The goal for weeks 4 and 5 in this course was to create a virtual world using the Alice Video software. Since there is not prompt for this posting, I am going to expound on the virtual worlds in education.
As we enter into an era where things are far more complex and technologically charged, it is imperative that we as educators stay abreast of the changes, modifications, and enhancements to technology tools and devices. We are no longer dependent solely on textbooks and face-to-face interaction to teach and learn anymore. So much of our everyday lives is spent checking Facebook, tweeting, posting pics on Instagram, using Google+, emailing, blogging, listening to podcasts, streaming internet radio, skyping, face timing, and so much more. It is important to adapt teaching to the times but without losing the concept of traditional learning purposes.
Virtual Worlds can be an exciting and hands-on experience in the since that the person has the ability to create their virtual persona and interact with others just without the presence of actual physical contact. Our students can benefit from these virtual worlds by joining groups and interacting to solve problems and enhance critical thinking. It promotes collaboration and the acceptance of others. Teachers can facilitate learning and monitor proper behavior of students within the virtual world classroom. In addition to online group discussions like Wimba, students can participate in class discussions and feel free to solicit the help of others in a controlled environment.
Although the Alice software was tricky and hard to complete initially, it is easy to grasp the fact that virtual worlds will become a education technology tool more readily used in instruction.
Tuesday, July 24, 2012
Tuesday, June 12, 2012
3rd World Farmer Simulation
Tell me about the reasoning for your choices in the 3rd World Farmer simulation and the implications of that reasoning.
Initially I went into the simulation with the sole objective to make money! I figured if I could take care of my family and ensure our stability with the money I would make from crops! I soon realized that this would not be the case. I was faced with famish and health issues. Later in the simulation, I lost family members to illness. I never considered the fact that my farm could be subject to burglars and other misfortunes. Not to mention the need to purchase necessities in order to keep my farm going. Then when family members became sick, the medicine to aid in their health was very expensive.
Even though the assignment for the course was to participate in the simulation for 18 cycles, I decided to do it again and change my strategy. I decided it was better to focus on the well-being of my family and consider all factors in keeping us alive, sheltered, safe, and fed.
Initially I went into the simulation with the sole objective to make money! I figured if I could take care of my family and ensure our stability with the money I would make from crops! I soon realized that this would not be the case. I was faced with famish and health issues. Later in the simulation, I lost family members to illness. I never considered the fact that my farm could be subject to burglars and other misfortunes. Not to mention the need to purchase necessities in order to keep my farm going. Then when family members became sick, the medicine to aid in their health was very expensive.
Even though the assignment for the course was to participate in the simulation for 18 cycles, I decided to do it again and change my strategy. I decided it was better to focus on the well-being of my family and consider all factors in keeping us alive, sheltered, safe, and fed.
Blooms' Taxonomy
Considering Blooms’ Taxonomy, tell me what level the team activity was and explain your answer.
Bloom's Taxonomy initially deals with three learning objectives: cognitive, affective, and psychomotor. Different skills are portrayed within each level of the taxonomy hierarchy. The hierachy is composed of more specific compentencies of the three learning objectives.
Of all the levels included in Bloom's Taxonomy, out team activity closely resembled that of 1)knowledge, 2) comprehension, and 3) evaluation. As a team we each had to read and familiarize ourselves with the subject at hand. After doing so it was imperative that we comprehend not only the instructions of the assignment and what was asked of us but the material in which we had to create our diagrams. Once we established that we understood the material and the tasks then we began to evaluate the material so that we could incorporate key features in each diagram and graph. Without fully understanding and being knowledgeable of the objectives and read material it would have been difficult to analyze what we read effectively. In turn not being able to do that would have resulted in graphs with misleading or inaccurate information and poor explanations of the purpose of each graph we created.
Bloom's Taxonomy initially deals with three learning objectives: cognitive, affective, and psychomotor. Different skills are portrayed within each level of the taxonomy hierarchy. The hierachy is composed of more specific compentencies of the three learning objectives.
Of all the levels included in Bloom's Taxonomy, out team activity closely resembled that of 1)knowledge, 2) comprehension, and 3) evaluation. As a team we each had to read and familiarize ourselves with the subject at hand. After doing so it was imperative that we comprehend not only the instructions of the assignment and what was asked of us but the material in which we had to create our diagrams. Once we established that we understood the material and the tasks then we began to evaluate the material so that we could incorporate key features in each diagram and graph. Without fully understanding and being knowledgeable of the objectives and read material it would have been difficult to analyze what we read effectively. In turn not being able to do that would have resulted in graphs with misleading or inaccurate information and poor explanations of the purpose of each graph we created.
TPACK
In your own words, explain what TPACK is and the effect you believe this framework could have on instruction.
First, what is TPACK?
TPACK is a catchy acronym for Technological Pedagogical Content Knowledge. TPACK is a three tenet ideal of intergrating technology into the classroom thorugh addressing issues, challenging the knowledge of teachers, and effeciently intergrating the three tier components of TPACK's focused areas.
By understanding and implementing the TPACK framework in education, a teacher is fortunate to be able to promote and convey the expertise of an experienced professional, provide discipline in the method of studies, and use complex tools, equipment, and devices with technology. The concept of TPACK is the like the super highway to teaching and learning in the 21st Century and beyond. The framework of these tenets will allow educators to be innovative and incorporate real-world experiences as well as disciplined studies to reach students of all learning types.
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