Summary of week 2

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Brendan Murphy

Summary of classroom discussion

Education Technology

Week 2 Summary 5 Narratives (Postman 1995)

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[object Object],[object Object],Axiom 1 : The Role of Technology in the Curriculum : tightly integrated into the curriculum we are preparing learners for: digital age learning environments

Does the real need to protect students from the dangers inherent with open access need to be addressed in this axiom? ,[object Object],[object Object],[object Object],[object Object],[object Object]

[object Object],[object Object],[object Object],[object Object],Axiom 2: Authentic, relevant collaboration must be the basis for Professional development [that] must support curriculum development .

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Myths and promises of blended learning While lots of people write about blended learning, it isn’t always clear what is meant, or whether people are writing about the same thing. The purpose of this talk is to identify some assumptions and common assertions made about blended learning, so that these “myths” – claims that seem natural, because their historical and constructed status has been hidden rhetorically – can be explored and challenged. Such myths include the existence of purely online and purely face-to-face learning that can then be blended, ignoring the complex ways in which students learn; the idea that we should incorporate new technology because it is demanded by a new generation of students, ignoring the diversity of students’ experiences and evidence that technology use is not ‘generational’; and the claim that we can turn courses into learning communities through blended learning. Based on this critique, a more complicated picture emerges, highlighting the importance of learners’ purposes, choices and contexts. Throughout, I will argue that a body of work has developed that takes account of this messier, less controllable situation, and that we need to turn to this to as a basis for developing our thinking about blended learning. - Keynote, 5th International Blended Learning Conference - Note: sources, licensing information etc given in slide note. That means no re-using or editing of the image from World of Warcraft.

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Caine is a 9-year-old boy whose afterschool and weekend project turned into an international imagination movement. As the Caine’s Arcade Links to an external site. video explains, Caine built a gaming arcade almost entirely out of cardboard and opened it up for business in the storefront of his father’s auto parts store. This story provides an excellent example of how characteristics of Caine’s personal identity might affect how and what he learned from the specific experiences portrayed. The video story identifies the cultural values that nurtured Caine’s curiosity and inventiveness, and you can readily analyze the factors contributing to his “funds of knowledge” going into the project. After viewing Caine’s amazing story, reflect on the different skills he learned and applied as he completed his “project,” and consider how his personal identity shaped, and was shaped by, his amazing experiences. To help you better understand the underlying influences affecting Caine’s learning experiences, read Chapter 7 of your primary text. This chapter presents information and examples associated with how social class can have an influence on student achievement and behavior in school. You also need to read the article by Moll, Amanti, Neff, and Gonzales (1992) regarding Funds of KnowledgeLinks to an external site. about how family and cultural backgrounds impact students and their families. Initial Post: View the Caine’s Arcade Links to an external site. video and construct an initial discussion post that addresses the following questions: What external factors influenced Caine’s ability to successfully create his arcade (e.g., what role did his father play in encouraging his project?)? What internal factors influenced Caine’s ability to successfully create his arcade? Consider his world view, values, and funds of knowledge as internal factors. How valuable do you think these skills are in the real world? How well do they align with one or more of the 21st-century skills identified on the Framework for 21st Century LearningLinks to an external site. web page? · Instructor Guidance · Week 1 · Week Overview · This is a dynamic and important course comprising part of your journey through an education graduate program. It is important because it is designed to connect you to the most important source of understanding, guidance, improvement and challenge in the field of education: you. Regardless of how many years you have studied or practiced in the field of education, you are already an expert in how YOU learn. You possess a lifetime of case studies that illustrate clearly specific strategies to help you learn things well, and strategies that may not work for you. You discern for yourself what is relevant, what makes sense, what kind of feedback helps you the most, and what motivates you to learn things that are rather difficult. This is the most crucial thing to consider at all times in this co ...

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Summary of week 2

1. Week 2 Summary 5 Narratives (Postman 1995)

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Summary of week 2

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