(a trifle of other research first)
Another rather dated article said 18% of teens had an Ipod in 2004,
http://www.news.com/Its-all-about-the-iPod/2100-1041_3-5406519.html
In a newer survey "78 percent of high school students own a portable media
player, and of those 82 percent are iPods" which if my math is correct is
about 63%
http://www.macobserver.com/stockwatch/2007/04/10.1.shtml
Clearly, things have changed and this article we read and its statistics
may be more relevant than the 1999, but they are terribly outdated.
>From my anecdotal experience, the use of Ipods and MySpace etc. has
increased dramatically since I started teaching high school 5 years ago.
At the same time I think alot of kids watch TV while using the
computer/video ipod/text msg so the information in this article about
multitasking makes sense. Alot of students carry portable USB drives with
portable browsers that often allow them to get by some filtering at
schools (works in our library to get on myspace for example). this is
tied to the fact that the filtering software is tied to I.E., not our
district servers. (yes, from my teacher workstation I can comfortably
peruse myspace)
Other things being equal,
race is related to substantial
differences in the amount of
exposure to screen media
– especially TV.
24
Percentage of children with TV-related rules
Household income
Under $35,ooo 47 38 11 14
$35,000 – $50,ooo 47 40 17 13
Over $50,ooo 42 31 12 12
16
The likelihood of using a computer on any given day
is related to both of our measures of socioeconomic status
(see Appendix 4.6). Forty-seven percent (47%) of kids whose parents
completed no more than a high school education, compared
to 51% of those whose parents completed some college, and 62%
of those whose parents completed college report using a computer
the previous day.
Similarly, 47% of kids classified as
low income, 50% of those classified as middle income, and 63%
of those classified as high income, used a computer the preceding
day
Kids whose parents finished college
spend 17 minutes more daily than kids whose parents completed
no more than high school
31
iving in a home where the TV plays
constantly is positively related to exposure
to each of the electronic media and
negatively related to print exposure.
45
Except for time spent reading, the least
contented kids report more media exposure
than those classified as belonging to either the
moderately or highly contented groups.
48
In homes where there is some attempt to control
amount of viewing, content viewed, or both, kids
watch less TV, play video games less, listen to
less music, and spend less time on the computer.
They also read more.
58
The negative relationship
is significant for video game playing.
In line with earlier research, the relationship
between academic performance and
time spent reading is positive and significant.
That is, kids who report the lowest
grades read substantially less than those
who report the highest grades.
60
highly contented kids report 8:07 of overall media exposure,
moderately contented kids report 8:22, and the least contented
kids report 9:44 of overall media exposure.
60
Wednesday, September 26, 2007
Thursday, September 20, 2007
Pat Donohue visit and lecture
How we learn and what technology can do to help that.
Psycho physiological measures in the classroom:
Psycho physiological measures = interfacing with signals from the learner to assess how they are using the software/tool/curiculum
Facial Analysis
Heat thermo sensitive skin
Pressure sensitive mice/input tools
Affective learning
Qualitative study-> Use of graphing calculators in class (often few students do the actual work) sharing results?
Collaborative learning: Work together on what you are looking at and learn from each other as you progress towards a goal
as opposed to cooperative learning where tasks are divided
http://affect.media.mit.edu/
Learn more when a conversation causes feedback or discussion rather than agreement
Grounding our understanding: people negotiate how each other thinks/what they know about a topic (assesses overlap)
What's going on socially that effects learning?
Qualitative and quantitative analysis examples
Psycho physiological measures in the classroom:
Psycho physiological measures = interfacing with signals from the learner to assess how they are using the software/tool/curiculum
Facial Analysis
Heat thermo sensitive skin
Pressure sensitive mice/input tools
Affective learning
Qualitative study-> Use of graphing calculators in class (often few students do the actual work) sharing results?
Collaborative learning: Work together on what you are looking at and learn from each other as you progress towards a goal
as opposed to cooperative learning where tasks are divided
http://affect.media.mit.edu/
Learn more when a conversation causes feedback or discussion rather than agreement
Grounding our understanding: people negotiate how each other thinks/what they know about a topic (assesses overlap)
What's going on socially that effects learning?
Qualitative and quantitative analysis examples
Last minute post!
I've been slowly working my way through the article Bloggers: Portrait of America’s new storytellers. I actually took a bunch of notes and jotted down some thoughts (no not on paper, in notepad of course). then I started reading the new Harry Potter book Saturday night, which I finished last night at 1am. So, that's my excuse for posting so late: Harry Potter.
One thing that struck me about the article was the apparent lack of understanding that bloggers have regarding the nature of their craft. It is so public, and in my mind exposes the blogger so openly that I find it hard to understand. The new generation growing up obviously has a higher tolerance for personal sharing than I have.
52% of those surveyed said that they blogged to 'express themselves creatively'. I would like to see some statistics as to whether those same people do any kind of journaling. 76% said they want to share their personal experiences (particularly amongst younger users). I found this rather staggering because the internet is SO public. I was really mad at my father when he posted wedding pictures from my wedding on his web site. My students always come across them and I personally felt it was an invasion of my privacy.
What I think I find so bewildering is how so many people use blogs to 'stay in touch', and mostly with people they know in physical not digital world. To use such a exposed medium has a semblance of naivety to me. The only fact that makes me somewhat relax at this thought is the quote "In fact, a bit more than half of bloggers (55%) surveyed say they blog under a pseudonym or made-up name". So do the real life friends know who is behind the pseudonym? I assume they must.
Where does all this sharing fit in where you expose someone else, or upload photos of them online? Sharing can be a dangerous thing in a medium that you instantly lose control of. Someone else can inadvertantly threaten your safety and then what is your recourse? An online safety website, http://look-both-ways.com/stayingsafe/blogging.htm says,
"A blog is a great way to express yourself and broadcast your opinions. Unfortunately, public blogs are also used by criminals as a way to collect information that can be used to steal your identity, rob your home, harass or physically harm you, your children, or your friends."
This sharing community also becomes an issue for online bullying or harassment. People can troll your public blog, or post absurdities about you online. Where is your recourse for self protection?
I don't think the risks make using the internet for sharing information a bad idea. However, I think as a teacher or instructional designer we need to be hyper aware when we use the internet as a tool with students, or have them post there. So many kids use the internet to post intimate details about themselves and others. It seems like the new 'regrettable tattoo' of mistakes.
I liked this quote from an article written about blog bullying:
"Worse still, there's a degree of suspended reality involved in Internet communication. Without face-to-face interaction, we can't actually experience the consequences of our words"
http://media.www.michigandaily.com/media/storage/paper851/news/2007/06/11/Columns/Emmarie.Huetteman.Blog.Bullies-2913726.shtml
The term 'suspended reality' is perfect when speaking of the digital world. It is not unreal, and yet, it is not real. People do form lasting meaningful relationships online. However, they always need to meet in person, in the real world to broaden and expand those relationships.
One thing that struck me about the article was the apparent lack of understanding that bloggers have regarding the nature of their craft. It is so public, and in my mind exposes the blogger so openly that I find it hard to understand. The new generation growing up obviously has a higher tolerance for personal sharing than I have.
52% of those surveyed said that they blogged to 'express themselves creatively'. I would like to see some statistics as to whether those same people do any kind of journaling. 76% said they want to share their personal experiences (particularly amongst younger users). I found this rather staggering because the internet is SO public. I was really mad at my father when he posted wedding pictures from my wedding on his web site. My students always come across them and I personally felt it was an invasion of my privacy.
What I think I find so bewildering is how so many people use blogs to 'stay in touch', and mostly with people they know in physical not digital world. To use such a exposed medium has a semblance of naivety to me. The only fact that makes me somewhat relax at this thought is the quote "In fact, a bit more than half of bloggers (55%) surveyed say they blog under a pseudonym or made-up name". So do the real life friends know who is behind the pseudonym? I assume they must.
Where does all this sharing fit in where you expose someone else, or upload photos of them online? Sharing can be a dangerous thing in a medium that you instantly lose control of. Someone else can inadvertantly threaten your safety and then what is your recourse? An online safety website, http://look-both-ways.com/stayingsafe/blogging.htm says,
"A blog is a great way to express yourself and broadcast your opinions. Unfortunately, public blogs are also used by criminals as a way to collect information that can be used to steal your identity, rob your home, harass or physically harm you, your children, or your friends."
This sharing community also becomes an issue for online bullying or harassment. People can troll your public blog, or post absurdities about you online. Where is your recourse for self protection?
I don't think the risks make using the internet for sharing information a bad idea. However, I think as a teacher or instructional designer we need to be hyper aware when we use the internet as a tool with students, or have them post there. So many kids use the internet to post intimate details about themselves and others. It seems like the new 'regrettable tattoo' of mistakes.
I liked this quote from an article written about blog bullying:
"Worse still, there's a degree of suspended reality involved in Internet communication. Without face-to-face interaction, we can't actually experience the consequences of our words"
http://media.www.michigandaily.com/media/storage/paper851/news/2007/06/11/Columns/Emmarie.Huetteman.Blog.Bullies-2913726.shtml
The term 'suspended reality' is perfect when speaking of the digital world. It is not unreal, and yet, it is not real. People do form lasting meaningful relationships online. However, they always need to meet in person, in the real world to broaden and expand those relationships.
Wednesday, September 12, 2007
Pottery Video
I teach ceramics in High School and wanted to try posting a video clip demo online (not mine, just one from utube)
Listening to the radio this morning there was a very interesting story on the search for Steve Fosset that jives with some of the content of the 21st Century article.
In particular, it struck me how with a minimal expense (100k for the satellite images), online sharing community allowed thousands to participate in looking through thousands upon thousands of images to search for the missing plane.
I feel this story illustrated some of the potential for web 2.0
http://news.bbc.co.uk/2/hi/technology/6987358.stm
More to come, I just wanted to mark this thought down before it went **poof**
Something bothers me about this story and its relationship to ways that web2.0 can be used in education: Are we training students to be the 'worker bees', who sift through photos to send questionable ones to the real experts, or are we preparing students to be the innovative thinkers who create the tools and methodology to efficiently parse data? In my experience technology education in High School is so piece meal and unfocused that it does very little to actually educate kids. Most teachers are not the technology leaders in the classroom, but are at an experience and skill level that puts them about at the middle ground. In this case, do we need to train teachers (who often are not interested in adopting new techniques and ideas) or perhaps have a whole new curriculum area that is focused on these 21st century skills?
From my personal experience I simply don't see public education embracing widespread paradigm shifts without a generational shift becoming more complete in who is doing the teaching. Particularly with NCLB making so many demands on teachers, this 21st century plan, no matter how laudable, is just another layer laid upon an over burdened system.
I think if NCLB could be drastically changed to minimize the high stakes testing (testing is important, but having it determine so much funding undermines the real world skills we need to teach), than Educators would embrace many of the points from this article. Until it is overhauled, the solutions to making our education fit the needs of the 21st century will be piecemeal and most students will only be getting the lower order skills for basic computer use.
In particular, it struck me how with a minimal expense (100k for the satellite images), online sharing community allowed thousands to participate in looking through thousands upon thousands of images to search for the missing plane.
I feel this story illustrated some of the potential for web 2.0
http://news.bbc.co.uk/2/hi/technology/6987358.stm
More to come, I just wanted to mark this thought down before it went **poof**
Something bothers me about this story and its relationship to ways that web2.0 can be used in education: Are we training students to be the 'worker bees', who sift through photos to send questionable ones to the real experts, or are we preparing students to be the innovative thinkers who create the tools and methodology to efficiently parse data? In my experience technology education in High School is so piece meal and unfocused that it does very little to actually educate kids. Most teachers are not the technology leaders in the classroom, but are at an experience and skill level that puts them about at the middle ground. In this case, do we need to train teachers (who often are not interested in adopting new techniques and ideas) or perhaps have a whole new curriculum area that is focused on these 21st century skills?
From my personal experience I simply don't see public education embracing widespread paradigm shifts without a generational shift becoming more complete in who is doing the teaching. Particularly with NCLB making so many demands on teachers, this 21st century plan, no matter how laudable, is just another layer laid upon an over burdened system.
I think if NCLB could be drastically changed to minimize the high stakes testing (testing is important, but having it determine so much funding undermines the real world skills we need to teach), than Educators would embrace many of the points from this article. Until it is overhauled, the solutions to making our education fit the needs of the 21st century will be piecemeal and most students will only be getting the lower order skills for basic computer use.
Saturday, September 1, 2007
Back to school night and Web 2.0
These are actually two separate thoughts lumped into one post, which for me begs the question is that proper etiquette (or n-etiquette) for a blog? I wouldn't know. I thought I was pretty cool when I could write HTML and and use command line FTP and all that. It seems that technology keeps leaping forward, so I am glad that I am teaching technology courses at my school site, and in the graduate program so that I don't fall completely behind. I still use the DOS prompt on windows. I am old school :P
I couldn't attend my first day of Itec830 class due to Back to School night at Burlingame High School. One thing I spoke about with the parents was how I have their kids use computers and the internet. I didn't SAY web2.0, but I explained how Schoolloop works (created by a SED credential student at SFSU Mark Gross), and how we use the online discussion features, email and online drop boxes.
In my Computer Graphics class the students use our website forum to do assignments and post critiques, they host their own website and load their assignments onto a gallery web page for critiques. It's a great set up and means that it is a paperless environment.
So is that web2.0? Forums, galleries and traditional web pages seem to me 1st generation ideas. So is online dropboxes and the like. When I think of web2.0 I think of sophisticated web applications that allow communication and sharing across a broad area of subjects, that is linkable to other resources, and portable (viewable via any internet connective device).
I couldn't attend my first day of Itec830 class due to Back to School night at Burlingame High School. One thing I spoke about with the parents was how I have their kids use computers and the internet. I didn't SAY web2.0, but I explained how Schoolloop works (created by a SED credential student at SFSU Mark Gross), and how we use the online discussion features, email and online drop boxes.
In my Computer Graphics class the students use our website forum to do assignments and post critiques, they host their own website and load their assignments onto a gallery web page for critiques. It's a great set up and means that it is a paperless environment.
So is that web2.0? Forums, galleries and traditional web pages seem to me 1st generation ideas. So is online dropboxes and the like. When I think of web2.0 I think of sophisticated web applications that allow communication and sharing across a broad area of subjects, that is linkable to other resources, and portable (viewable via any internet connective device).
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