The world we live in

YouTube, no doubt majority of people have seen it, used it or even put their own videos on it. There are many worthy and useful videos that not only teachers can use but students watch. However, some schools and school districts have decided to block its use.

Jamie McKenzie looks into the blockade within his artcle, ‘Breaking the YouTube Blockade’. He claims there are several reasons for a blockage; “namely, that YouTube can burden a network and provide easy access to objectionable material”.

Truly a risk? Personally I would say so. McKenzie claims that there is disturbing content on YouTube and that the safeguards to protect young children are “pretty weak”. Schools should have the right to protect their students from this risk. Exposure of some content can cause many dramas with the parents and the community.

Truly a burden? Mckenzie states that without a doubt, frequent use of YouTube can bring a “network to its knees, effectively halting access to the outside world.” I too agree with this statement, as I have personally experienced a halt for 15 seconds while waiting for the next segment to appear.

Despite agreeing to all these points, I do believe that it can be a great source to support a lesson. I do believe that if the teacher organises, checks and downloads the video prior to the lesson it can be an interesting and engaging tool. However, I don’t believe that the teacher should encourage the students to search the site themselves.

I find that we are moving faster and further way from the typical Powerpoint and Microsoft word for children to publish and present their information. A tool such as ‘Scratch’ is a new programming language that lets you create your own interactive stories, animations, games, music and art.

I would highly recommend it to any teacher! Not only will students learn core computational concepts, the program is engaging and motivating. I thoroughly enjoyed using this program, it was great to manipulate and create my own design but also look at designs other people have created. As it states, the tool will strengthen the 21^st century skills that will be critical to success in the future: thinking creatively, communicating clearly, analysing systematically, collaborating effectively, designing iteratively and learning continuously.

check it out now! http://scratch.mit.edu/

Alex’s post on ‘The Gaming Generation?’ provoked some interesting and valid points, commenting on the use of computer games as an educational tool. “No way” was also my initial thought, I mean how to teachers determine the value of computer games?

‘Could Computer Games help to transform the way we learn?’ by Keri Facer begins by writing that children are developing skills and “understanding far beyond that is acquired in the classroom” when they are playing computer games. I agree with the statement to a degree, I believe that for a game to be truly educational and develop these skills, it also has to strike the right balance – pushing the skill level of the player without being so difficult that they give up. She states that through research, there is evidence to suggest that computer gaming is profoundly social and that it stimulates literacy. There is also evidence that computer games require a significant number of skills– “not just hand-eye coordination, but the management of complex variables, interpersonal communication, literacy and problem-solving, to name but a few”. 
 

Reading this I came to the conclusion that games only look education at a superficial level. I believe that when students construct their own game it can be a powerful learning experience. However, it is very different when the children are playing computer games. Like field trips, if the games were prudently designed to enhance, not replace the learning they might be of some value.

Constructivism was brought to my attention in my recent class. What is? What does it mean? These were questions that instantly sprang to mind. Looking into it, I found that it was a theory that has been around for awhile.  John Dewey encouraged it at the turn of the century. Jean Piaget developed the theory based on his view of psychological development of children, as did Jerome Bruner, and Vygotsky with the social constructivism.The reading, ‘Building Software Beats Using it’ By Idit Harel, explores this theory and experiments it with fourth graders in the US. From the paper, I gathered two important points:

1.      Constructivism is child-centered. The learning environments should support multiple perspectives or interpretations of reality, knowledge construction, context-rich, experience-based activities. “Children (and grown-ups) learn best when they actively engage in playful exploration in which they design and build their own projects, try ideas out and tinker with notions — their own and those of others.”

2.      Constructivism focuses on knowledge construction, not knowledge reproduction. It is a belief that one constructs knowledge from one’s experiences and beliefs that are used to interpret objects and events. “Constructionism holds that learning can happen most effectively when people are actively making things in the real world”.

The paper recognises constructivism and using technology. They say, “kids can design and build their own software rather than just use software someone else created. They can produce their own webpages filled with ideas and designs, develop their own digital activities and games for other kids on the Web, create their own animations and special effects and publish and share their own stories.” With new digital tools the children are able to accomplish tasks like these. I agree to the idea of children designing and building their own software, and as well, exploring their peer’s production. I believe that children should be exposed to such experimental learning in order for them to understand their information. As knowledge continues to increase over the years, and since it also has a shelf life, students should learn the content not memorise it.

“We don’t describe the world we see;
we see the world we can describe.”

As I have mentioned in the cartoon strip, I believe that e-learning is like making a cake. The ingredients (the content) and the utensils (they way the content is taught i.e. using technology) are important elements in guiding and supporting the cake (the child). How they turn out is totally up to them.

‘Comic Life’ is the program which I used to create this comic strip. It is extremely fun and could be used within the classroom. The teacher could use this as a tool for students’ to not only express their ideas but present them on a particular topic. I highly enjoyed using this program and would recommend it to any teaching situation!

Pictures found on flickr.