[Technology 853] Thanks, David: The magic of technology for learning isoutside the classroomGerstle, Alan Alan.Gerstle at montgomerycollege.eduTue Feb 13 08:46:56 EST 2007
-----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of David Rosen Hi David, Thanks for providing a precis of some of Gee's arguments. It has shown me that I should practice what I preach, i.e., not comment about a book unless I've read it!!!Rather than give myself an 'F,' however, I'll allow myself to resubmit my comments after I've read it. Whew! ; ) Alan Sent: Monday, February 12, 2007 5:24 PM To: The Technology and Literacy Discussion List Subject: [Technology 850] Re: The magic of technology for learning isoutside the classroom Hello Alan and Craig, On Feb 12, 2007, at 1:39 PM, Gerstle, Alan wrote: > I believe the technology in education debate has not changed much in > 2,000 years. Plato's Seventh Epistle warns against using systems of > writing because Plato feared they would lead to the decay of memory. > Doesn't each technology provide something and take away something > else? > And isn't the introduction of a technology into a culture have > unintended consequences simply because we cannot foresee the future? > How enthusiastic would the developers of the internal engine be if > they foresaw that automobile accidents would kill 40,000 Americans > each year--chiefly owing to human error? > > Perhaps if there were a set of 'first principles' about technology, > one could begin to address their place in society and education. > Among these would be, I think, > > 1) Decide what is worth knowing; > 2) Figure out a way of teaching technological literacy--not only the > capabilities of technology as learning tools--but the moral philosophy > behind those who encouarge the use of technology. > 3) Understand the motivation of technocrats; simply because someone > avers, for example, that video games are 'good for you,' understand > the person's concept of good. The assembly line was 'good' for > manufacturers. Was it good for workers? Textbooks are good for > (many) > teachers, and definitely for publishers. Are they good for students? I think James Paul Gee would not say that "video games are good for you." He might say that some games, well-designed ones, are well- designed learning environments. He might say that some video games are good for some people, although I don't recall that he does. He has said that there are some learning design principles which apply both to well-designed video games and to classrooms. He has a list of these in the appendix of his book, but frankly, most of them only make sense after you have "engaged" with the chapters of the book. > Moral philosophy is of particular significance in a concern raised > here regarding a 'well-made' videogame that 'excites and stimulates' > vs. > poorly designed ones without any 'strategic challenge.' Al-Quaeda > have reprogrammed video games and used them as recruiting tools. > Their objective it is to destroy the American military in virtual > reality. > Would anyone applaud a well-designed game of that nature? Gee devotes a thoughtful chapter to this issue and cites an example of a game whose content is to teach those of one religion to hate those of another. > -----Original Message----- > From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] > On Behalf Of Craig Alinder > Sent: Monday, February 12, 2007 10:44 AM > To: The Technology and Literacy Discussion List > Subject: [Technology 845] Re: The magic of technology for learning > isoutsidethe classroom > > I use the classic keyboarding software that incorporates games into > the learning experience Mavis Beacon Teaches Typing. It basically > offers game breaks as rewards to significant progress during the > "lessons". I realize this is not exactly what you are referring to > when you mention games as a dynamic and challenging experience when > designed correctly. > > Regarding the book by James Paul Gee, I am intrigued and think it is > possible that games can be used to gain skills that are relevant in > the real world. I checked it out on amazon and found this: > http://www.amazon.com/Video-Games-Teach-Learning-Literacy/dp/ > 1403965382/ > sr=8-1/qid=1171294424/ref=pd_bbs_sr_1/104-0689205-7632717? > ie=UTF8&s=book > s > > It seems that Gee is a serious scholar who is attempting to overturn > the notion that video games are bad for children. While I do see the > potential for games as a learning tool, I have to say that I see > reality as the greatest tool for children to learn how to successfully > function in society. > They learn to immitate and function as they absorb the particular > cultural environ and the challenges therein. > > Basically my main concern is this: Where do you draw the line between > a badly made game that is designed to excite and stimulate without any > strategic challenge and a well designed game? How can you tell the > difference? Gee's book addresses this in some detail. From his study of video games and classrooms, he generates learning design principles which are evidenced in both well-designed video games and classrooms. > > Craig > > -------------------------------------- > Craig Alinder > info at gaming-pc.net > http://www.refinancequiz.com It sounds like you might find this book interesting. David J. Rosen David J. Rosen djrosen at comcast.net > > ----- Original Message ----- > From: "David Rosen" <djrosen at comcast.net> > To: "The Technology and Literacy Discussion List" > <technology at nifl.gov> > Sent: Sunday, February 11, 2007 7:47 AM > Subject: [Technology 843] The magic of technology for learning is > outsidethe classroom > > >> Marianne, Steve, and others >> >> There is a magical, compelling learning technology which is almost >> never used in the classroom, neither in K-12 or adult education. It >> is widely used at home, however, and in "computer cafes" around the >> world , mostly by male "digital natives" under 30. It is not usually >> designed to teach anything that instructors would recognize as basic >> skills or academic content, yet it incorporates some principles of >> learning that at least one author has argued at length, are far >> superior to what is found in most classrooms. It is capable of >> teaching content -- any content -- in ways that are more engaging >> than > >> most classrooms. >> >> I am referring to well-designed video games, and to the book, _What >> Video Games Have to teach Us About Learning and Literacy_ by James >> Paul Gee. According to Gee, good video game designers carefully >> create games so that players learn (and improve) strategies in >> context, as they go, so that (using Lev Vygotsky's concept) each new >> scenario presents the first-person, active learner-players with >> challenges that are just outside their "zone of proximal development" > >> providing difficult challenges, but within reach, and hence highly >> motivating. Gee also argues that many of these games focus on >> problem > >> solving strategies and attitudes, sometimes those that are useful in >> the workplace such as getting information from context, getting and >> sharing information with co-workers, taking calculated risks, and >> working as a team. >> >> There is at least one (free) computer simulation that incorporates >> some of these good game design principles and that also has basic >> skills (reading,writing and numeracy) content, The Office, by Mike >> Hillinger. See the simulation at: >> >> http://www.lexiconsys.com/dswmedia/working_simulations.html >> >> and a description of it at: >> >> http://www.readingonline.org/electronic/elec_index.asp? >> HREF=hillinger/ >> >> I have three questions for those on this list: >> >> 1. Would you (anyone on this list) be interested in having a >> discussion of James Paul Gee's book, _What Video Games Have to teach >> Us About Learning and Literacy_ , on the Technology discussion list? >> 2. Do you know of any other engaging, well-designed video games for >> adults or older youth that have adult literacy education skills and >> knowledge (including adult secondary education and ESOL) as content? >> 3. Do you use computer simulations or video games for learning >> purposes in your classroom or learning lab? If so, which ones, and >> how do you use them? >> >> David J. Rosen >> djrosen at comcast.net >> >> >> On Feb 7, 2007, at 1:29 PM, Mariann Fedele wrote: >> >>> Hello Steve and all, >>> >>> Steve, you wrote, "staff and students now we seem to ask too much of >>> technology, expect it to be like magic." >>> >>> I think this comment is important to consider when thinking about >>> how > >>> technology relates to the teaching and learning process and >>> integrating it in a purposeful way. To begin grappling with that >>> question a useful reference source is the report by the National >>> Research Council titled "How People Learn: Brain, Mind, Experience, >>> and School" (1999). Of course, there have been many advances in the >>> technology we use since the time it was published, but many of the >>> core findings I believe still hold true. >>> What do others on the list think? How can these recommendations >>> inform our practice? Following is an excerpt from the concluding >>> chapter. >>> >>> >>> LEARNING ENVIRONMENTS >>> Tools of Technology >>> >>> Technology has become an important instrument in education. >>> Computer-based technologies hold great promise both for increasing >>> access to knowledge and as a means of promoting learning. The public >>> imagination has been captured by the capacity of information >>> technologies to centralize and organize large bodies of knowledge; >>> people are excited by the prospect of information networks, such as >>> the Internet, for linking students around the globe into communities >>> of learners. >>> >>> There are five ways that technology can be used to help meet >>> the > >>> challenges of establishing effective learning environments: >>> >>> 1. Bringing real-world problems into classrooms through the use of >>> videos, demonstrations, simulations, and Internet connections to >>> concrete data and working scientists. >>> 2. Providing "scaffolding" support to augment what learners can do >>> and reason about on their path to understanding. Scaffolding allows >>> learners to participate in complex cognitive performances, such as >>> scientific visualization and model-based learning, that is more >>> difficult or impossible without technical support. >>> >>> 3. Increasing opportunities for learners to receive feedback from >>> software tutors, teachers, and peers; to engage in reflection on >>> their own learning processes; and to receive guidance toward >>> progressive revisions that improve their learning and reasoning. >>> >>> 4. Building local and global communities of teachers, >>> administrators, > >>> students, parents, and other interested learners. >>> >>> 5. Expanding opportunities for teachers' learning. >>> >>> An important function of some of the new technologies is their >>> use as tools of representation. Representational thinking is central >>> to in-depth understanding and problem representation is one of the >>> skills that distinguish subject experts from novices. Many of the >>> tools also have the potential to provide multiple contexts and >>> opportunities for learning and transfer, for both student-learners >>> and teacher-learners. >>> Technologies can be used as learning and problem-solving tools to >>> promote both independent learning and collaborative networks of >>> learners and practitioners. >>> >>> The use of new technologies in classrooms, or the use of any >>> learning aid for that matter, is never solely a technical matter. >>> The > >>> new electronic technologies, like any other educational resource, >>> are > >>> used in a social environment and are, therefore, mediated by the >>> dialogues that students have with each other and the teacher. >>> >>> Educational software needs to be developed and implemented with >>> a full understanding of the principles of learning and developmental >>> psychology. Many new issues arise when one considers how to educate >>> teachers to use new technologies effectively: What do they need to >>> know about learning processes? What do they need to know about the >>> technologies? What kinds of training are most effective for helping >>> teachers use high-quality instructional programs? Understanding the >>> issues that affect teachers who will be using new technologies is >>> just as pressing as questions of the learning potential and >>> developmental appropriateness of the technologies for children. >>> >>> If you want to read the whole chapter it can found at: >>> http://books.nap.edu/html/howpeople1/ch10.html >>> >>> >>> Mariann Fedele >>> Associate Director, >>> NYC Regional Adult Education Network Literacy Assistance Center >>> Moderator, NIFL Technology and Literacy Discussion List >>> 32 Broadway 10th Floor >>> New York, New York 10004 >>> 212-803-3325 >>> mariannf at lacnyc.org >>> www.lacnyc.org >>> >>> >>> -----Original Message----- >>> From: technology-bounces at nifl.gov >>> [mailto:technology-bounces at nifl.gov] >>> On Behalf Of Steve Quann >>> Sent: Tuesday, February 06, 2007 5:41 PM >>> To: The Technology and Literacy Discussion List >>> Subject: [Technology 833] Re: Changing reading levels of text >>> questions >>> >>> Hi Patti, >>> Haven't used this, but I came upon it last week: >>> http://www.usingenglish.com/resources/text-statistics.php >>> >>> Sounds like you already know much of this, but here is a site that >>> might help with the creating/editing. >>> >>> http://www.hsph.harvard.edu/healthliteracy/materials.html >>> >>> I am finding that even though there are some things that just amaze >>> me staff and students now we seem to ask too much of technology >>> expect it to be like magic. Others? >>> >>> Good luck, >>> Steve >>> >>> >>>>>> "Patti White" <prwhite at MadisonCounty.NET> 2/6/2007 4:21 PM >>> >>> I received the following request and I'm stumped. Here's the > request: >>> -------------------------------------------------------------------- >>> - >>> - >>> -- >>> -------- >>> >>> Do you know of a computer program that takes text and offers >>> suggestions for dropping the reading level.. As in maybe 10th grade >>> to 5th grade...Is there software that does that other than just >>> using > >>> the Flesch-Kincaid Readability stats and doing it by hand??? >>> >>> Next question..When you are adapting text for folks with literacy >>> issues....you know how you drop the reading level down and augment >>> with pictures...Is there a term that is used for that ..something >>> like .modified text with pictures or something like that...???? >>> >>> -------------------------------------------------------------------- >>> - >>> - >>> -- >>> -------- >>> >>> The only thing I can find that might help is the Auto Summarize >>> feature in Microsoft Word, but it's not really appropriate. Does >>> anyone know of some software that will drop the reading level of >>> text? And is there a term for that process? >>> >>> Thanks for whatever help anyone can give, Patti White >>> >>> Patti White, M.Ed. >>> Disabilities Project Manager >>> Arkansas Adult Learning Resource Center prwhite at madisoncounty.net >>> http://aalrc.org/resources/ld/index.aspx >>> 800.569.3539 ph/fax/tty >>> ---------------------------------------------------- >>> National Institute for Literacy >>> Technology and Literacy mailing list Technology at nifl.gov To >>> unsubscribe or change your subscription settings, please go to >>> http://www.nifl.gov/mailman/listinfo/technology >>> ---------------------------------------------------- >>> National Institute for Literacy >>> Technology and Literacy mailing list Technology at nifl.gov To >>> unsubscribe or change your subscription settings, please go to >>> http://www.nifl.gov/mailman/listinfo/technology >> >> David J. Rosen >> djrosen at comcast.net >> >> >> >> ---------------------------------------------------- >> National Institute for Literacy >> Technology and Literacy mailing list >> Technology at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/technology >> >> >> -- >> No virus found in this incoming message. >> Checked by AVG Free Edition. >> Version: 7.5.441 / Virus Database: 268.17.35/680 - Release Date: >> 2/10/2007 >> 9:15 PM >> >> > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology
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