This chapter poses the question: How does the nature of thought and composition change in a culture increasingly driven by digital communication? This is an unavoidable issue in a society that is becoming increasingly digitized. Considering the nature of thought, it seems as though an entirely new intelligence is emerging related to one’s ability to navigate through advanced and advancing technology. The idea of multiple intelligences is further pushed to include this idea of tech intelligence. Beyond thought is its expression in the form of composition. Digital communication has especially changed the ways young people share ideas. The manner in which these ideas are composed takes on what can be considered a new language. Consider texting and the language of technology that has infiltrated their daily speech...right now “texting” is not identified as a word by this word processing program, I am sure by next year spell check will understand! That’s just how quickly the language and manner of communication and composition is changing for youth in modern society.
As communication and composition adjust to the digital age, expectations for what skills teachers must teach in order to keep students updated and competitive on a global scale of communication will also change. This is clearly already happening. As a new teacher it is interesting for me to see the resistance of some more seasoned teachers to teaching this skill set that they themselves are not necessarily comfortable with. Meanwhile, other veteran teachers jump right in to what is new and innovative; always want to be on the cutting edge of the tech opportunities at their school. I also see many new teachers bringing their knowledge of new technology into their classes and integrating different methods of composition into curriculum. This blend of old and new, high and low experience, makes for a wide spectrum of composition styles udes at the school where I teach.
The topic of what transformational possibilities exist within the realm of teaching with multimedia intrigues me. Is it possible that we have not considered all of the avenues of education on which the integration of multiple media sources could take us? Should it transform the very meaning of "composition course" or writing class that is a staple of education at many levels? This is an essential question for educators to consider. I do not know that an entirely new definition of composition is upon us at this point in technology’s advancement; however I could foresee the need to seriously consider a shift within this definition within a generation.
The connection that exists between media violence and aggressive behavior in some children is not one to be overlooked. Supervision and vigilance on the part of parents is what I believe is most important in alleviating this problem. The safety, physical and emotional, of our children is the responsibility also of the manufacturers of video games that involve high levels of violence. They can label such games appropriately, but unless parents are willing to step up and limit, or prohibit, their children’s use of such games, the labels will mean nothing. Exposure to media violence involves much more than video games. Just watching prime time television and news programs exposes children to high levels of violence, real and fake. Again, I believe it is a parent’s responsibility to limit this exposure for their children.
The evolution of literacy and its scope has moved rapidly in the past decade. What was once a reference to one’s ability with reading writing and speaking, now also included the skills of the multimedia age. Comprehensive composition involving many media sources is a new form of literacy that truly extends what was once based on ink and paper. The implications for every classroom teacher are tremendous!
Monday, October 20, 2008
Ch. 5 Reflection--The Image: In Reading, Desktop Publishing and Networking
I think it is important to understand and respect the origins of association between images, oral language and written word. This history provides perspective into the education of early man. However, beyond this, and seemingly more relevant to current everyday life, these origins are at work in every infant born to this earth. Before oral language can be achieved, and certainly before reading and writing, a child learns to identify the images in his life that have meaning to him. Such a human and shared process should be considered in any discussion of what makes a particular image meaningful to a group or individual.
Though this chapter includes the author’s personal experience of his sons’ experience, or lack of experience, with image reflection in writing assignments, I would like to focus on a school setting that is placing images at a higher priority. The middle school where I work engages in Paideia seminars on a monthly basis. These seminars encourage respectful conversation between students, without hand raising, based on a specific text which is often an image (or series of images). The seminars are guided b teachers with probing open-ended questions, but the students are the real drivers of the discussion. I have sat in on multiple class discussions of this sort in which students are breaking apart the images within a Picasso painting, projected onto the wall for all to see, and copied on paper for all to have in their hands. This I think is an important step toward maintaining the connection between images, text, and thinking. It is also important to note that the first time students engage in this type of seminar the flow of conversation is usually low and lacks energy. It seems as though they need time to develop the specific intelligence that comes with making connections between image and text. By the end of the year their ability is much more refined and their comfort level with disagreeing with classmates about a topic or defending their positions, increases greatly.
Houghton quotes Burke saying, "We cannot learn to read (images) if we do not have some practice in making images" (Burke, 2001). Specific to image making with a Paint program, I wonder what sort of resistance exists amongst teachers who already feel as though they are working with an overloaded curriculum. How can these teachers be convinced to encourage image creation in their content area and practice using such programs as Paint? What types of resources exist for them to assist in integrating this type of skill building into their content teaching? I could imagine that for a seventh grade science teacher like myself assigning students to choose a cell organelle to create and label in Paint would be one way to integrate my human body systems unit with image creation on the computer.
I suppose one could argue that modern-day students are inundated with images at an unprecedented level when compared to their counterparts from past generations. I think it is telling to consider the nature and origin of these images compared to those images that surrounded early man. What does it do to one’s ability to make meaning from images when the images one sees are all computer generated? What happens when these machine made images outnumber the images one sees from nature? How does it affect the human psyche when the last sunset one saw was a jpeg file and not an outdoor experience? Is there a way to make a balance between the natural image and the digital? And, does it matter? These questions are those that intrigue me within this discussion of images and text. As an educator the best I can do is give students the opportunity to experience both and the tools necessary to evaluate images, no matter their origin, for themselves.
Though this chapter includes the author’s personal experience of his sons’ experience, or lack of experience, with image reflection in writing assignments, I would like to focus on a school setting that is placing images at a higher priority. The middle school where I work engages in Paideia seminars on a monthly basis. These seminars encourage respectful conversation between students, without hand raising, based on a specific text which is often an image (or series of images). The seminars are guided b teachers with probing open-ended questions, but the students are the real drivers of the discussion. I have sat in on multiple class discussions of this sort in which students are breaking apart the images within a Picasso painting, projected onto the wall for all to see, and copied on paper for all to have in their hands. This I think is an important step toward maintaining the connection between images, text, and thinking. It is also important to note that the first time students engage in this type of seminar the flow of conversation is usually low and lacks energy. It seems as though they need time to develop the specific intelligence that comes with making connections between image and text. By the end of the year their ability is much more refined and their comfort level with disagreeing with classmates about a topic or defending their positions, increases greatly.
Houghton quotes Burke saying, "We cannot learn to read (images) if we do not have some practice in making images" (Burke, 2001). Specific to image making with a Paint program, I wonder what sort of resistance exists amongst teachers who already feel as though they are working with an overloaded curriculum. How can these teachers be convinced to encourage image creation in their content area and practice using such programs as Paint? What types of resources exist for them to assist in integrating this type of skill building into their content teaching? I could imagine that for a seventh grade science teacher like myself assigning students to choose a cell organelle to create and label in Paint would be one way to integrate my human body systems unit with image creation on the computer.
I suppose one could argue that modern-day students are inundated with images at an unprecedented level when compared to their counterparts from past generations. I think it is telling to consider the nature and origin of these images compared to those images that surrounded early man. What does it do to one’s ability to make meaning from images when the images one sees are all computer generated? What happens when these machine made images outnumber the images one sees from nature? How does it affect the human psyche when the last sunset one saw was a jpeg file and not an outdoor experience? Is there a way to make a balance between the natural image and the digital? And, does it matter? These questions are those that intrigue me within this discussion of images and text. As an educator the best I can do is give students the opportunity to experience both and the tools necessary to evaluate images, no matter their origin, for themselves.
Monday, October 6, 2008
Practice Making Links
Here is a practice run of linking on this site to prepare for this week's midterm...
click HERE to visit WCU's home page!
click HERE to visit WCU's home page!
Wednesday, October 1, 2008
Mathematics, Spreadsheets and Higher Order Thinking
National Council of Teachers of Mathematics says in its Technology Principle that, “Students can learn more mathematics more deeply with the appropriate and responsible use of technology.” I think this mention of responsible use is key in understanding the position of this national council. I have been in many middle grades math classrooms over the past few years and have see both the responsible and irresponsible use of technology in math classes. Personally, I do not think the constant use of a calculator or computer program that acts as a calculator is appropriate for middle grades students. I have witnessed students who have lost their ability to perform basic math, i.e. addition, subtraction and multiplication of simple whole numbers, by eighth grade after spending three years constantly using a calculator. I think it is a travesty that a student would sooner plug “24 – 15” into her calculator than do the math in her head. I see this everyday. Some teachers have done an excellent job of maintaining mental math skills others seems to have abandoned it entirely.
Also, the NCTM says “technology is essential in teaching and learning mathematics; it influences the mathematics that is taught and enhances students' learning.” I agree but have to voice that many generations of students were learning advanced math long before technology looked like it does today. Mathematics has its foundations in pencil and paper thinking. I think the technology available today makes it easier for a wider range of students to effectively learn math, and to do so in ways that address their specific learning styles. However, the essential necessity of technology in the teaching of math is arguable to me.
“The most important single message emerging from the information age and the economy of its Web is that higher order thought is not just central to its future, but is its present and your future.” (Houghton). Higher order thinking skills are not some trend that teachers won’t be talking about in another decade. These thinking abilities are at the root of knowledge development. The intentional inclusion of lessons focused on higher order thinking skills is what will ensure a present and future full of global citizens with the ability to engage in fully and question the choices with which life presents.
“GIS thinking is just one component of the larger movement in the sciences to do more with scientific visualization.” (Houghton) GIS is a great tool for teachers to use to incorporate this element of science education. Visualization is a skill that middle grades students especially are supposed to be developing and using with regularity. It can be difficult to find appropriate ways to integrate this skill. GIS gives the classroom teacher the opportunity to incorporate visualization easily and in a manner that can be highly engaging for the students.
“Educators especially must not confuse or equate the computer's power to calculate with the human power of thought” (Houghton). Here, here! Humans are the most highly evolved creatures on this planet and what sets us apart from our other carbon-based earth dwellers is our capacity for thought. I do not think there is a serious danger that teachers would overlook this crucial fact, however, just like with over-use of calculators in math, I could see the potential for making technology the crutch to one’s learning and ability to further develop intelligence.
Also, the NCTM says “technology is essential in teaching and learning mathematics; it influences the mathematics that is taught and enhances students' learning.” I agree but have to voice that many generations of students were learning advanced math long before technology looked like it does today. Mathematics has its foundations in pencil and paper thinking. I think the technology available today makes it easier for a wider range of students to effectively learn math, and to do so in ways that address their specific learning styles. However, the essential necessity of technology in the teaching of math is arguable to me.
“The most important single message emerging from the information age and the economy of its Web is that higher order thought is not just central to its future, but is its present and your future.” (Houghton). Higher order thinking skills are not some trend that teachers won’t be talking about in another decade. These thinking abilities are at the root of knowledge development. The intentional inclusion of lessons focused on higher order thinking skills is what will ensure a present and future full of global citizens with the ability to engage in fully and question the choices with which life presents.
“GIS thinking is just one component of the larger movement in the sciences to do more with scientific visualization.” (Houghton) GIS is a great tool for teachers to use to incorporate this element of science education. Visualization is a skill that middle grades students especially are supposed to be developing and using with regularity. It can be difficult to find appropriate ways to integrate this skill. GIS gives the classroom teacher the opportunity to incorporate visualization easily and in a manner that can be highly engaging for the students.
“Educators especially must not confuse or equate the computer's power to calculate with the human power of thought” (Houghton). Here, here! Humans are the most highly evolved creatures on this planet and what sets us apart from our other carbon-based earth dwellers is our capacity for thought. I do not think there is a serious danger that teachers would overlook this crucial fact, however, just like with over-use of calculators in math, I could see the potential for making technology the crutch to one’s learning and ability to further develop intelligence.
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