As I read through the two chapters I realized that beyong the multiple intelligences, there is a plethera of ways that humans learn. I enjoyed how chapter one talked about learning in so many different aspects and what the implications of the teachers as well as the student is in all these learning situations and environmetns. Technology teaches us, and we teach technology, so it goes around and around .
Chapter 4 dealt with many forms of learning communities and it's amazing how much is really out there that is unused by educators and students alikle. Communities all around us can provide so much knowledge and learning for teachers and students that we can learn together. I learned new technology language and many new forms of technology that can be used and atleast looked at to use in my classroom and by students to expand their horizons and their wealth of knowledge. I do agree that emails are a wonderful things, as well as online chatting, but you do tend to lose that social contact, as well as eye contact, tone, and voice pitch. Do you really know what the person is trying to say or portray as they are saying it? Are they yelling? Are they being sarcastic?
Some of the technology out there (CaMILE and Swiki) confused me, but sound quite interesting.
What a wonderful world we live in that learning every day is a valued experience and it will only grow on from there.
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4 comments:
In my blog of 1/28/07, I stated that I believe that achieving community begins in the classroom. Children must first learn to "read" tone of voice, facial expressions, body language, etc.
When this has been mastered, then it is time to move in broader and broader circles (communities on the Internet).
You picked up on some things I think the readers of the chapters all wondered - the loss of personal interaction with all the new telecommunication. I was happy that the authors addressed that also throughout the chapter citing pros and cons of the many technologies.
I also think Kathy made a good point in her comment, particularly of young children. They learn language and communication skills first by imitation of others (primarily their immediate family), voice inflection and nonverbal gestures. I think we have to evaluate when to start introducing very young children to these types of technologies and how much.
I agree with you all that students need to understand the limitations of communicating online and all of the cues that are unavailable in online communication that we take for granted and not even realize we rely on in face to face communication. Also I've noticed that people tend to say things online that they would not say in person-- somehow disconnected from the impact of our communication when it is not face to face verbal communication
Keep in my web cams are prevalent in the lives of adolescents. Thus, nonverbal communication is no longer absent. In fact, there might be too MUCH verbal and nonverbal communication going on (i.e. MySpace). There are fewer boundaries. At the same time, young people think they "know" someone from a highly technologized and mediated experience. And it doesn't just include online predators, but also in more subtle ways—those from racial, ethnic, religious, cultural groups different from their own. We don't "know" much for all that we access online. Something to consider when making choices about what to do during "face to face" classroom time.
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