GTD

GTD otherwise known as Getting Things Done. The goal this week for my CEP 810 class was to explore ways of getting organize to GTD. Paper and pencil is nice, but there are a lot of electronic options out there that can help!

I discovered Google with all the features it has and continues to add. I really enjoy all the features-it helps put everything in one place and you can be on the move with my phone or iPad. It’s available at my fingertips. I am going to sell it as a one stop shop. One of the best aspects of Google is Google Docs. This has been a great tool that I have used more and more throughout the second semester of this school year. It allows for collaboration without having to meet in person. No more carrying around a jump drive. I love the fact that it automatically saves for me-don’t have to worry about saving every 5 min! Google Drive, Docs and all the other features make it easy to get organize. My goal is to work on increasing my knowledge around Google and increase my student’s knowledge about it as well.  

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Networked Learning Project Post #2

After several trials-and by several I mean I lost count after awhile-of attempts to fishtail braid my own hair, I realize what my challenge was. As dorky as it sounds, the video I was using on youtube to teach myself had the person showing how to fishtail braid hair that was one length. The issue is I have layers. So began the search for a video that used layered hair. The interesting part is I don’t think it makes a difference. Below is the second video I was using to teach myself, but I am not finding a lot of success. My patience is low-it’s the end of our school year and that may be playing a role in my frustration. I am going to continue to attempt to do this-I will have it conquered by the time I post my video. Until the next post….

 

 

Messy fish tail braid ( medium, layered hair ) [Web]. (2012). Retrieved from http://www.youtube.com/watch?v=AuTKmcgQrDM

Professional Learning Network

Professional Learning Network

My Professional Learning Network was something I was not aware of prior to taking my Technology Class. It has helped me understand where I go for information. I find it interesting that in a world where Technology is so rampant, the majority of my learning network in not in the virtual world. The thing that I love though is the possibility of expanding my learning network through taking my online classes at Michigan State. I am loving this class and the expansion of knowledge that has occurred in three weeks. I wonder what is next….

Networked Learning Project

I had to think long and hard about this one. My goal was to find a Network Learning Project for my Educational Technology class that was something I had never tried before. I brainstormed with my colleagues at the high school I work at. We thought of everything from building a fence to knitting to who knows what else. I explained to my colleague that I needed to be able to find information on youtube and discussion forums.

I have long hair and have always wanted to do interesting things with my hair. I remember a conversation I had with a friend about the funky looking braid that I have seen several students as well as others wear. I didn’t even know the name for the braid. I needed to start off by finding out the name of the braid. That was an adventure in itself.  I found the following Youtube video featuring Lauren Conrad, from “The Hills” fame. I have a feeling this will be interesting. Until the next update…….

What is Learning?

What is Learning?

The idea of learning is nothing new to researchers. Learning has evolved from simple reading, writing and arithmetic to the demands of these skills on a higher level. Learning is no longer basic as once thought.  According to Simon(1996),  the meaning of knowing has shifted from being able to remember and repeat information to being able to find it and use it (Bransford, John D.,Brown, Ann L., Cocking, Rodney, R.,2000). In this era of high stakes testings, it seems the requirement of schoolchildren all over the United States is to demonstrate their learning regurgitation of information, but yet that is not the skillset that is required of them when they enter the world following high school. As students leave high school, they are required to critical thinking skills that allow them according to Bransford, successfully navigate the complexities of life. Students come into school with background knowledge due to their experiences, teachers can use the knowledge of students to deeper in meaning and help students use that basic knowledge to ask and develop questions. We want students to be successful in life, yet we are requiring them to read and regurgitate what they are learning in the form of tests. Learning is much more than the facts that are found in texts. Learning should be about the relationships between things, the why questions students should be asking as they are reading about Pearl Harbor or about the circulatory system. There is a shift in learning as teachers move away from memorization and move towards the development of critical thinking skills. Students are being required to develop the ability to frame and ask meaningful questions in an effort to develop a fundamental understanding about subjects (Bransford at el., 2000). The goal of the K-12 system should be to develop learners that ask questions that lead higher levels of thinking, not to see what they have memorized. Technology is something that can’t be thrown into a classroom and students expected to know how to use it. Students are surrounded by technology daily, but if they don’t have the basic knowledge of how something works or what has happened in the past, using all the technology won’t help them gain that basic understanding. A computer won’t critical think or problems solve for a student, they need those skills in basic everyday situations.

 

Experts are those who have developed expertise in a particular area (Bransford at el., 2000). Students when they enter the K-12 education system are not experts by any means. But it is important to understand the difference between expert and novices in order to assist students through their educational journey, since students are now required to have a high level of critical thinking skills to be successful in life. Experts have the ability to chunk information when it is given to them. Studies have shown that short term memory is enhanced when people are able to chunk information into familiar patterns (Bransford at el., 2000).  I find this to be quite true as over 10 years following my 10th grade Biology class, I am able to recite back information regarding the pattern of Kingdom, Phylum, etc. Chunking is an effective method to use with novice learners as they are able to organize it around the ‘core concept,’ (Bransford at el., 2000). The difference with novices is when they are asked about these ‘core concepts’ they believe these concepts are the information they have memorized and need to recall and manipulate equations to get answers (Bransford, 2000). Perhaps the biggest difference between experts and novices is experts go beyond the facts and figures because they know there is an answer but it requires deeper thought. Novices will answer question similar in manner to how they would answer a multiple choice test (Bransford at el., 2000, P. 42).  Novices can’t be blamed for how they answer because of the way they are taught to respond. If students don’t have the basic knowledge, a teacher will have difficulty, “drawing out and working with existing understandings,” which according to Bransford(2000), is important for learners of all ages.

 

References

Bransford, J. (2000). How people learn: Brain, mind, experience, and school. Washington, D.C.: National Academy Press. Retrieved from http://www.nap.edu/openbook.php?isbn=0309070368