Thing 5

http://www.freetech4teachers.com/2010/08/overview-of-history-of-visual-thinking.html?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+freetech4teachers%2FcGEY+%28Free+Technology+for+Teachers%29&utm_content=Google+ReaderI’d I’d be interested in knowing if this is the permalink to an interesting lecture on visual thinking. Caves older than Lascaux, remarkable drawings.

ulteaching.blogspot.com/2010/08/teaching-patience.html

nice to read about someone trying to teach patience, and with a good technique of little colored blocks to turn over when help was needed. She sounds as if she were a good teacher.

Post: Thing 4

Thing 4

Blog posts I read:

http://blog.mrmeyer.com/?p=133

http://www.halcyon.com/arborhts/mahlness/2007/02/is-this-ssr-20.html

http://betch.edublogs.org/2009/01/06/the-myth-of-the-digital-native/

http://www.evenfromhere.org/?p=90&cpage=1#comment-1333

http://sddc.blogspot.com/2009/02/upside-down-pop-quiz.html

1. What do you notice about the genre of blog writing in general?

It’s personable and chatty. Punctuation refreshers would be useful for the authors. Editing is definitely needed. Here is the opening paragraph from the third blog I read:

“We hear a lot about the notion of Digital Natives and Digital Immigrants  … It makes an [sic] presumption that those born after [sic and HUH??] the widespread introduction of digital technologies are somehow out of step with the world of technology, while those who were born and raised in the digital age are naturally able to function within it.”

It’s a shame to have these typos in the introductory paragraph of an otherwise thoughtful post. They must have been there for donkey’s years, and no one has bothered to fix them.  In general, the lack of careful proofreading is something I notice.

2. How is blog reading different from other types of reading? How is it similar?

Different: you’ve got to navigate around –meaning can only be ascertained after conquering the graphics and the layout. The sense of talking to other people is noticeable. On hard copies I could underline and comment in the margin for my own use. (Yeah, yeah, I can print it up – and I often do, but confined to the machine, the reading, for me, is actually less engaged.

3. How is blog writing different from other types of writing? How is it similar?

Seems pretty much the same as all media these days, rather imprecise and chummy, trying to convince me or to sell me something, an idea or a program of action.  (“This is the future of education”, Michael Hardogan shouts, as if the future won’t happen unless we all become believers.)

As for different, I don’t sense any “style” that’s any different from the pages of magazines  – it’s all of a piece with popular prose. High in the vernacular, low in inspired flights of prose. I honestly don’t think this is some kind of break with the use of the English language in the past. What is most noticeable is the insistent interest in the author and his likes, dislikes, physical problems, emotional reactions: this is remarkably self-referential prose.

3. How does commenting contribute to the writing and meaning-making?

It can’t contribute to the writing, that’s already done and carved in pdf. Meaning-making? Well, the comments are pretty much congratulatory (directed to the author or to the self) or about the commenter himself or his methods (as was my comment to the last piece, on pop quizzes, which I very much liked) or a long carry-on about the opposite view.  What meaning that gives it, I’m not sure. Occasionally there will be wonderfully responsive and energetic comments.  It’s nice to read them.

4. How can blogging facilitate learning?

I don’t know. How does anything facilitate learning? Your brain works on the thing or it doesn’t.

OK, I suppose that’s glib. It facilitates learning the way ANY exchange facilitates learning, as it did with Aristotle in the Academia, as it does with a professor at MIT in a colloquy, or on-line. What is the GOAL of the learning?, I would ask.

What I REALLY LIKED was learning about permalinks and how to find them. I guess my feeling is that each of us will do what we wish with this stuff; what I need, at least, is how to find, access. cite and reproduce stuff that I want to use.

Post 2 for Thing 2

It’s quite clear thatbh the communication and collaboration

My initial thoughts about the material on the interactive Web 2.0 are demonstrated by the two recommended readings, a blogpost on Web 2. by Steve Hardogan and David Warlick’s article, “A Day inthe Life of Web 2.0”, beacuse both of these pieces give me pause. First of all, there seems to be little concern with quality of the material — students write creatively they say. Why, becuase they are talking about themselves, which leads me to the second concernn:  the self centered and self-referential tone of so much of the material.

Take, as a central example, this stunning statement from Hardogan:  If you’ve spent years evaluating students on their writing, it can be a little scary to put up something you have written for the whole world to see–especially if you don’t have hours and hours to refine it. So wait and watch a little.

Years evaluating the writing of students and not able to write myself? How would one be evaluating students’ writing  if not from knowledge about the craft and certainly competency in it? Now, if he’dsaid, “If you’re new to words, using words and the fine points of editing, this may be scary ..” But no; teachers who have “spent years evaluating others” are urged with a tone of unctous condescension, to be brave and give it a try. Oh my.

He also manages to bring himself into it, talking about his intolerance for milk etc. etc., that would have relegated him as a baby to “exposure” in the a

POST 1: From Thing 1 – Reflections on Lifelong Learning

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There seem to be two desired outcomes in this “Thing.” The first is to persuade me that “life long learning” is a good thing (as if I held a contradictory opinion)  and the second outcome is to acquire certain habits that will make me into a “life-long learner.”

My reflection is that the first outcome can be assumed and as for the ‘habits,’ they seem sensible and not exactly foreign to anyone who thinks and reads for a living.

Which habit(s) may be most challenging for you to employ as part of your K12 Learning 2.0 experience?

Habit #6 Using technology to your advantage

This is a bit of a circle, but to use technology to my advantage requires learning about technology, and so I need to understand the language that gets me what I want in order to use technology to my advantage. (Example: gettinghelp with the blog was made a bit more cumbersome by my not distinguishing among the terms “address”, “name” and “title”.)

Which habit(s) may be most challenging for you to employ as part of your K12 Learning 2.0 experience?

Habit #6 Using technology to your advantage – I want to use my new Elmo document camera and that will take some learning and practicing.

Which habit do you think will be most important for you as you work through this course, and why?

Habit #6 Using technology to your advantage.