Chapter 7:
Quote: “In a world where context is always shifting and being rearranged, the stability of the what dimension of knowledge also comes into question. Only by understanding the where of a piece of information can we understand it’s meaning.”
Question: Isn’t a certain level of knowledge necessary to understand the things you are looking up? The students may be able to look up a map of Iraq using google, however don’t we run the risk of creating the same problem we do were we to have students memorize vocabulary words without actually understanding their meaning? If %63 of the people in the survey could not locate Iraq on a map, that meant they did not even know what part of the Earth to look at! That meant they may not have known it was a middle eastern country. They may not know what issues come along with being a middle eastern country.
Connections: In my experience, the ability to look information up on the internet can be helpful if we are simply looking for facts, but incredibly unhelpful if we are looking for understanding. Too many students I have met use the internet as a crutch to the point where they believe that the ability to find information equates to understanding.
Hmmm…..I always label this part as Hmmm…. because I have not had any epiphanies based on the information in this book. If we use the definition of an epiphany contained in this chapter, that is even truer. Many of the ideas in this book make sense, however I believe most of what is in this book would be a useful addition to how things are done now; not a replacement.
Chapter 8:
Quote: “How can I utilize the available resources, both social and technological, for deep exploration.
Question: So how do you get people to learn at this level when they have no interest in what needs to be learned?
Connections: I am a huge history nerd; I read historical books both fiction and non-fiction, I watch historically based movies, visit history websites, and discuss history with friends, family, and acquaintances through phone, text, and email. If I have ever come close to “geeking out” about anything, it would be history.
Hmmm….most people I have met are at one of these three levels and I never thought about it.
Chapter 9:
Quote: “The almost unlimited resources provided by the information network serve as a set of nutrients, constantly selected and incorporated into the bounded environment of the petri dish, which provides the impetus for experimentation, play, and learning.”
Question: Can I find some way to incorporate gaming into my history class?
Connections: I have participated in online games like this before. It is really amazing the level of enthusiasm that many of the players have for their particular online realm. I never bought in as much as many others have, however I can see the vast amounts of learning and cooperation that was taking place.
Hmmm...I will need to use a greater portion of my own imagination in order to create an environment that encourages my students to use theirs.
Quote: “In a world where context is always shifting and being rearranged, the stability of the what dimension of knowledge also comes into question. Only by understanding the where of a piece of information can we understand it’s meaning.”
Question: Isn’t a certain level of knowledge necessary to understand the things you are looking up? The students may be able to look up a map of Iraq using google, however don’t we run the risk of creating the same problem we do were we to have students memorize vocabulary words without actually understanding their meaning? If %63 of the people in the survey could not locate Iraq on a map, that meant they did not even know what part of the Earth to look at! That meant they may not have known it was a middle eastern country. They may not know what issues come along with being a middle eastern country.
Connections: In my experience, the ability to look information up on the internet can be helpful if we are simply looking for facts, but incredibly unhelpful if we are looking for understanding. Too many students I have met use the internet as a crutch to the point where they believe that the ability to find information equates to understanding.
Hmmm…..I always label this part as Hmmm…. because I have not had any epiphanies based on the information in this book. If we use the definition of an epiphany contained in this chapter, that is even truer. Many of the ideas in this book make sense, however I believe most of what is in this book would be a useful addition to how things are done now; not a replacement.
Chapter 8:
Quote: “How can I utilize the available resources, both social and technological, for deep exploration.
Question: So how do you get people to learn at this level when they have no interest in what needs to be learned?
Connections: I am a huge history nerd; I read historical books both fiction and non-fiction, I watch historically based movies, visit history websites, and discuss history with friends, family, and acquaintances through phone, text, and email. If I have ever come close to “geeking out” about anything, it would be history.
Hmmm….most people I have met are at one of these three levels and I never thought about it.
Chapter 9:
Quote: “The almost unlimited resources provided by the information network serve as a set of nutrients, constantly selected and incorporated into the bounded environment of the petri dish, which provides the impetus for experimentation, play, and learning.”
Question: Can I find some way to incorporate gaming into my history class?
Connections: I have participated in online games like this before. It is really amazing the level of enthusiasm that many of the players have for their particular online realm. I never bought in as much as many others have, however I can see the vast amounts of learning and cooperation that was taking place.
Hmmm...I will need to use a greater portion of my own imagination in order to create an environment that encourages my students to use theirs.