Games Based Learning MOOC
This week's reading ....
by exquisite.corpse on Nov 05, 2012 at 09:08 PM}
From the article on Information literacy I noted that these results are largely instructor opinion:
*Virtually all (99%) AP and NWP teachers in this study agree with the notion that “the internet enables students to access a wider range of resources than would otherwise be available,” and 65% agree that “the internet makes today’s students more self-sufficient researchers.”
• At the same time, 76% of teachers surveyed “strongly agree” with the assertion that internet search engines have conditioned students to expect to be able to find information quickly and easily.
I wonder how much of this "opinion" is the few anecdotal stories we share about students when things go wrong with their research. Who really notices when research quietly goes "right"?
From the Article about how Cell phones work in the classroom, I was struck by this passage:
But with subjective topics like world history, and a challenge like “Write one or two sentences why the Aztec Empire fell,” how can students convey a deep, meaningful understanding in just a couple of sentences?
“Writing concise paragraphs explaining complex concepts is incredibly powerful,” Sanders says, adding that the class also works on research papers and projects around historical characters in addition to these short polls.”
Touche! I guess this would also cover Tweeting, which forces one to be concise yet pithy.
I also was interested in this related Comment posted to the article site:
For those adamantly opposed to phones you have two choices: put your head in the sand and hope this is a "passing fad' or except that this technology is here to stay and actually develop a use for it in your class. The idea of "teaching digital citizenship" is a powerful one - if you just ignore phones, or treat their use as abhorrent behavior, kids will never learn how to be responsible with one!
(An interesting point of view)
*Virtually all (99%) AP and NWP teachers in this study agree with the notion that “the internet enables students to access a wider range of resources than would otherwise be available,” and 65% agree that “the internet makes today’s students more self-sufficient researchers.”
• At the same time, 76% of teachers surveyed “strongly agree” with the assertion that internet search engines have conditioned students to expect to be able to find information quickly and easily.
I wonder how much of this "opinion" is the few anecdotal stories we share about students when things go wrong with their research. Who really notices when research quietly goes "right"?
From the Article about how Cell phones work in the classroom, I was struck by this passage:
But with subjective topics like world history, and a challenge like “Write one or two sentences why the Aztec Empire fell,” how can students convey a deep, meaningful understanding in just a couple of sentences?
“Writing concise paragraphs explaining complex concepts is incredibly powerful,” Sanders says, adding that the class also works on research papers and projects around historical characters in addition to these short polls.”
Touche! I guess this would also cover Tweeting, which forces one to be concise yet pithy.
I also was interested in this related Comment posted to the article site:
For those adamantly opposed to phones you have two choices: put your head in the sand and hope this is a "passing fad' or except that this technology is here to stay and actually develop a use for it in your class. The idea of "teaching digital citizenship" is a powerful one - if you just ignore phones, or treat their use as abhorrent behavior, kids will never learn how to be responsible with one!
(An interesting point of view)
