I thought this was an interesting idea--that everyone can learn from each other and contribute to the group. However, in the classroom setting, I wonder if this be problematic since children (and yes, high schoolers are still children) need structure and a lot of times, especially for those children who do not have the stability and structure at home, these students are the ones who need the most structure.
One Question: Thomas and Brown suggest that "the students themselves are taking an active role in helping to create and mold [this new culture of learning]" (2011, p. 52). However, what about the students who are not motivated to do this?
Connection: Currently, I have a student in my class who does not come to class prepared, is late, and potentially has anxiety and depression issues. She is not embracing this new culture of learning. We have an SST coming up for her to see how we can best help her. In general though, I know that there are those students who are unmotivated or who just want to get through school; they are expecting a packet of worksheets to fill out since that's what they've done in the past. I am unsure how to further support these students--I believe that my current student is not alone--who are still adjusting to this new way of learning.
Epiphany/Aha: Something that came up in the reading was the idea that those who are fully immersed in "[t]he college experience" are "participating in an experience rich in resources of deep encounters" (Thomas & Brown, 2011, p. 51). However, I did not have this experience and many of my students will not either. For me and many of my future students, it was/will be a cost issue. However, it made me realize the importance of telling my college story (MiraCosta community college to UC Irvine to MiraCosta for prerequisites to CSUSM's teaching program) so that other students will not feel that they are missing out and that the experiences they do have are just as important and just as valid as those who attend four year schools and live on campus.
The idea of the private life becoming public is something about this new way of learning that both fascinates and terrifies me. I'm naturally a private person and my parents have warned me of the dangers of posting things online (whether it be a picture or written work). So, having an online presence is something that I am still skeptical of, but I am trying new things as I go forward in this profession. I hope not to become a 'lifelogger' though and live in the present with face-to-face conversations and interactions.
One Question: Thomas and Brown state, "Collectives are made up of people who generally share beliefs and values about the world and their place in it, who value participation over ballooning, and who engage in a set of shared practices" (2011, p. 56-57). Isn't this biased though against those who do not participate in the collective and aren't their contributions to the digital world just as valid?
Connection: I am not sure if it was Kiva specifically, but I read an article about a four year old boy who received an allowance and decided to use his money to make microloans to others and he got to decide where he wanted to invest his money. He was excited to help other people all over the world, especially those who wanted to better their education or learn music. In the article it talked about how the website had a 98% return on investment, so most people pay their loans back over time. I thought this was a great example of a website that provided agency to its users and used their technology to improve the world.
Epiphany/Aha: In my two classes (English 9 Honors) we just finished reading Fahrenheit 451. The idea that "we are losing a valuable distinction in how we think of our lives and how we share things with others" is something that Thomas and Brown say is something that "critics" (2011, p. 55). However, as we read Fahrenheit 451, my classes and I would have to point out that it's not just the "critics" who should be fearful, but everyone should be. If technology runs our lives and we are no longer interacting socially with others, then our entire civilization is at risk. It's not an issue of private and public, but an issue of how we live our lives as human beings.
This is all about the idea of self-teaching and self-discovery. In the new culture of learning, exploration is key to being a successful learner. However, one problem with this is that it may take some students longer to learn things than others. Yet, if this method was used in the classroom, it might encourage more student collaboration, which is a goal of the new Common Core standards.
One Question: Shouldn’t the new culture of learning also encourage students to learn how to do things correctly and not just do whatever they want?
Connection: Regarding the idea of the piano teacher seeing two students playing the piano in their own styles (one “attacks the piano forcefully” and the other “varies the rhythm, modifies the melody, and follows his own internal muse” (Thomas & Brown, 2011, p. 39), the authors insist that the teacher will view them as “‘doing it wrong’” but in the new culture of learning the teacher “will see a budding rock star and a jazz musician” (Thomas & Brown, 2011, p. 39). I am a piano teacher and have been since I was 15 years old. I do not believe this analogy fits and here is why. As a teacher, you do have to teach accurate information. If a student is not following the directions on a piece of music, it is your duty to correct them and learn how to play in a variety of different styles. Yes, it’s important to encourage experimentation and one’s internal pianist, but it is also important that they understand the fundamentals of playing or they are actually not playing the piano--it’s the equivalent of an actor just reading a bunch of lines and not becoming the character he or she is portraying.
Epiphany/Aha: When Thomas and Brown mentioned, “In the digital age, the encyclopedia tries to persist in the form of CD ROMS, such as Microsoft’s Encarta (2011, p. 76), it brought me back to my childhood. Since my parents did not want me to surf the Internet for information at such a young age (when I was about age 5 to age 11), they had me use this instead for my research. Thus, I must insist that yes, the Internet has more information, but I think for the purposes of small research projects in the younger years, students whose parents do not want them on the Internet could use this to develop some research techniques (which is the purpose of research in the elementary grades). This made me realize that providing some materials for my 9th and 10th graders who have not done much research will help them develop the basic skills for researching and will provide them a more solid foundation for later wading through research they find on their own.
constant change (1st ed.). Lexington, KY: CreateSpace?