Chapter 5 and all of the confusion that it entailed

This chapter explored the idea of Mindtools and how models can enhance student learning. Presenting knowledge through any of the model types would require a deep understanding of the concept a student is attempting to display. Mindtools are relatively difficult to create because they require attention to detail, which is something that many students are not willing to offer a concept. Some concepts were familiar, such as the idea of a database. Databases have been around, on paper at least, since I was a child so it was interesting to read about it as a Mindtool. At the end of the day, however, it is just that: an organizational system that copies the natural grouping tendencies displayed by the human brain. Humans like things systematic, organized, and accessible. This is why it was relevant that this chapter discussed humans doing the jobs that we have as of late assigned to computers: defining how things should be organized. Things like databases only work if humans set the parameters that they are comfortable with; for example a database that access information based on client's last names will work for one human but would be a poor organizational tool for another. Humans should use computer's and their capabilities, but they should still be in control so that computers are meeting their needs and not the other way around.

Chapter 5 left me with a few questions, but most of them were not directly related to the concept of Mindtools. Rather, I was left wondering if learning about "systems" was something I missed along the way, because even the system that was made by middle school students as a sample system organizer (of the cardiovascular system) left me feeling as though I had missed something in school. What were the bars below the images? All of the little icons confused me in the systems section of the organizers.

Otherwise, the four types of models described made sense. They all seemed like effective ways for students to demonstrate mastery of knowledge, concepts and the like. My particular favorite was the idea that a student could create a master series. The student has to create the questions that model how the human mind thinks through a problem to solve it. The example in the book related to moles, a chemistry concept that I never fully understood in high school. Had I been forced to create the steps to correctly identify and solve a molar problem I'm sure that I would have had a lasting understanding of when and how to use the procedure.

Resources That Support Writing (for chapter 4)

www.semanticresearch.com
www.inspiration.com
www.mindjet.com
www.kidscribe.org
www.scholastic.com
www.poetryforge.org
www.writely.com
cwis.usc.edu/dept/garden/
www.globalschoolnet.org
http://ladybug.1rdc.pitt.edu/sword

Writely=Google Docs! Everything leads back to google...

Chapter 4 discusses a topic that is near and dear to my heart: Writing. In skimming the book at the beginning of the semester, I noticed that they had devoted a chapter to writing and I automatically wanted to use for the chapter presentations that we do in this class. However, while reading it, I was surprised to see that most of the resources mentioned were ones that I had already heard of.
The first section discusses the planning aspect of writing, specifically "concept mapping" I have used inspiration many times before as a student and saw that it can be useful for planning for writing assignments that are not creative in nature. Semantica proved to be slightly more useful than inspiration only because it allows you to zoom in onto different parts of the concept map you create. Concept mapping is not all that new of a concept, so that section was mostly a review for me.
The discussion of presentation writing basically focused on the "dont's" of Power Point Presentation creating. Because this is chapter is supposed to be about the technologies that can support writing ( in this case, presentation writing) and not the actual content being written, this section was an appropriate. It discussed of the number one pitfall of what seems to be the most popular presentation tool of the moment (Powerpoint). The pitfall is that Powerpoint has many distracting tools within it.
I completely agree with this because I have made many Powerpoints that looked really neat but severely lacked content.
I loved the section that discussed students publishing their work online. It really does force kids to take their writing a little more seriously. Having a child's work published can provide a huge boost for their self esteem. I would have liked to see a few more resources for non-collaborative writing. Some students are very private and protective of their writing and I would like to offer them resources so that they can explore writing on their own time. The chapter offered us Poetry forge which was lacking in my opinion. Scholastic seemed more promising with all of its "writing workshops".
The last section was beneficial and interesting. I like the idea of collaborative writing because it benefits students in all of the ways that any cooperative project can while giving students a chance to hone their writing skills. My favorite resource was SWoRD, but that is not really suitable for young children. Writely was pretty neat... I typed it and reached google docs! Either I did it wrong or Google really is everywhere.

For SCE (science class)

http://www.youtube.com/watch?v=HkglY8b5vis&feature=related
17 seconds

Experimenting with Technologies.

Not only does the Sims (one of the Urban Simulations that chapter 3 references) allow children to explore technology, but it allows them to really consider cause and effect. This is my favorite part of chapter three because I believe the Sims game allows children to see the result of their actions. They can see what socialization can look like between the sims, city planning, and resource allocation. These are really valuable lessons that this technology allows them to explore. Also, they never could consider city planning and resource allocation because they are limited by age- this game allows them to deal with things that once were out of their range of consideration.
All simulations allow children to really explore content otherwise unavailable to them. That is what makes "simulation" effective in the classroom: It allows children to explore things that are not available to them in their everyday lives.
These types of games, along with the quiz games also discussed, really do encourage active learning. You cannot be passive, and will not want to be, when you are in charge of your own city. The Gee principals (2003) were very descriptive of the benefits of computer gaming. My favorite was the "psychosocial moratorium" principal. It refers to taking risks in an environment where real-world consequences are lowered. That could be potentially dangerous for kids who do not realize that life does not have an "undo" button. Otherwise it is completely true! Children can take risks and see the effects of their choices.
So long as children play games that do not encourage competition, they will be on the right track.

Contemporary Issues Project "Brave New Classroom"

http://video.aol.com/video-detail/a-brave-new-classroom-texting-a-new-language/899779093/?icid=VIDURVNWS08

Opening Questions:

What makes a word a word?

Abbreviation... is this okay?

What is proper?


This short video discusses texting lingo and the way that it is seeping into the spoken language of children and teenagers.

Teachers current stance: Keep it out of the printed word with "preventative education."

Dictionary acceptance: If dictionaries accept a word as being a word, it is often because of the frequency of its use in society. Does that make it a word?

So thus, humans are in charge of language.

But, in all fairness, haven't we always been?


*If teenagers and children are in charge of our rapidly changing language, could this potentially negate:

-Grammar rules
-The teaching of word structures as a fundamental means of teaching reading
-Phonics Rules
-Formal vs. informal language.

You be the judge. Just keep in mind that your opinion may be just as valid as the 13 year old (or even 10 year old, as cell phones reach younger and younger students) texting on her blackberry.

*Follow up note: "texting" is now in the dictionary, but "blackberry" remains listed as only a fruit/plant.

Picture source: http://msnbcmedia4.msn.com/j/MSNBC/Components/Photo/_new/g-090123-hlt-kids-phone-2p.widec.jpg

"Yahoo and Google and Noodle.... oh my!"

After reading chapter 2, I have learned a lot of valuable resources that I thought I already knew about. I had no idea that google and yahoo work in different ways (crawler versus directory system). I had no idea what a crawler was, in fact. That makes me think that google isn't acutally the most effective search engine, thus shattering my preconceived notions about the omnipotence of the google empire. Of course, google is still widely used and offers a variety of other tools besides the search engine, but the search engine is the only tool of theirs besides blogger that I use and thus I wonder if I should branch out when doing searches from now on.
The chapter discusses the four step process of intentional internet usage, in other words, using the internet to serve a purpose in learning. The planning section is probably the one that is most often skipped by students and teachers. It requires that the class be led in a discussion before jumping into internet research; they must take time to consider what they are looking for and what purpose that information will serve when they find it. As simple, easy, and important of a concept as that may seem, I'm sure the suggestion of having a discussion BEFORE jumping onto computers will be met with groans from many students. However, this step is crucial and probably the most important one for teachers to remember when talking about using the internet for legitimate, effective learning.
Obviously evaluation, searching strategies, and triangulation (a word I had never heard used in this context) are important too. The triangulation will also be met with groans as well as will be the most ignored part of this process by many hasty children who will not want to prove a fact by three different sources. However, if we teach students that this is the only right way to do internet research and activities, they will never develop bad habits that lead to the types of research negligence common of the current internet searcher.