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A Williams Inq Proj3 2


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Inquiry Project 3 for CEP 806

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A Williams Inq Proj3 2

  1. 1. Inquiry Project 3 Amy Williams CEP 806 11/18/2007
  2. 2. The Setting <ul><li>Amy Williams </li></ul><ul><ul><li>6 th grade science teacher interested in integrating appropriate technology into my curriculum </li></ul></ul>
  3. 3. Lost in Space <ul><li>What technology is appropriate when? </li></ul><ul><ul><li>Jay Chiat took the idea of a virtual workplace too far </li></ul></ul><ul><ul><li>Did not consider that some tasks are best suited for certain modes of interaction </li></ul></ul><ul><li>Berger, W. (February, 1999) Lost in space . Wired. (7), 2. </li></ul>
  4. 4. The Inquiry <ul><li>3 modes of interaction </li></ul><ul><ul><li>Face-to-Face </li></ul></ul><ul><ul><li>Synchronous </li></ul></ul><ul><ul><li>Asynchronous </li></ul></ul>
  5. 5. Face-to-Face <ul><li>Egg Drop experiment </li></ul><ul><ul><li>“ Construct a package for an egg that will prevent it from breaking when dropped from 8 feet above a hard surface” </li></ul></ul>
  6. 6. Face-to-Face Trials 1, 2, & 3 were unsuccessful
  7. 7. Face-to-Face Success on Trial 4
  8. 8. 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.
  9. 9. The Presentation of Self in Everyday Life <ul><li>“ 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.” </li></ul><ul><ul><li>Changed course of action due to Jamie’s input </li></ul></ul><ul><li>Goffman, E. (1959). The presentation of self in everyday life . New York: Doubleday. Introduction </li></ul>
  10. 10. Synchronous <ul><li>Tower of Pencils </li></ul><ul><ul><li>“Construct the tallest possible free standing tower” </li></ul></ul>
  11. 11. Synchronous Tower of Pencils: Check point
  12. 12. Synchronous Tower of Pencils: Final Product Amy: 28 1/8” Dan: 25”
  13. 13. Like a Version: Playing with Online Identities <ul><li>“ When you’re online, there is no race, gender, disability” </li></ul><ul><ul><li>Agree that this isn’t always true, but does begin to level the playing field </li></ul></ul><ul><ul><li>Special needs students, students from diverse backgrounds </li></ul></ul><ul><li>Burbules, N. C. Like a Version: Playing with Online Identities. Educational Philosophy and Theory, Vol. 34 No. 4 (2002): 387-393. </li></ul>
  14. 14. Asynchronous <ul><li>Catapult Challenge </li></ul><ul><ul><li>“Construct a catapult that produces the longest average distance on three consecutive throws” </li></ul></ul>
  15. 15. Asynchronous Amy’s first attempt
  16. 16. Asynchronous Amy’s first attempt
  17. 17. Asynchronous Amy’s first attempt <ul><li>Trial 1: 5'3&quot; </li></ul><ul><li>Trial 2: 3'10&quot; </li></ul><ul><li>Trial 3: 1'2&quot; </li></ul>
  18. 18. Asynchronous Karen’s catapult
  19. 19. Asynchronous Amy L. & Karen’s results <ul><li>Amy L. </li></ul><ul><ul><li>Trial 1: 5' 5” </li></ul></ul><ul><ul><li>Trial 2: 6’2” </li></ul></ul><ul><ul><li>Trial 3: 6’6” </li></ul></ul><ul><li>Karen </li></ul><ul><ul><li>Trials ranged between 6’ and 9’ </li></ul></ul>
  20. 20. Asynchronous Amy’s Revised Catapults 2 nd Revision Final Catapult
  21. 21. Asynchronous Amy’s Final Results <ul><li>Trial 1: 6’0” </li></ul><ul><li>Trial 2: 5’9” </li></ul><ul><li>Trial 3: 5’10” </li></ul><ul><li>Karen is the winner! </li></ul>
  22. 22. 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!
  23. 23. 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
  24. 24. 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
  25. 25. Looking Toward Cyberspace: Beyond Grounded Sociology Cyberspace and Identity <ul><li>Concept of “multiplicity;” “flexible self” </li></ul><ul><li>“ ‘ 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” </li></ul><ul><ul><li>Is this something for teachers to consider? </li></ul></ul><ul><ul><ul><li>More students are involved in synchronous & asynchronous interactions than ever before </li></ul></ul></ul><ul><ul><ul><li>Prepare students to be thriving citizens in both real & virtual world </li></ul></ul></ul><ul><li>Turkle, S. (1999). Cyberspace and Identity </li></ul>