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I think you are not the only one that struggles with these concepts. I have learnt that I need not to be afraid of tecnology but curious enough to figure out , question and investigate options. As I realize that it requires a shift in my own thinking and practice I am less stressed that at the begining of class, but still remain anxious about which route to go first. I suppose working on mu essay will allow me some direction
Hacking
This was an overwhelming topic. The manner in which it was presented I believe shocked a number of us and confirmed our vulnerability in the use of some of this everyday technology. In class we have discussed the importance of getting acquainted with technology but an important aspect of our relationship with technology is how to protect ourselves and the children while utilizing these spaces. As presented in class ethics and morals are or have got to be part of educating those on the use of the internet. However that is easier said than done. How one does teaches children to use these spaces and use it responsibly when many times children are engaged on their own. It only stresses the need of us as educators to take precedent in their learning and guide them in how to protecting themselves. Moreover, it is important to guide them in how to use technology responsibly. Two aspects are determined by these issues: The level of our development in the use and knowledge of computers; and our willingness to become informed educators. Another aspect that will develop, in my opinion, is that out of the culture of digital children the new well versed educators will arise. We are not only at a stage that we are forced to adapt but we are at a time where the new young adults arising will learn from what our generation has offered them. Thus, we are at a very important stage where both generations are and must create learning bridges in order to move forward through this transitional period. As we have been able to see, even with the use of technology a sense of order and organization is reflected in these spaces and many are a reflection of our society and our culture. Therefore, we must assume, and hope that better standards will continue to emerge as learning about the technology becomes a more fluid space amongst all learners.
As we are finished with our classes and getting ready to continue to bring our learning into the world of children and education, I stopped to consider on topics that I think are essential to examine. One of this topics is constructionism its fundamentals and its application. The Maxwell article expressed concretely the actual experience that I as an educator, my children and the children that I cared for are experiencing. This disconnect relates to an experience between the advances of technology and the reality that is encounter in education. This experience is created by a number of causes. In my case because I am an immigrant to technology I am very cautious with it or more likely afraid to delve into an environment that brings with it too many novelties. Moreover, this is an environment that has the ability to put into question the status quo and modify drastically and quickly, and this thought paralyzes me. So rather that to think constructively I my tendency has been to shy away from leaping into this new reality. Due to this the opportunities I have allowed my children to participate in have been rather limited and perhaps I have also discouraged and limited the use and exposure to it. However this course has reiterated the thought that being a constructivist educator requires that I become an enquirer: An enquirer of new ways of learning and new ways to guide learning. Learning that is to be focused on community of practice and a community of learning as the main goal. This community must integrate, as the article describes, newcomers through practice and through involvement. This involvement is expected to lead to integration of enquiry and experience. For me, then, it means to also focus on a way of thinking that focuses on the arenas of science and technology. Thus, constructinism begins with my own quest about how to turn these reflections and new knowledge in my own practice: a practice that must match learning as a meaningful and collaborative engagement of practice.
Deschooling in Society
We engaged in a great conversation. Alternative schools and alternative education. Is it coming our way? It is nearer now than in the 70’s yet there is more that needs to be learnt and put in practice. There is so much that we know and so much, as we have heard, that is not been put into practice in education?
One of the issues that we quickly learn is that our constructivist ideas are there but still shaky in ourselves. In the mean time we are learning to become better educators, while we continue for the most part, experiencing the same type of education we are hoping to one day change. Technology is forcing us to think differently and in that niche educators will be able to introduce the new pedagogy required of us to promote classrooms where formal and informal learning becomes of value. Having said that these changes need to be embrace and directed by those in power and with influence of those guiding our institutions. So as facilitators we would also aim to facilitate change in policies that will help invest in creative and explorative learning. Thus, experience and content are not as divided but is aimed to enhance children’s learning .
Class June 17, 2009.
Racial Stereotyping in Video Games.
This was another enlightening presentation based on the Nakamura Article. It was enlightening since I do not spend time playing video games and was unaware of the enormous gender unbalance and stereotyping that takes place in these spaces. Although, given the fact that we have discussed that our society and culture is in many ways duplicated and regulated similarly to the real experiences in real time in these environments, I was unaware of these statistics. I was more taken aback mostly because I see myself as being active in engaging my children to think critically of shows and movies they see, commercial advertisement they are faced with. Yet, I never even thought about the exposure of the racial stereotyping trough the video games they play. Therefore one of my priorities is to discuss the facts brought on this presentation to my children and children that I work with and co – workers in general. Another aspect that called my attention during our class discussions is the prevalence of these negative and prevailing stereotyping that takes place by those in power. Those in powers, predominant force in society, are adamant in continuing to preserve and promote these well criticized views and thoughts. Alex made the observation that technology access, as it becomes more affordable, begins to be altered by a more diverse group of people thus providing and opportunity for change. I was impressed and hopeful to hear that educational and interactive games/ shows such as Dora the explorer utilizes a number of well educated team involved in their production.
Class June 15,2009
We had a class that addressed the issues of games and play. In this class we questioned and enquired about beliefs and definitions in regards to play and the meaning of fun and learning. In this article play is defined as an active and intense focus on a particular activity. Fun is described as giving us enjoyment and pleasure .Can children learn with these games when these elements are fulfilled? As we spoke in class games can be quite engaging. If we analyze them in detailed we can see the educational elements that are involved in the use of this technology. The presentation made me aware of the fact that although we criticise games they have an element of engagement, an element of motivation and fun that is applied to problem solving schemas. So we must remain critical of the technology in analyzing its positive and negative use and how we allow children participate in these environments.
Fun in the production and consumption of Children’s software
Tonight’s class we discussed how the production of software for children is driven by consumerism and how this drive is packaged for the adults that purchase these software. As the article reveals there is an inherent contradiction between entertainment and education. Entertainment’s main objective is to capture economical gain through children’s interest, engagement and imagination regardless of superfluous messages. We also understand there is a gap between technology and parents. These gaps are filled by an industry that has financial benefits that aim to utilize parent’s needs for their children education with software that attempts to be sounding educational and at the same time sell entertainment. Therefore how do we come to terms with these disputing areas over the application of technology and education and the cultural involvement of children? The questionable areas are those that refer to the manner in which children’s development takes place, how children learn and how children play and the use of technology and the best way to close the gap between the two. We understand that the use of technology in production of children’s software is directed and dominated by consumer’s market but how is all these children’s needs balanced? What we discussed in class that is most prevalent is the invasion on the market of products that are changing or driving aspects of our culture (children’s culture) which is the level of violence portrayed in these so called “good strategy games” where a level of cooperation is also required and seen as collaboration driven by a very aggressive and violent culture. I believe that eventually parents and educators and society in general may change and take proper hold of children’s cultural evolvement from those who have taken them from them and allowed our generation to become so disentezized to the extreme violence and go back into promoting regulations that are appropriate for our children as they grow.
June 3, 2009.
Our last class was quite interesting. I enjoy the level of conversation and questioning that goes on especially from many of us that are learning with and about technology.
I find it so very interesting when we discuss the progress and advancement of the whole computer era and how much we are unpacking for ourselves as individuals and educators. As immigrants to these environments I see how much we have to learn and at the same time how much we miss in terms of seeing all technology has to offer, starting from its simplest forms. How to use what we have and how to apply it into our everyday learning experience with children is a new experience on its own. For me it is to overcome the limitations and aim at the possibilities by searching for these possibilities. These findings will guide me on what I can I do with technology in my ECE field. It will guide me and not only how to apply technology in a project, formal type of environment but in a informal type of learning focused perhaps on children’s representation of their world and a constructivist approach. Although there was some discussion about how to allow children discover on their own, I believe I understood that there have to be some frameworks on which to base the promotion of learning. At any rate this course continues to sparkle in me the interest in finding ways on how to utilize technology from that starting point that I am at and continuing on with more learning about other applications in the future.
Our last class was quite interesting. I enjoy the level of conversation and questioning that goes on especially from many of us that are learning with and about technology.
I find it so very interesting when we discuss the progress and advancement of the whole computer era and how much we are unpacking for ourselves as individuals and educators. As immigrants to these environments I see how much we have to learn and at the same time how much we miss in terms of seeing all technology has to offer, starting from its simplest forms. How to use what we have and how to apply it into our everyday learning experience with children is a new experience on its own. For me it is to overcome the limitations and aim at the possibilities by searching for these possibilities. These findings will guide me on what I can I do with technology in my ECE field. It will guide me and not only how to apply technology in a project, formal type of environment but in a informal type of learning focused perhaps on children’s representation of their world and a constructivist approach. Although there was some discussion about how to allow children discover on their own, I believe I understood that there have to be some frameworks on which to base the promotion of learning. At any rate this course continues to sparkle in me the interest in finding ways on how to utilize technology from that starting point that I am at and continuing on with more learning about other applications in the future.
This article seems to address questions in regards to virtual communities what they are, what defines them and how are they created, regulated and organized… It comes in handy since I myself have very little knowledge about definitions and meanings and what exactly constitutes a Virtual world. When we speak about virtual I assume a disassociation with reality. The authors in this article speak of different forms of reality; moreover, they refer to the different meanings for virtual communities and are clear to mention the diversity there is among them. What makes a community in the virtual world? Same motives, same interests, same or similar ‘feeling’ involvement. Moreover, the article relates to opportunities that these environments offer in terms of informal learning based on a ‘Common Pool Resources’ and how they regulate themselves and finding and sharing knowledge is evident. These communities have developed a form of organization that goes on either world and this I find quite insightful since it seems that cyber space and virtual communities not only reflect diversity and diversification but also a reflection of the cultural communities which are reflected in society.
