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[Technology 851] Re: The magic of technology for learning isoutside the classroom
Craig Alinder
info at gaming-pc.netMon Feb 12 20:06:34 EST 2007
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Thank you David for engaging my doubts with a well composed discussion. I
think I will add Gee's book to my summer reading list.
Craig
--------------------------------------
Craig Alinder
info at gaming-pc.net
http://www.refinancequiz.com
----- Original Message -----
From: "David Rosen" <djrosen at comcast.net>
To: "The Technology and Literacy Discussion List" <technology at nifl.gov>
Sent: Monday, February 12, 2007 3:24 PM
Subject: [Technology 850] Re: The magic of technology for learning isoutside
the classroom
> Hello Alan and Craig,
>
> On Feb 12, 2007, at 1:39 PM, Gerstle, Alan wrote:
>
>> I believe the technology in education debate has not changed much in
>> 2,000 years. Plato's Seventh Epistle warns against using systems of
>> writing because Plato feared they would lead to the decay of memory.
>> Doesn't each technology provide something and take away something
>> else?
>> And isn't the introduction of a technology into a culture have
>> unintended consequences simply because we cannot foresee the future?
>> How enthusiastic would the developers of the internal engine be if
>> they
>> foresaw that automobile accidents would kill 40,000 Americans each
>> year--chiefly owing to human error?
>>
>> Perhaps if there were a set of 'first principles' about technology,
>> one
>> could begin to address their place in society and education. Among
>> these would be, I think,
>>
>> 1) Decide what is worth knowing;
>> 2) Figure out a way of teaching technological literacy--not only the
>> capabilities of technology as learning tools--but the moral philosophy
>> behind those who encouarge the use of technology.
>> 3) Understand the motivation of technocrats; simply because someone
>> avers, for example, that video games are 'good for you,' understand
>> the
>> person's concept of good. The assembly line was 'good' for
>> manufacturers. Was it good for workers? Textbooks are good for
>> (many)
>> teachers, and definitely for publishers. Are they good for students?
>
> I think James Paul Gee would not say that "video games are good for
> you." He might say that some games, well-designed ones, are well-
> designed learning environments. He might say that some video games
> are good for some people, although I don't recall that he does. He
> has said that there are some learning design principles which apply
> both to well-designed video games and to classrooms. He has a list
> of these in the appendix of his book, but frankly, most of them only
> make sense after you have "engaged" with the chapters of the book.
>
>> Moral philosophy is of particular significance in a concern raised
>> here
>> regarding a 'well-made' videogame that 'excites and stimulates' vs.
>> poorly designed ones without any 'strategic challenge.' Al-Quaeda
>> have
>> reprogrammed video games and used them as recruiting tools. Their
>> objective it is to destroy the American military in virtual reality.
>> Would anyone applaud a well-designed game of that nature?
>
> Gee devotes a thoughtful chapter to this issue and cites an example
> of a game whose content is to teach those of one religion to hate
> those of another.
>
>> -----Original Message-----
>> From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov]
>> On Behalf Of Craig Alinder
>> Sent: Monday, February 12, 2007 10:44 AM
>> To: The Technology and Literacy Discussion List
>> Subject: [Technology 845] Re: The magic of technology for learning
>> isoutsidethe classroom
>>
>> I use the classic keyboarding software that incorporates games into
>> the
>> learning experience Mavis Beacon Teaches Typing. It basically offers
>> game breaks as rewards to significant progress during the "lessons". I
>> realize this is not exactly what you are referring to when you mention
>> games as a dynamic and challenging experience when designed correctly.
>>
>> Regarding the book by James Paul Gee, I am intrigued and think it is
>> possible that games can be used to gain skills that are relevant in
>> the
>> real world. I checked it out on amazon and found this:
>> http://www.amazon.com/Video-Games-Teach-Learning-Literacy/dp/
>> 1403965382/
>> sr=8-1/qid=1171294424/ref=pd_bbs_sr_1/104-0689205-7632717?
>> ie=UTF8&s=book
>> s
>>
>> It seems that Gee is a serious scholar who is attempting to
>> overturn the
>> notion that video games are bad for children. While I do see the
>> potential for games as a learning tool, I have to say that I see
>> reality
>> as the greatest tool for children to learn how to successfully
>> function
>> in society.
>> They learn to immitate and function as they absorb the particular
>> cultural environ and the challenges therein.
>>
>> Basically my main concern is this: Where do you draw the line
>> between a
>> badly made game that is designed to excite and stimulate without any
>> strategic challenge and a well designed game? How can you tell the
>> difference?
>
> Gee's book addresses this in some detail. From his study of video
> games and classrooms, he generates learning design principles which
> are evidenced in both well-designed video games and classrooms.
>
>>
>> Craig
>>
>> --------------------------------------
>> Craig Alinder
>> info at gaming-pc.net
>> http://www.refinancequiz.com
>
> It sounds like you might find this book interesting.
>
> David J. Rosen
>
> David J. Rosen
> djrosen at comcast.net
>
>>
>> ----- Original Message -----
>> From: "David Rosen" <djrosen at comcast.net>
>> To: "The Technology and Literacy Discussion List"
>> <technology at nifl.gov>
>> Sent: Sunday, February 11, 2007 7:47 AM
>> Subject: [Technology 843] The magic of technology for learning is
>> outsidethe classroom
>>
>>
>>> Marianne, Steve, and others
>>>
>>> There is a magical, compelling learning technology which is almost
>>> never used in the classroom, neither in K-12 or adult education. It
>>> is widely used at home, however, and in "computer cafes" around the
>>> world , mostly by male "digital natives" under 30. It is not usually
>>> designed to teach anything that instructors would recognize as basic
>>> skills or academic content, yet it incorporates some principles of
>>> learning that at least one author has argued at length, are far
>>> superior to what is found in most classrooms. It is capable of
>>> teaching content -- any content -- in ways that are more engaging
>>> than
>>
>>> most classrooms.
>>>
>>> I am referring to well-designed video games, and to the book, _What
>>> Video Games Have to teach Us About Learning and Literacy_ by James
>>> Paul Gee. According to Gee, good video game designers carefully
>>> create games so that players learn (and improve) strategies in
>>> context, as they go, so that (using Lev Vygotsky's concept) each new
>>> scenario presents the first-person, active learner-players with
>>> challenges that are just outside their "zone of proximal development"
>>
>>> providing difficult challenges, but within reach, and hence highly
>>> motivating. Gee also argues that many of these games focus on
>>> problem
>>
>>> solving strategies and attitudes, sometimes those that are useful in
>>> the workplace such as getting information from context, getting and
>>> sharing information with co-workers, taking calculated risks, and
>>> working as a team.
>>>
>>> There is at least one (free) computer simulation that incorporates
>>> some of these good game design principles and that also has basic
>>> skills (reading,writing and numeracy) content, The Office, by Mike
>>> Hillinger. See the simulation at:
>>>
>>> http://www.lexiconsys.com/dswmedia/working_simulations.html
>>>
>>> and a description of it at:
>>>
>>> http://www.readingonline.org/electronic/elec_index.asp?
>>> HREF=hillinger/
>>>
>>> I have three questions for those on this list:
>>>
>>> 1. Would you (anyone on this list) be interested in having a
>>> discussion of James Paul Gee's book, _What Video Games Have to teach
>>> Us About Learning and Literacy_ , on the Technology discussion list?
>>> 2. Do you know of any other engaging, well-designed video games for
>>> adults or older youth that have adult literacy education skills and
>>> knowledge (including adult secondary education and ESOL) as content?
>>> 3. Do you use computer simulations or video games for learning
>>> purposes in your classroom or learning lab? If so, which ones, and
>>> how do you use them?
>>>
>>> David J. Rosen
>>> djrosen at comcast.net
>>>
>>>
>>> On Feb 7, 2007, at 1:29 PM, Mariann Fedele wrote:
>>>
>>>> Hello Steve and all,
>>>>
>>>> Steve, you wrote, "staff and students now we seem to ask too much of
>>>> technology, expect it to be like magic."
>>>>
>>>> I think this comment is important to consider when thinking about
>>>> how
>>
>>>> technology relates to the teaching and learning process and
>>>> integrating it in a purposeful way. To begin grappling with that
>>>> question a useful reference source is the report by the National
>>>> Research Council titled "How People Learn: Brain, Mind, Experience,
>>>> and School" (1999). Of course, there have been many advances in the
>>>> technology we use since the time it was published, but many of the
>>>> core findings I believe still hold true.
>>>> What do others on the list think? How can these recommendations
>>>> inform our practice? Following is an excerpt from the concluding
>>>> chapter.
>>>>
>>>>
>>>> LEARNING ENVIRONMENTS
>>>> Tools of Technology
>>>>
>>>> Technology has become an important instrument in education.
>>>> Computer-based technologies hold great promise both for increasing
>>>> access to knowledge and as a means of promoting learning. The public
>>>> imagination has been captured by the capacity of information
>>>> technologies to centralize and organize large bodies of knowledge;
>>>> people are excited by the prospect of information networks, such as
>>>> the Internet, for linking students around the globe into communities
>>>> of learners.
>>>>
>>>> There are five ways that technology can be used to help meet
>>>> the
>>
>>>> challenges of establishing effective learning environments:
>>>>
>>>> 1. Bringing real-world problems into classrooms through the use of
>>>> videos, demonstrations, simulations, and Internet connections to
>>>> concrete data and working scientists.
>>>> 2. Providing "scaffolding" support to augment what learners can do
>>>> and reason about on their path to understanding. Scaffolding allows
>>>> learners to participate in complex cognitive performances, such as
>>>> scientific visualization and model-based learning, that is more
>>>> difficult or impossible without technical support.
>>>>
>>>> 3. Increasing opportunities for learners to receive feedback from
>>>> software tutors, teachers, and peers; to engage in reflection on
>>>> their own learning processes; and to receive guidance toward
>>>> progressive revisions that improve their learning and reasoning.
>>>>
>>>> 4. Building local and global communities of teachers,
>>>> administrators,
>>
>>>> students, parents, and other interested learners.
>>>>
>>>> 5. Expanding opportunities for teachers' learning.
>>>>
>>>> An important function of some of the new technologies is their
>>>> use as tools of representation. Representational thinking is central
>>>> to in-depth understanding and problem representation is one of the
>>>> skills that distinguish subject experts from novices. Many of the
>>>> tools also have the potential to provide multiple contexts and
>>>> opportunities for learning and transfer, for both student-learners
>>>> and teacher-learners.
>>>> Technologies can be used as learning and problem-solving tools to
>>>> promote both independent learning and collaborative networks of
>>>> learners and practitioners.
>>>>
>>>> The use of new technologies in classrooms, or the use of any
>>>> learning aid for that matter, is never solely a technical matter.
>>>> The
>>
>>>> new electronic technologies, like any other educational resource,
>>>> are
>>
>>>> used in a social environment and are, therefore, mediated by the
>>>> dialogues that students have with each other and the teacher.
>>>>
>>>> Educational software needs to be developed and implemented with
>>>> a full understanding of the principles of learning and developmental
>>>> psychology. Many new issues arise when one considers how to educate
>>>> teachers to use new technologies effectively: What do they need to
>>>> know about learning processes? What do they need to know about the
>>>> technologies? What kinds of training are most effective for helping
>>>> teachers use high-quality instructional programs? Understanding the
>>>> issues that affect teachers who will be using new technologies is
>>>> just as pressing as questions of the learning potential and
>>>> developmental appropriateness of the technologies for children.
>>>>
>>>> If you want to read the whole chapter it can found at:
>>>> http://books.nap.edu/html/howpeople1/ch10.html
>>>>
>>>>
>>>> Mariann Fedele
>>>> Associate Director,
>>>> NYC Regional Adult Education Network
>>>> Literacy Assistance Center
>>>> Moderator,
>>>> NIFL Technology and Literacy Discussion List
>>>> 32 Broadway 10th Floor
>>>> New York, New York 10004
>>>> 212-803-3325
>>>> mariannf at lacnyc.org
>>>> www.lacnyc.org
>>>>
>>>>
>>>> -----Original Message-----
>>>> From: technology-bounces at nifl.gov
>>>> [mailto:technology-bounces at nifl.gov]
>>>> On Behalf Of Steve Quann
>>>> Sent: Tuesday, February 06, 2007 5:41 PM
>>>> To: The Technology and Literacy Discussion List
>>>> Subject: [Technology 833] Re: Changing reading levels of text
>>>> questions
>>>>
>>>> Hi Patti,
>>>> Haven't used this, but I came upon it last week:
>>>> http://www.usingenglish.com/resources/text-statistics.php
>>>>
>>>> Sounds like you already know much of this, but here is a site that
>>>> might help with the creating/editing.
>>>>
>>>> http://www.hsph.harvard.edu/healthliteracy/materials.html
>>>>
>>>> I am finding that even though there are some things that just amaze
>>>> me staff and students now we seem to ask too much of technology
>>>> expect it to be like magic. Others?
>>>>
>>>> Good luck,
>>>> Steve
>>>>
>>>>
>>>>>>> "Patti White" <prwhite at MadisonCounty.NET> 2/6/2007 4:21 PM >>>
>>>> I received the following request and I'm stumped. Here's the
>> request:
>>>> --------------------------------------------------------------------
>>>> -
>>>> -
>>>> --
>>>> --------
>>>>
>>>> Do you know of a computer program that takes text and offers
>>>> suggestions for dropping the reading level.. As in maybe 10th grade
>>>> to 5th grade...Is there software that does that other than just
>>>> using
>>
>>>> the Flesch-Kincaid Readability stats and doing it by hand???
>>>>
>>>> Next question..When you are adapting text for folks with literacy
>>>> issues....you know how you drop the reading level down and augment
>>>> with pictures...Is there a term that is used for that ..something
>>>> like .modified text with pictures or something like that...????
>>>>
>>>> --------------------------------------------------------------------
>>>> -
>>>> -
>>>> --
>>>> --------
>>>>
>>>> The only thing I can find that might help is the Auto Summarize
>>>> feature in Microsoft Word, but it's not really appropriate. Does
>>>> anyone know of some software that will drop the reading level of
>>>> text? And is there a term for that process?
>>>>
>>>> Thanks for whatever help anyone can give, Patti White
>>>>
>>>> Patti White, M.Ed.
>>>> Disabilities Project Manager
>>>> Arkansas Adult Learning Resource Center prwhite at madisoncounty.net
>>>> http://aalrc.org/resources/ld/index.aspx
>>>> 800.569.3539 ph/fax/tty
>>>> ----------------------------------------------------
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>>>> Technology and Literacy mailing list
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>>>
>>> David J. Rosen
>>> djrosen at comcast.net
>>>
>>>
>>>
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>>>
>>>
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>>>
>>
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>
>
>
>
>
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