Chapter 3 Reflection
Chapter three “Software for
Educators” had its moments of being overly simplified, but at other times, I
appreciated this simplicity to solidify certain processes. I agree that, “
Understanding software can help advance your personal and professional goals by
helping you manage student records, teach students with different academic
needs, and work more productively.” (99) I liked the chart produced on the
bottom of page 103. Where it is very basic, it helped classify software into a
visually simplified way. I also liked how it explained some of the functions
that a cell of a spreadsheet can perform.
I am still switching some of my
manual ways of “record(ing) on paper and stor(ing) in a file cabinet.” (113)
Parenthesis added by me. I tend to be a hoarder when it comes to records.
Luckily, my husband balances me out, and we are condensing my hoarding
strategies. Going paperless is a trend now, and does perhaps save some trees,
so it’s a process I’m working on.
In many ways I am still expanding my digital immigrant
roots. For example, I have just recently, within the last year and a half, become
apart of the “normal” by upgrading to a smartphone. So I am still becoming
familiar with apps. Maybe it is just me, but once upon a time there was this
fear of viruses, and hacking, so installing things onto my computer still has
me on edge. I think part of this has to do with the mind shift that a
computer/laptop/phone, is not meant to last a lifetime. It is meant to last
several years, and then you get the newest next one. This is difficult to
switch to when money has not always been at your disposal, but also helps
explain the shift and concept of storing and backing up files. It is much more
immediate of a concern when the devise is looked upon as temporary.
Most importantly though, I found the concept of
branching in our text, which is; “a non-linear approach…that offers alternative
paths through the lesson based on students’ responses. Branching reflects
classroom leaning theory by allowing students to excel at their own pace,
providing feedback and remediation when needed.” (129) Which brings me to the
article we read about using “the Video Game Model as a Learning Tool.” I found
this article very interesting. It is essentially the learning theory in that
this article says, “Games insert players at their
achievable challenge level and reward player effort and practice with
acknowledgement of incremental goal
progress, not just final product.” I was astounded to read about “The
fuel for this process is the pleasure experience related to the release of dopamine.” I understand this idea
though, and would agree especially when I think of how my son, who has ADHD,
would learn best when it was new, fun, challenging, and he knew he could do it.
He loved, and still does at 21, video games, and is very good at them. He would
start to loose interest in school if he was not pushing his limits with AP
classes, but if he over-whelmed himself with too much, then he would get
depressed. It was a balance of igniting this dopamine enough to get the
reinforcement needed, but not to the point of over extending himself and
failing.
I can see how
understanding all of this helps bridge the gap between the way the digital kids
learn now, with the amount of time teachers have to actually give this much
feedback. Software can potentially fill in these gaps when used appropriately.
With parent/guardian and teacher support, these tools can enhance education
today.
Works
Cited
Shelly, Gary B., Glenda A. Gunter, and Randolph E.
Gunter. Teachers Discovering Computers: Integrating Technology in a
Connected World. N.p.: Cengage Learning, 2012. Print.
Willis, Judy. "A Neurologist Makes the
Case for the Video Game Model as a Learning Tool." Edutopia. N.p., n.d. Web. 16 Oct.
2014.
