Monday, September 28, 2009
Tuesday, September 22, 2009
This brings me to a second point of contention for me, and America's youth. I don't know about you, but I feel it is sad that commercials like the NFL "Play 60" program show up on TV. For those of you not familiar with Play 60, it is NFL players encouraging children to go outside and be active for a minimum of 60 a day every day. Since much of the socialization of children will take place in the home, is it right to start out baby's first months or years plopped in front of a TV being edutained? With younger generations become more and more wired (or wireless), it seems plausible that it will be harder and harder to pull them away from technology to go and interact in the outside world.
Just a little food for thought. You're welcome to ask me how things are going with my implementation of this early next year.
Monday, September 14, 2009
While troubles have been a point of frustration they have also been one of exclamation. The limited help (otherwise known as scaffolding) from Kylie coupled with the collaborative thought with my classmates have brought me to a curious thought. Scaffolding and constructionism is a method of teaching that I agree allows students to better formulate ideas and information for themselves, but takes a longer time to fully implement as a lesson (opposed to direct instruction). However, assuming that the instructor takes an active role in the construction of knowledge and couples that with peer collaboration and personal reflection, doesn't this ultimately yield more one-on-one instruction in the end? Not simply for the fact that you (instructor) or peers are working one-on-one, but the fact that this is done over a longer period of time--say a week for what would otherwise take a couple days to teach.
I also have to add in an unrelated side thought to this post. The article "Digital Natives, Digital Immigrants" was interesting, however I felt that they were presenting some ideas that were a little out there. The ideas about how current students process information differently than the digital immigrants do makes sense. To me I equate the older generations to different versions of PC operating systems. First there was DOS, then Windows 97, 98, 2000, ME, XP, Vista (and soon to be 7). While each of these systems inherently do the same functions, they all do them in varying ways and (of course) at varying speeds and with lesser or greater degrees of difficulty. However, the notions that he never seems to really firm up about how "students' brains have literally changed" is a bit like the rhetoric you may have found in a mid-1900s public service announcement video like Reefer Madness. It just seems to be such a blatant and unfounded rant from a frightened digital immigrant. But hey, what do I know? I'm just a brash digital native.
Monday, September 7, 2009
Hey everyone. As you may or may not remember, I’m a first year student in the Learning Sciences program under Dan Hickey. I hope by now you realize that I’m in the P650 New Media course—if not, how did you get on my blog?
I completed my undergrad here at IU in secondary education in social studies. Unfortunately, due to the saturation of able-bodied teachers in Bloomington it was near impossible to find a teaching job. So, for the sake of putting my wife through her last year of her IU undergrad in elementary education, I had to find a decent job. That’s why for the last 2 years I have sold insurance. Fortunately I not only sold insurance at a very large firm (about 400 employees), but I also got to train and educate many of those employees as part of my job.
If you want anything really interesting out of me you’ll just have to talk to me in class or meet up with me sometime. See you all on Tuesdays.