Blog Reflection

I have learned so much from this class on many levels. After our first class in January, I went home and pondered how would I add this to my already busy schedule, and still be there for my family? I have enjoyed the blogging aspect enormously, more so then the video game. At the first class meeting everyone was quiet and intent on becoming comfortable with Second Life. Yesterday in class I felt I knew everyone but how could this be when I only previously spent 2 hours with them in January? The blogging - of course! When I wrote my first blog I thought it had to be formal - like an essay - but then I thought shouldn't it be what I am really thinking - like a stream of consciousness? Looking back at my blogs, I think they became better as I became more comfortable with the whole course. It is unusual to meet once or twice and then be on your own for the duration. I think the comments were so helpful, not only in terms of the articles/responses, but also to keep connected. I think Dr. D's constant support via email and blog comments was instrumental in keeping us all motivated. The blogging for me was and will continue to be a stepping stone into further understanding how I feel about my role as an educator, parent, student. I learned so much more about the articles from reading everyones blogs and commenting on some of them. Reading others blogs/commenting and receiving comments made things more clear, helped pave the way, and again, kept it together.

Walking Life

Bravo! This was amazing - finally someone talking about something real - a passion for life! I think many of us have forgotten about finding our passion. We are all busy doing many things we enjoy, mixed in with responsibilities and the stuff of life. This is somewhat ironic, all this savvy tech went into this wonderful video to talk about real life. I love it. If you listen closely to all the conversation, it makes sense. Of course my 16 year old daughter would consider it drama, but she will appreciate this type of message in about 15 years. It's just like the whole Susan Boyle story -somewhat heart breaking - its more then what we see - it's about a dream, a passion.

Intellectual Freedom in School Libraries

I tell my students that my goal as their library teacher is to provide them with the skills necessary to access all forms of information on their own. I do support the curriculum and often touch base with faculty members to assure the needs of our students are being met. I think in society, censorship is part of life. I have friends who work for large corporations and are told not to spend much time on the Internet shopping, etc., because it does not look good from an employer standpoint. Clearly that means they are being censored/watched. In education, this opportunity is not afforded because there are filters, etc., that stop things before they in fact can become a problem. Years ago the idea of censorship was more of a trust issue, however now it can be enforced on computers in various ways. Liability issues also add to the censorship issue: schools have to be very cautious about what they make available to students and everyone has to be on the same page (no pun intended). I see school library censorship as a good thing - there are "rules" everywhere and I do not think it interferes with learning. An effective school library should address the needs of the specific school and the curriculum. Of course that old budget makes a lot of the decisions of what materials are needed and what will remain on a wish list.
In closing, I truly believe it is more important for a Media Specialist to know the difference between material that is inappropriate and material that is not. However I feel strongly that censorship is necessary. We cannot expect kids to be able to make adult decision without our guidance. Knowledge and information is power, but all children need guidance, advice, and yes, rules!

Post Media Aesthetics

Oh my goodness! I think I will move to the South of France a lot sooner then I have dreamed about - or are things moving along there as rapidly as here? This article was quite abstract and therefore a lot to assimilate. It addresses the categorization of art in many forms and also the impact of software. Of course by using different software we will get different results and companies will market their product to get the best sales results. Just as textbooks influence what we are reading about, so does software, so need to be previewed before we use them - not only to be sure they are appropriate but also to see if they address the goal we are trying to accomplish. I am not sure if I consider any tech as an art form, do you think email is a work of art? I do think that people spend a lot of time on tech stuff -time that can be spent doing something more active, but it pulls you in - I know I am compelled to check my email and the inbox on my cell. There is so much info being tossed around in this article - but philosophically speaking, we see and therefore judge things individually - if I consider one thing to be a form of art and another thing not to be, on a computer or in a museum, then each is valid.

Emerging Technologies

I think I have expressed this opinion before, but I feel strongly that the need to be in touch is out of control. I completely agree with the need to be in touch for business, educational, and family safety issues, etc. But it seems as if no one can just "be" anymore. I guess that's the same way I feel about playing a video game - I much rather do something in person, and I can easily just be by myself with out being connected. I am amazed by some of the "emerging technologies" available but feel that in many ways it enables children to be "out there" way before they are prepared. I do agree that as an educator I should be informed on many levels: how do I relay this info to specific students who have specific leanring styles? how do I add some interesting twist to my web site at school to promote ease of use, etc., but we still need to be able to read body language, refine language arts skills, etc.

An update on the effects of playing violent video games

This article strongly supports its argument with plenty of stats. What I don't see in the article is any reference to any other type of study other then based predominately age comparisons. I would like to see a study include lifestyle before and after continued playing of any video game, and how that video game affected future behavior, good or bad. Yes, there are enough studies to support that violent games do promote aggressive behavior but there are other circumstances to encourage this also. There is no mention of lifestyle, i.e., family life, socio-economic level, etc. I strongly feel these variables play a deciding factor in what behavior a child feels is acceptable.

Video Games and Violent Behavior

Okay so here we are again blaming video games for violent behavior! Not once in the article did it report any findings about lifestyle, socio-economic level, educational background, average age of gamer, etc. If children do not have regular adult supervision and some type of boundaries, then anything is possible, whether they are playing video games or not. If a child is always alone and happens upon a video game, then whatever the game is about they may possibly imitate. But if not for the video game, the negative violent behavioral potential would have been picked up somewhere else. It's not about the game - it's about idle time and no rules. If my daughters played a violent video game they would not be interested or influenced because they are being raised in a different environment. We cannot continue to blame outside "stuff" for the behavior of individuals. I cannot underestimate most typical people by assuming that if they play a video game they will feel as if they are someone else - I like to give people more credit than that. I consider myself an average person with my priority being taking care of my daughters. I don't need to identify with anyone else or feel as is I am someone else - I don't get it. Yes, I know many teenagers need to feel accepted and may turn to video games as fun, a stress reliever, and/or a break from gossip, etc., but not as a means to turn into violent delinquents. It's not that clear cut.

Video Games and their relationship to desensitization and obesity

On many levels, the readings and classmates blogs for this course have really allowed me to see the benefits of some video games. The last few readings have made me start to think about video games and class structure and how/if they intertwine. This reading is stating that studies show that there is a direct correlation between obesity and video games. Do children play video games because they are not accepted socially or are they not in the social mainstream because they are gamers and therefore don't circulate amongst their peers? I would have found it helpful if the studies also followed the diet of these children, and their socio-economic status. Do children who have no parental supervision, poor diets, and no opportunity to participate in sports (for a variety of reasons), spend a lot of time on video games for lack of anything else to do? I feel strongly that parental involvement shapes a child, but it has to begin from the earliest stages.
I feel video games alone cannot desensitize a child into thinking crime is acceptable - a child's values are built over a period of time in a loving, caring environment. Children are not afforded the opportunity to have a simple life. As an educator, I can clearly see the children who have close relationships with their families and they are thriving because of this. I realize that due to the "stuff" of life, people get busy and our priorities go astray but if parents invest in their children's lives, a lot of what is going on in our communities would not be happening.

Changing The Game: What Happens when Video Games Enter The Classroom?

I think it is a definite plus for educational video games to be brought into the classroom. It's motivational for the students and teacher! This will not be the answer to all the needs of every student, every day in our classrooms, but will be an additional opportunity/tool to reach out on a day when a textbook or boring lecture just won't do the job. But once again, when something is compulsory, it takes on a different appeal.

Cultural Models: Do You Want to Be the Blue Sonic Or The Dark Sonic?

I don't think children who play video games each get the same positive/negative benefit of the game they are playing. Just as in reading, we each come away with a different perspective based on who we are and the environment we come from. In speaking to another of my 6th grades classes about gaming, they tell me they are not that into it. Although the first 6th grade class I blogged about said that people don't admit to gaming because there is a certain stigma associated with being addicted to a video game. I asked my students if they feel as if they take on the identity of the gaming character and immerse themselves in the cultural model and they said absolutely not. They play if they feel like it but in no way do they need to feel as if they are someone else. They tell me they much rather play tennis, lacrosse, of golf at the country club. Therefore does ones level of gaming addictiveness have to do with ones socio-economic level? If kids are fortunate enough to have most of life's luxuries, does that make a difference in how they perceive video games? My discussions with my students say yes, but I'm sure there are exceptions. I still feel strongly about giving video games far more recognition then they warrant. There are definite learning styles that may or may not be addressed, depending on individual schools.

Learning & Identity Chapter 3 of Gee

On some level I agree with Gee on many points, but I think that this entire identity play theory can be given far more credit then it should. Some children want to play video games for the simple reason of not wanting to do anything else. Children have to be able to exist within many learning environments - we cannot always customize everything to meet every need. Yes, I want my daughters and the children I teach to be successful now and in the future, but success also means being flexible, cooperative, and well-rounded. I think Gee over analyzes the entire topic in his learning principles. Yes, if I can relay my objective to my class more clearly in a video game, that's fine - but it is not realistic to think that the learning style of each child can be addressed all the time. When I am on Club Penguin, I see it as simple fun. Of course, a child of 6 or 7 is challenged by it on some level, but I don't think video games deserve the erudite credit Gee places upon them.

New Literacies Follow Up

This morning I decided to follow up yesterday's blog by speaking to my 6th grade about new literacies. I explained the term to them and they totally got it! First we brainstormed video games that each of them play, discussed if they were violent/appropriate, talked about new literacies, if any, specific to each game, and I then asked them how much time they spend each day on their favorite game. They were clearly hooked because it is something that each of them gets. Each student, regardless of their academic skill level, has a certain expertise in "their" game. I ended by telling them we will all go on miniclips next week.

New Literacies

This is a lot to assimilate but so on target! I teach in a Pre K through 6 school and my classroom is a library/computer lab, otherwise known as the Media Center. I am fortunate in that I have the resources to apply the "stuff" of new literacies every day - but it is a daily learning experience for myself and my students. It is a lot to keep up with but I wouldn't trade it for any other position. The excitement and self confidence I see in my students when they are able to apply/explore these new literacies makes it a pleasure to be an educator. I feel better able to reach all of my students - each with their own"literacy" specialty - no one feels out of the loop. When they leave me at the end of our 40 minute period I know I have reached each of them in some way. New literacies better enables us as teachers to explore new ways to reach children that may not be reachable if we were teaching in a traditional manner. I collaborate a lot with other teachers in my school, for the benefit of the children, to bring everything together for the best learning experience. When my class comes into the Media Center and I tell them we will be working exclusively on computers, it is always a success. Learning should be exciting and if our students are savvy at these new literacies then let's use this skill to it's best advantage.
However, what about kids that attend a school that doesn't have the latest technology? I do think they also learn "new literacies" on their own through video games but probably without supervision. How will these different groups of kids come together at some point and be able to blend what skills they each own? I don't think it will be much different from life as we have known it - the things we grew up comfortably with in the same way my daughters are so in touch with all this technological literacy. I can make a lunch date with a cousin and her children (who my girls have never met) and in an hour my girls have facebooked their children and have become "friends." As parents and educators we have to be involved. My daughters know that if I cannot access their facebook then the laptops are mine. I'm sure when my girls are a bit older I can afford them more privacy, but not yet.

Semiotic Domains: Is Playing Video Games A "Waste of Time"?

This chapter has certainly allowed me to see the positive characteristics of video games. Gee, along with all the new jargon introduced, helped me to see video gaming as something educationally legitimate. We have been programmed to believe that if something is purely entertaining, which video games have been categorized as such, then they cannot possibly be of any educational value. I tend to believe otherwise, not only from this reading, but also from my own recent experience on Club Penguin. Although I realize that many video games exhibit violence, Club Penguin is devoid of such characteristics. It is more of a lighthearted "semiotic domain," whereby children learn how to navigate through a totally new world, cooperate with an unknown group of people who are somewhat in alias, learn how to problem solve on the island of Club Penguin (through many games, etc., i.e. dance contest, cart racing, ) and become familiar with it's design spaces.
Yes, it is difficult for today's school to compete with video games - children no longer want to just sit and listen to a lecture or have us model a skill for them - they want to be involved from the minute they walk into a classroom. Video games have changed the way we have to take on our role as school, teacher, parent, etc., as we move forward.

Club Penguin

What I find most captivating about Club Penguin is knowing that for a brief moment you are connected to someone that can be anywhere in the world.
Last night I became friends with Penguin Crombieluv. As I analyzed who this person might be, I assumed it was a girl, aged 11 or 12 considering her user name may be based off of an Abercrombie shopper. Make sense?
We sent each other postcards about friendship, hanging out, going to the coffee shop and pizza parlor.

I bought a purple puffle (pet on the island of Club Penguin) and I named her Debber. Along with this comes the responsibility of feeding, bathing, walking, and making sure it get enough rest.

Anytime I am amongst a group of penguins I go the Club Penguin message box and send out a lot of hellos, smiley faces, etc. My daughter Devin is always reminding me not to stalk other penguins. A rude penguin will be blocked from the game.

I once again visited the nightclub where I entered the Dance Contest! My favorite! Your penguin is positioned on the dance floor - at that time you choose your ability level and begin. At the top of the screen are four arrows in opposing directions. When the music begins an arrow would rise from the bottom of the screen. When it hits one of the arrows at the top of the screen, you quickly match it with the correct arrow on your keyboard and click. Depending on how well the arrows match up, will determine if your score is perfect, great, good, almost, boo or missed. This game takes a lot of hand-eye coordination to match up the moving arrow to the stationary arrow.
Thus far I think Club Penguin is a positive experience. It really stresses respect, analytical skills, math skills, etc. More to come. . .

Club Penguin

I reticently approached this task with shear discomfort. How would I blog something that I had purposely avoided for years when my now eleven year old daughter had invited me to join her whenever she was "on" Club Penguin? Okay, Devin helped me create a user name, etc. She helped me through a tutorial of her own, but how did she become so interested in this make believe place? At first I took a look at the map and checked out a few places. I like the ski slope, shops, but quickly found my favorite spot, thus far, was the dance contest in the night club! What a blast! To be continued...............................

Digital Beginnings by Marsh et al

Since children studied for this report only know a digital life from birth, so obviously there is no way to follow them had they been born at a different time. I can perceive the benefits of children's use of popular culture, media, and new technologies in addition to, but not in place of human interaction. Children are so comfortable with a digital lifestyle because they are surrounded by it and therefore it is second nature to them. Children learn "media literacy" from their immediate surroundings on a daily basis. Only those of us who grew up without this input can try to analyze the pros and cons of living within a time of popular culture, media, and new technologies. Aside from enjoyment and entertainment, "media literacy" is a necessary part of moving forward for children in terms of education and then ultimately careers.

I know from my own experience, how important it is to keep current with changes in technology as an educator and parent. I see my daughters, ages 11 and 16, confidently approach assignments, never hesitating about the process to accomplish a goal. This is definitely since they know no other way - like an extension of their fingertips they can figure out anything about their cameras, webcams, ipods, video games, etc.

Also, one has to consider children that are doing well in school because of technology - for some it must lend itself to an individual's learning style and therefore enhance their progress, motivation, etc.

Are Schools Teaching The Best Way to Help Students Learn?

I truly believe most schools are trying to teach the best way to help students learn, but several factors interfere. Some of them being, depending upon the school, number of students in a class, amount of paperwork teachers are required to complete by their district, socio-economic status of school, motivation of the teacher, to name a few. School and home are interconncected and one cannot expect a child's school to fulfill all needs. A child raised with a high level of parental interaction is sure to exhibit a higher level of learning, etc. "In these reading activities, mothers are attempting to function in what psychologists call a child's zone of proximal development—to stretch what the child can do with a little assistance (see Box 4.1 above). As the child advances, so does the level of collaboration demanded by the mother. The mother systematically shapes their joint experiences in such a way that the child will be drawn into taking more and more responsibility for their joint work. In so doing, she not only provides an excellent learning environment, she also models appropriate comprehension-fostering activities; crucial regulatory activities are thereby made overt and explicit." There is clearly no substitute for the earliest stages of child development and the benefit of parental contact.

Through primary grades, most children are motivated and eager to absorb. When children begin to recognize differences in themselves compared to others, I believe their learning capabilities change also.

I am a bodily-kinesthetic learner. I train regularly at a Pilates studio and mind/body connection is the key to the entire process. I have to actually do something to assimilate it and hence be successful at a task. I believe most children learn in this same manner.

Jenkins - what is convergence?

If media convergence is "the full context of media change," and cultural convergence "describes the new ways that media audiences are engaging with and making sense of these new forms of media" - which happened first and therefore initiated the other? I see convergence everywhere, everyday. I like the reasoning of convergence - it makes sense and puts things in perspective.

McLuhan reading - difference between hot and cold media

I'm not sure if I agree with the notion of putting hot and cold media into binary categories. From my understanding, McLuhan defines hot media as having less detail and being on a much larger viewing scale, while cold media is assimilated as being scaled down with a lot of detail therefore being multi-sensory. I would have labeled them oppositely, with hot being the multi-sensory and cold media as being one dimensional.

First blog - Introducing Myself

My name is Deborah and I am a teacher at the Essex Fells School. I am taking this class to complete my ALMS certification and also to remain current in this ever evolving world of technology. I feel I know a fair amount of technological information but I realize that things change rapidly. I want to keep abreast of these changes not only for myself but also for my students. With any new class, I am somewhat overwhelmed at the start but quickly become acclimated. What I want to know about technology is how to easily integrate it into my classes and meet the levels of all my students, grades pre-k through 6.