• Share
  • Email
  • Embed
  • Like
  • Save
  • Private Content
A Williams Inq Proj3 2
 

A Williams Inq Proj3 2

on

  • 793 views

Inquiry Project 3 for CEP 806

Inquiry Project 3 for CEP 806

Statistics

Views

Total Views
793
Views on SlideShare
793
Embed Views
0

Actions

Likes
0
Downloads
8
Comments
0

0 Embeds 0

No embeds

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

    A Williams Inq Proj3 2 A Williams Inq Proj3 2 Presentation Transcript

    • Inquiry Project 3 Amy Williams CEP 806 11/18/2007
    • The Setting
      • Amy Williams
        • 6 th grade science teacher interested in integrating appropriate technology into my curriculum
    • Lost in Space
      • What technology is appropriate when?
        • Jay Chiat took the idea of a virtual workplace too far
        • Did not consider that some tasks are best suited for certain modes of interaction
      • Berger, W. (February, 1999) Lost in space . Wired. (7), 2.
    • The Inquiry
      • 3 modes of interaction
        • Face-to-Face
        • Synchronous
        • Asynchronous
    • Face-to-Face
      • Egg Drop experiment
        • “ Construct a package for an egg that will prevent it from breaking when dropped from 8 feet above a hard surface”
    • Face-to-Face Trials 1, 2, & 3 were unsuccessful
    • Face-to-Face Success on Trial 4
    • Face-to-Face Success on Trial 4 Clicking on the picture will take you to a website where the videos of the experiment are stored.
    • The Presentation of Self in Everyday Life
      • “ Face-to-face interaction may be roughly defined as the reciprocal influence of individuals upon one another’s actions when in one another’s immediate physical presence.”
        • Changed course of action due to Jamie’s input
      • Goffman, E. (1959). The presentation of self in everyday life . New York: Doubleday. Introduction
    • Synchronous
      • Tower of Pencils
        • “Construct the tallest possible free standing tower”
    • Synchronous Tower of Pencils: Check point
    • Synchronous Tower of Pencils: Final Product Amy: 28 1/8” Dan: 25”
    • Like a Version: Playing with Online Identities
      • “ When you’re online, there is no race, gender, disability”
        • Agree that this isn’t always true, but does begin to level the playing field
        • Special needs students, students from diverse backgrounds
      • Burbules, N. C. Like a Version: Playing with Online Identities. Educational Philosophy and Theory, Vol. 34 No. 4 (2002): 387-393.
    • Asynchronous
      • Catapult Challenge
        • “Construct a catapult that produces the longest average distance on three consecutive throws”
    • Asynchronous Amy’s first attempt
    • Asynchronous Amy’s first attempt
    • Asynchronous Amy’s first attempt
      • Trial 1: 5'3"
      • Trial 2: 3'10"
      • Trial 3: 1'2"
    • Asynchronous Karen’s catapult
    • Asynchronous Amy L. & Karen’s results
      • Amy L.
        • Trial 1: 5' 5”
        • Trial 2: 6’2”
        • Trial 3: 6’6”
      • Karen
        • Trials ranged between 6’ and 9’
    • Asynchronous Amy’s Revised Catapults 2 nd Revision Final Catapult
    • Asynchronous Amy’s Final Results
      • Trial 1: 6’0”
      • Trial 2: 5’9”
      • Trial 3: 5’10”
      • Karen is the winner!
    • Ideas quickly exchanged Face-to-Face Synchronous Asynchronous Immediate feedback Clear communication Good for building personal relationships No real sense of partnership Requires more discipline Wait hours/days Possibilities for miscommunication Some sense of collaboration Wait seconds/minutes Can do science!
    • What’s appropriate? Face-to-Face Synchronous Asynchronous Best suited for activities that require a partnership; Extra set of hands Activities that have time constraints Manipulate on your own, but require feedback to progress Extended time period Work independently, but share ideas, results, & conclusions
    • What technology can I use? Face-to-Face Synchronous Asynchronous No technology required Computer/Internet Digital camera Video camera E-mail Chat Instant Messenger Video-conferencing equipment Computer/Internet Digital camera Video camera E-Mail Message board Blog Wiki Collaborative documents, i.e. Google Docs/Zoho
    • Looking Toward Cyberspace: Beyond Grounded Sociology Cyberspace and Identity
      • Concept of “multiplicity;” “flexible self”
      • “ ‘ Good parenting’ must shift away from an emphasis on confirming a child in a ‘core self’ and onto helping a child develop the capacity to negotiate fluid transitions between self states”
        • Is this something for teachers to consider?
          • More students are involved in synchronous & asynchronous interactions than ever before
          • Prepare students to be thriving citizens in both real & virtual world
      • Turkle, S. (1999). Cyberspace and Identity