may embarrass or endanger the child, they need to be stopped.
4. The most interesting thing I read in the article was about dealing with trolls. I hadn’t thought of ignoring them, but I think that’s exactly what to do. I also found the practical rules to be helpful.
5. I’m definitely going to keep in mind the idea that students, parents, and administrators are going to read anything I post on the internet. I don’t plan to post anything controversial.
2. I don’t have anything I can change, but I wish the story was a little more accurate, and of course I wish it hadn’t happened.
3. I think teachers should be held to reasonable standards of conduct, but I think politicians should have the same requirements. If the mayor of Portland can keep his job after fondling a 17-year-old, a teacher that loses their job for personal conduct is being treated unfairly. I don’t think a teacher should have their free speech limited or held against them, unless it demonstrates an unsafe attitude toward students. For instance, if a teacher has a blog where they express the idea that non-white students shouldn’t be allowed in school, they are demonstrating an unsafe attitude toward potential students. If a teacher is publishing personal information about students, which may embarrass or endanger the child, they need to be stopped.
4. The most interesting thing I read in the article was about dealing with trolls. I hadn’t thought of ignoring them, but I think that’s exactly what to do. I also found the practical rules to be helpful.
5. I’m definitely going to keep in mind the idea that students, parents, and administrators are going to read anything I post on the internet. I don’t plan to post anything controversial.
Blog assignment
Blogs are a convenient way to put information out on the web for students to use, and give students a place to make public statements or link to documents. Richardson points out some of the pitfalls that can happen when students, or any people, get on the web and start typing. Any blog I expect students to read needs to meet standards of decency and respect for individual opinions (Richardson, 2008).
When people fear being ridiculed or chastised for their opinion, many will not share their valuable thoughts. This robs the entire group of the discourse generated when honest, but different, opinions are fed into a discussion. When some people are afraid to speak their mind, a discussion can look like a consensus when it isn’t. Very little learning takes place when no unique thoughts are presented.
The act of blogging, when done on a specific subject, can develop a better understanding of the topic for the writer and the reader. Having to justify your opinion forces you to confront why you hold it, and let’s others point out inconsistencies in your logic. Reading somebody else’s opinion on a topic can broaden your grasp of the subject, and help you reflect on your own opinion. This is true whether you agree with the poster’s view or not. In his blog, Mr. Harbeck points out that the mind of a blogger is forced to process information more thoroughly than a consumer of visual media, because the human brain processes words differently than images (Harbeck).
I think blogs can be used in class to put information in places where kids can get it later to review, or give additional help that didn’t get covered in class. Reviews of previous concepts can be posted as a lesson, and students looking for that help can find it. A blog might also be handy for giving students a place to vent some feelings about coursework, and the instructor could reply or just absorb the idea. Students probably have better ideas how to use blogs in the classroom, and I will use their expertise to develop rules and strategies.
Bibliography
Harbeck. (n.d.). Sargent Park Math Zone. Retrieved July 15, 2009, from http://sargentparkmathzone.blogspot.com/
Richardson, K. W. (2008). Don't Feed the Trolls. Learning and Leading with Technology .
When people fear being ridiculed or chastised for their opinion, many will not share their valuable thoughts. This robs the entire group of the discourse generated when honest, but different, opinions are fed into a discussion. When some people are afraid to speak their mind, a discussion can look like a consensus when it isn’t. Very little learning takes place when no unique thoughts are presented.
The act of blogging, when done on a specific subject, can develop a better understanding of the topic for the writer and the reader. Having to justify your opinion forces you to confront why you hold it, and let’s others point out inconsistencies in your logic. Reading somebody else’s opinion on a topic can broaden your grasp of the subject, and help you reflect on your own opinion. This is true whether you agree with the poster’s view or not. In his blog, Mr. Harbeck points out that the mind of a blogger is forced to process information more thoroughly than a consumer of visual media, because the human brain processes words differently than images (Harbeck).
I think blogs can be used in class to put information in places where kids can get it later to review, or give additional help that didn’t get covered in class. Reviews of previous concepts can be posted as a lesson, and students looking for that help can find it. A blog might also be handy for giving students a place to vent some feelings about coursework, and the instructor could reply or just absorb the idea. Students probably have better ideas how to use blogs in the classroom, and I will use their expertise to develop rules and strategies.
Bibliography
Harbeck. (n.d.). Sargent Park Math Zone. Retrieved July 15, 2009, from http://sargentparkmathzone.blogspot.com/
Richardson, K. W. (2008). Don't Feed the Trolls. Learning and Leading with Technology .
Digital Native
Blog assignment
Everett Durst
7-13-09
I realize the new generation of kids has changed, but I don’t necessarily think the change is as dramatic as Prenske lays out. I’m pretty sure every generation has said the changes in the new kids are different than ever before, which is generally the pattern. While I disagree with the idea that the change is fundamentally different than any we’ve seen before, I think he’s right when he says, “Today’s students are no longer the people our educational system was designed to teach”(Prensky 2001). I’m not sure it’s fair to say our education system was designed to do something specific for a certain kind of person. We have a system that was put together piecemeal, over multiple generations, and not even applied the same across the country. Previous generations could certainly have said television made my generation radically different than anything before us, and their forefathers might have lamented about the industrial age changing kids in a way we’ve never seen. I do see value in recognizing the next generation’s tools and habits, and using them to make learning better, so I’ll drop my counterpoint.
The addition of thousands of hours of video games and television has probably not reduced the amount of reading kids are doing, but instead probably replaced more physical activities. When I was in high school, I didn’t have a television for 3 of 4 years, and I never missed it. I had the woods, a dog, guns, motorcycles, snowmobiles, hiking, chores, a barn, etc. When it was dark out, I worked on one of my machines in the shop, read, or went to sleep. I’m not sure that’s a superior way to spend time, compared with video games and television, but it’s certainly healthier for the body. I’m definitely a digital immigrant, and I have physical scars to prove it. My experience with computers in the classroom started with cassette tapes for data in high school, and a few CAD classes in college. I used technology to get assignments done, and therefore to learn, but not actually in the classroom.
I see how the digital natives would have different learning styles, and I want to accommodate them. However, it’s a little inconvenient that most of our other classes teach us to write out goals and rubrics, and present them before any learning takes place. You cannot follow Prensky’s advice and lay out your lessons according to what we’re being taught. These articles haven’t changed my mind about using technology in the classroom, but I will be looking for ways to use their digital learning styles to get them interacting with my subject matter. I like the idea of computer based games, and I will keep looking for tools to use this principle with.
Prensky, M. (2001). Digital Natives, Digital Immigrants.
Everett Durst
7-13-09
I realize the new generation of kids has changed, but I don’t necessarily think the change is as dramatic as Prenske lays out. I’m pretty sure every generation has said the changes in the new kids are different than ever before, which is generally the pattern. While I disagree with the idea that the change is fundamentally different than any we’ve seen before, I think he’s right when he says, “Today’s students are no longer the people our educational system was designed to teach”(Prensky 2001). I’m not sure it’s fair to say our education system was designed to do something specific for a certain kind of person. We have a system that was put together piecemeal, over multiple generations, and not even applied the same across the country. Previous generations could certainly have said television made my generation radically different than anything before us, and their forefathers might have lamented about the industrial age changing kids in a way we’ve never seen. I do see value in recognizing the next generation’s tools and habits, and using them to make learning better, so I’ll drop my counterpoint.
The addition of thousands of hours of video games and television has probably not reduced the amount of reading kids are doing, but instead probably replaced more physical activities. When I was in high school, I didn’t have a television for 3 of 4 years, and I never missed it. I had the woods, a dog, guns, motorcycles, snowmobiles, hiking, chores, a barn, etc. When it was dark out, I worked on one of my machines in the shop, read, or went to sleep. I’m not sure that’s a superior way to spend time, compared with video games and television, but it’s certainly healthier for the body. I’m definitely a digital immigrant, and I have physical scars to prove it. My experience with computers in the classroom started with cassette tapes for data in high school, and a few CAD classes in college. I used technology to get assignments done, and therefore to learn, but not actually in the classroom.
I see how the digital natives would have different learning styles, and I want to accommodate them. However, it’s a little inconvenient that most of our other classes teach us to write out goals and rubrics, and present them before any learning takes place. You cannot follow Prensky’s advice and lay out your lessons according to what we’re being taught. These articles haven’t changed my mind about using technology in the classroom, but I will be looking for ways to use their digital learning styles to get them interacting with my subject matter. I like the idea of computer based games, and I will keep looking for tools to use this principle with.
Prensky, M. (2001). Digital Natives, Digital Immigrants.
first post
My name is Everett Durst.
I plan to teach high school physics and advanced math, after I get a Master's Degree in Teaching.
My favorite animal is a pig, because they're tasty.
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