Tuesday, September 22, 2009
Good Tech = Good Kidz
Even when actvities in the computer lab involve some simple exercises like trying to type with 2 hands, cutting & pasting or attaching a picture to a document, novice students do seem to be involved. Talking from students with their neighbors is moreso of the "how do you do this?" kind then of the "what are you doing this weekend?" type. Working and creating something independently even when simple I found has kept children focused and on task. Furthermore, if rewards are built into a lesson plan such as a game/drawing application that students would be allowed to go to upon completion of their work perhaps students would be more inclined to finish assignments. In time students could develop their own "fun/learning activity" to share with fellow classmates. Thus developing a sense of mastery.
Saturday, September 12, 2009
Classroom Centers/Stations and Baldridge
My school is really big into having the children move in groups from station to station, which is great. It not only allows for the teacher to work with small groups, but lets the kids get up and and stretch their legs every 15" or so. Still though it takes time for the children to understand that they are responsible for getting work done when they are at these independent stations. Alot of children can not handle working independently. They still do not comprehend the consequences that arise for not getting their work done, especially younger children. This concept alone is something to be learned let alone the learning which is/was supposed to get done while at the non-teacher center.
We are also involved in the concepts put forth by Baldridge. Basically this philosophy tries to get students to become responsible for their own learning. By setting and displaying goals and by charting progress which is also put on display around the room for the kids to see research indicates that this can be the catalyst which gets the children to comprehend the idea that learning is one's own responsibility.
I would like to know myself though if the fact that classroom achievement is displayed for all to see how it helps or hinders. Do the other children themselves encourage those who lack meeting certain goals/benchmarks (and thus lower the overall average) to get on the ball or if those who are a bit slow bring down the overall average are not known is the class just to assume that they are not as a whole smart enough? Should children think of themselves as "a whole?" Is individualism discouraged?
Would a child who excells have to say that "our class didn't make it this time" because of someone(s) unbeknownst to him brought the overall grade down? Would some sort of pressure be put on the child who is holding the class back? Is that a good thing? If so, how is that pressure to be applied?
I've got alot more to learn about this. Hopefully I'll have some answers to questions before too long.
We are also involved in the concepts put forth by Baldridge. Basically this philosophy tries to get students to become responsible for their own learning. By setting and displaying goals and by charting progress which is also put on display around the room for the kids to see research indicates that this can be the catalyst which gets the children to comprehend the idea that learning is one's own responsibility.
I would like to know myself though if the fact that classroom achievement is displayed for all to see how it helps or hinders. Do the other children themselves encourage those who lack meeting certain goals/benchmarks (and thus lower the overall average) to get on the ball or if those who are a bit slow bring down the overall average are not known is the class just to assume that they are not as a whole smart enough? Should children think of themselves as "a whole?" Is individualism discouraged?
Would a child who excells have to say that "our class didn't make it this time" because of someone(s) unbeknownst to him brought the overall grade down? Would some sort of pressure be put on the child who is holding the class back? Is that a good thing? If so, how is that pressure to be applied?
I've got alot more to learn about this. Hopefully I'll have some answers to questions before too long.
Saturday, September 5, 2009
Adoption phases of tools

In regards to Dr. Norton's lecture concerning the "phases" in which tools go thru leading towards their adoption by a society, I believe that this is primarily determined by expense. I propose that if a "tool" where priced at a more affordable/acceptable amount then the "rejection" as well as the "gimmick" phases would be less a part of the adoption phase, if at all. A "seqway" for example priced at $3000 may well not be rejected if sold for $500.
Thursday, September 3, 2009
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