Friday, September 25, 2009
Friday, September 11, 2009
Authentic Activities
This week’s readings included an article by Thomas Reeves. Reeves' article authentic activities and online learning (2002). Reeves and his colleagues discuss authentic activities as influenced by constructivist philosophy. Reeves cites other authors defining activities as ‘anything students are expected to do,
beyond getting input through reading or listening, in order to learn, practice, apply, evaluate,
or in any other way respond to curricular content’ Brophy and Alleman (1991).
This blog activity is a task we are expected to do, in order to learn, practice and apply creative technological skills. When we are asked to review and comment on other student's blogs we are evaluating our processes.
I especially liked the statement that activities ‘encourage and affirm learning...and may take many forms, but essentially, they encourage the learner to respond to the text rather than remain passive’ (Reeves, 2002).
From my perspective the activities of reading scholarly text then blogging, and reading and responding to other students work is one of many forms to engage us as learners in a active way to encourage and affirm our technological readings.
This constructivist approach is being contrasted against an instructivist approach. The instructivist approach is a model based on a behaviorist approach. The instructivist approaches is concerned with student outcomes and requires the student learn a set of skills and demonstrate the learning and mastered skills to the teacher. The constructivist approach is more concerned with the individual students learning process.
I tend to favor constructivist approaches in my own teaching and learning. In technology learning I have found that most of my learning has come from time and opportunity with technology. Interestingly enough, time and opportunity are key elements to learning through play form a constructivist approach. So my advice to technology learners is to play with technology. Get a Facebook account, set up a blog, play video games, use an iPod, etc...
beyond getting input through reading or listening, in order to learn, practice, apply, evaluate,
or in any other way respond to curricular content’ Brophy and Alleman (1991).
This blog activity is a task we are expected to do, in order to learn, practice and apply creative technological skills. When we are asked to review and comment on other student's blogs we are evaluating our processes.
I especially liked the statement that activities ‘encourage and affirm learning...and may take many forms, but essentially, they encourage the learner to respond to the text rather than remain passive’ (Reeves, 2002).
From my perspective the activities of reading scholarly text then blogging, and reading and responding to other students work is one of many forms to engage us as learners in a active way to encourage and affirm our technological readings.
This constructivist approach is being contrasted against an instructivist approach. The instructivist approach is a model based on a behaviorist approach. The instructivist approaches is concerned with student outcomes and requires the student learn a set of skills and demonstrate the learning and mastered skills to the teacher. The constructivist approach is more concerned with the individual students learning process.
I tend to favor constructivist approaches in my own teaching and learning. In technology learning I have found that most of my learning has come from time and opportunity with technology. Interestingly enough, time and opportunity are key elements to learning through play form a constructivist approach. So my advice to technology learners is to play with technology. Get a Facebook account, set up a blog, play video games, use an iPod, etc...
Friday, September 4, 2009
Day one
This blog is a tool for reflection on the use of technology in the California State University, Monterey Bay, Masters of Arts in Education, Technology as a tool for excellence and equity. The purpose of this blog is to chronicle my experiences, thoughts, and feelings in using technology. Over the course of the Fall 2009 semester I will document my success, triumphs and frustrations. I welcome your comments and feedback on my technology journey.
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