Tuesday, November 29, 2011
C4K #3 November Comments
The Helium Stick
My first post to comment on was by the Excellent 4E and it was entitled, "The Magic Helium Stick". This was a video of the students engaging in a group activity where they must lower a stick to the ground by using all of their fingers, but the stick keeps floating off their fingers.
Hello,
My name is Adrienne Babb and I am a student in Dr. Strange's EDM310 class at the University of South Alabama. The Magic Helium Stick is an awesome invention. I am still baffled as to how it works though. I think that maybe it does have helium in it and that the students fingers have to create a balanced charge of energy along the stick in order to lower it to the ground. I love this activity and think that it is a wonderful way to get students to work together. I will be writing a post about this activity in my blog if you wish to visit or email me about it.
adriennebabb@gmail.com
Adrienne's Blog
The Candy Vampire
The next post that I commented on was a story called "The Candy Vampire" by Matthew in Mrs. Yollis'class. This story is about a scarecrow, Scarry, who stands up to a bully vampire, Draccy, that steals children's candy each Halloween. Once taken to jail, Draccy, decides to change his bullying ways and become a good vampire.
Dear Matthew,
My name is Adrienne Babb and I am a student in Dr. Strange's EDM310 class at the University of South Alabama. I read your story, "The Candy Vampire" and I really enjoyed it. I appreciated your message about standing up to bullies. Draccy did the right thing by changing his bullying ways. Great job on the story and keep up the good work. Here are links to my email and blog if you would like to visit or comment on any posts that I create (I will be creating a post about my visit to your class blog).
adriennebabb@gmail.com
Adrienne's Blog
Sincerely,
Adrienne Babb
Draw a Stick Man
This link is to an interactive story where you draw the hero, he comes to life and you help him by drawing different tools to help him along his journey. My son loved it and I thought it was very cool, so check it out.
Friday, November 18, 2011
Wednesday, November 16, 2011
Brave New World by Aldous Huxley
In this book, Aldous Huxley introduces us to a futuristic utopia called the World State, where the population is civilized, happy and mass produced. Brave New World starts off by introducing us to the Director of the Central London Hatchery and Conditioning Center where people are produced in bottles, mostly through a process called Bokanovsky's Process. This process is completed by producing up to ninety-six embryos per egg instead of producing one embryo from one egg. The people produced in the hatchery are all predestined to fulfill certain social positions within the World State. The social classes within the World State are Alphas, Betas, Gammas, Deltas, Epsilons. Alphas hold the highest social standing out of the five classes. Alphas along with Betas are not products of Bokanovsky's Process and therefore have no twins and are smarter, stronger and hold positions within society that require responsibility. The others are contaminated while still in their bottles to stunt intelligence, strength, height and appearance. The Bokanovsky process is used along with conditioning to create social stability. The population experiences conditioning from the time that they are "decanted" and large sets of twins are conditioned to work the same positions within the society.
In this London based utopia, there is no knowledge of God but what God would be is replaced with the founder of the new world, Ford. People are no longer born into families, they do not experience sickness, sadness, old age, isolation, passion or any sort of prolonged gratification. The population is conditioned to be happy, peaceful, passive, to know and love their position/class, and participate in societal "norms" that are created to maintain stability. Some of these "norms" include: sexual relations with each other because relationships and exclusivity are forbidden, to take "soma" (a drug used for leisure or to escape unwanted feelings, ideas) on a regular basis and especially if experiencing any negative feelings or thoughts contrary to conditioning, regularly participating in recreational sports and "feelies", which are depth-less movies where viewers can experience physical actions that occur in movies.
Bernard Marx is introduced as sort of an outcast who is an Alpha but everyone believes that alcohol was accidentally slipped into his bottle before "decanting", which made him "different". He does not seem to fit into society because he often feels like the norms in society are silly and has opposing ideas and questions about life. Bernard wants to have intimate dates with Lenina and is not really interested in relations with other women, but she thinks he is weird for this behavior because "everyone belongs to everyone" in the World State. Bernard takes Lenina to a Mexican reservation where Indian savages live. These "savages" are born normally outside of the World state and live without the technology and pleasures that the World State has. While there they encounter John and Linda, a mother and son who are not natives of the reservation. They find out that Linda was actually a resident of the London World State and was accidentally left at the reservation years back while pregnant. While on the reservation, Linda was constantly ridiculed for practicing the social norms from the World State. Unlike Linda, the people on the reservation believed in monogamy and exclusive relationships. Her son, John was born on the reservation but was never accepted as a native so Linda taught him what she knew from conditioning and from afar he watched and learned from the natives.
Bernard and Lenina return to London with John and Linda where Bernard becomes an instant celebrity because everyone wants to know about the savage (they are all repulsed by Linda's old age, flabby skin and discolored teeth). John is very attracted to Lenina but cannot accept her promiscuity. Linda dies and no one shows any caring emotion (they are conditioned to not have emotional attachments to each other), and John becomes enraged with the norms, vices and behaviors in the new world. He attempts to start a rebellion where only one person joins him, Hemholtz Watson, who is a friend of Bernard's and also feels that the World State lacks depth and the option of free will. The rebellion ends, unsuccessfully, because the people of the World State are conditioned to know and only want what they are predestined to have; they are ignorant to anything outside of what they are taught. Because of their inability to fit into society, Hemholtz and Bernard are given the choice to be sent to an isolated island of their choice, where they can continue their alternative way of thinking and behaving. John chooses to relocate to a life of solitude and proper behavior in a lighthouse, only to be found and harassed again as the "savage". He whips himself while their to punish himself and avoid the vices and behaviors of the World State. In the end he is overwhelmed by "fans" of his and when he sees Lenina among the crowd he cannot bear the emotions that arise in him because she represents everything that he hates about the World State and he begins to whip her until he passes out. The next day, more "fans" arrive to find that John had hanged himself.
I loved this quote:
"A society, most of whose members spend a great part of their time, not on the spot, not here and now and in the calculable future, but somewhere else, in the irrelevant other worlds of sport and soap opera, of mythology and metaphysical fantasy, will find it hard to resist the encroachments of those who would manipulate and control it...As the art and science of manipulation come to be closer understood, the dictators of the future will doubtless learn to combine these techniques with the non-stop distractions which, in the West, are now threatening to drown in a sea of irrelevance the rational propaganda essential to the maintenance of individual liberty and the survival of democratic institutions." p. 268
Huxley, Aldous. Brave New World and Brave New World Revisited. New York: Harper Perenial Modern Classics, 2005.
Why We Use Metaphors
Metaphor : a figure of speech in which a word or phrase literally denoting one kind of object or idea is used in place of another to suggest a likeness or analogy between them (as in drowning in money). This is the definition of a metaphor, as given by the Merriam- Webster dictionary.
Metaphors are used to help the reader better understand something that may not be tangible by comparing it to a more tangible object or idea. Merriam- Webster gives the example of a metaphor as a person "drowning in money"; the concept of having a lot of money is more easily understood in their example than a person possessing " a lot of money". Metaphors are used extensively throughout the Bible. A metaphor that many people know is the snake that tricks Eve, in the Garden of Eden, representing the Devil, who is also known to be sly and tricky. Metaphors are used throughout literature and in our everyday life.
In Dante Alighieri's "Inferno", Dante has lost his way on the straight or right path in life and finds himself awaking in a dark forest where he finds out that he must travel through the 9 levels of Hell (each level being a metaphor for a specific sin) in order to find salvation. The author, Dante Alighieri, does not literally mean that Dante, the character, has gotten lost on a road but that Dante has strayed from a moral or righteous path leading to salvation or God. His use of this metaphor makes this poem so much more interesting because people like stories with drama and excitement. A story about a man who is disobedient against God but wants to learn to change his ways in order to achieve salvation is just not as exciting as a man, lost in a dark forest, who encounters his mentor (who has been dead for many years)and they embark upon a journey through Hell in order to achieve his salvation. Metaphors bring better understanding, beauty and images to writing and I love them but I can understand how some people are confused by them. When there are too many metaphors or they are used incorrectly, it makes the story hard to understand. I, sometimes find myself reading passages over and over to understand metaphors because they can be tricky. I believe that a person must have and use critical thinking skills in order to understand metaphors (shout out to Dr. Kern Jackson at the University of South Alabama for teaching, nurturing and encouraging the use of these skills in me).
The way that people are taught directly affects their perceptions of school and them not being able to understand metaphors and sarcasm. We are raised to blend into society: go to school, get good grades, listen to authority, take notes, regurgitate notes, graduate, get married.... The key part in all of this is listening to authority. Not enough teachers (authority figures) encourage students to think for themselves (critically or creatively) but instead teach and encourage them to listen and regurgitate. Because of this, many students stop thinking for themselves (or never even start) and take what they get from these figures as the literal truth and never even question if they agree with it or whether it makes sense.
Metaphors are used to help the reader better understand something that may not be tangible by comparing it to a more tangible object or idea. Merriam- Webster gives the example of a metaphor as a person "drowning in money"; the concept of having a lot of money is more easily understood in their example than a person possessing " a lot of money". Metaphors are used extensively throughout the Bible. A metaphor that many people know is the snake that tricks Eve, in the Garden of Eden, representing the Devil, who is also known to be sly and tricky. Metaphors are used throughout literature and in our everyday life.
In Dante Alighieri's "Inferno", Dante has lost his way on the straight or right path in life and finds himself awaking in a dark forest where he finds out that he must travel through the 9 levels of Hell (each level being a metaphor for a specific sin) in order to find salvation. The author, Dante Alighieri, does not literally mean that Dante, the character, has gotten lost on a road but that Dante has strayed from a moral or righteous path leading to salvation or God. His use of this metaphor makes this poem so much more interesting because people like stories with drama and excitement. A story about a man who is disobedient against God but wants to learn to change his ways in order to achieve salvation is just not as exciting as a man, lost in a dark forest, who encounters his mentor (who has been dead for many years)and they embark upon a journey through Hell in order to achieve his salvation. Metaphors bring better understanding, beauty and images to writing and I love them but I can understand how some people are confused by them. When there are too many metaphors or they are used incorrectly, it makes the story hard to understand. I, sometimes find myself reading passages over and over to understand metaphors because they can be tricky. I believe that a person must have and use critical thinking skills in order to understand metaphors (shout out to Dr. Kern Jackson at the University of South Alabama for teaching, nurturing and encouraging the use of these skills in me).
The way that people are taught directly affects their perceptions of school and them not being able to understand metaphors and sarcasm. We are raised to blend into society: go to school, get good grades, listen to authority, take notes, regurgitate notes, graduate, get married.... The key part in all of this is listening to authority. Not enough teachers (authority figures) encourage students to think for themselves (critically or creatively) but instead teach and encourage them to listen and regurgitate. Because of this, many students stop thinking for themselves (or never even start) and take what they get from these figures as the literal truth and never even question if they agree with it or whether it makes sense.
Sunday, November 13, 2011
Blog Assignment 12
I thought of this assignment because recently my son's pre-k school has joined Big Universe, an online reading and writing community. We are able to read books online everyday and sometimes in Spanish. They offer books by age, grade, category, subject, and many more options but it is not free to subscribe (there are free online libraries, such as the International Children's Digital Library). When I was a kid, I loved to read but wasn't always able to visit the library to read as much as I would've liked so I re-read books when I couldn't get more. These online reading websites gives students, parents and teachers books instantly and there is no due date or waiting period involved. We shouldn't just expect that our students will frequent these sites on their own so I suggest that we have weekly homework assignments that come from these sites.
* Books can be used with Smartboards to change up story-time a bit.
The assignment I would suggest is to create a homework assignment using the International Children's Digital Library, which is a online library that allows you to save books to a bookshelf.
1) Visit the website ICDL and create an account. Browse through the books available and play with the "add to bookshelf" button. Choose and read a book for the assignment.
2)Think of four homework questions for your student to answer. Post these questions, including the name of the book, to your blog.
Ms. Babb's Homework Assignment
Go to ICDL and read, "The Blue Sky" by Andrea Petrlik HuseinoviƧ and answer the following questions:
1) Name three of the animals in the sky and tell what their connection with the little girl's mom is.
2)What did the wind bring to the rabbit? What did this remind the little girl of?
3)Why was the little girl sad?
4)Where did the blackbird take the little girl?
Mrs. Yollis' Class Blog
I found Mrs. Yollis' class blog to be full of information. Mrs. Yollis has links that introduce her bloggers, teach visitors how to leave a comment, share interesting information about California, teach how to use html code, show the time zone differences between their friends around the world, give tips on how to shoot great digital images, provide educational blogging resources and Mrs. Yollis also includes a link that shares information about her career and interests. On top of all of these resources for parents and students to explore, Mrs. Yollis also includes a link to her personal website which provides even more resources to learn, including games, articles and activities. I really enjoyed exploring Mrs. Yollis' blog because it is very informative. I learned how to shoot better pictures and video from one of Mrs. Yollis' students. She is definitely doing a great thing with her students and I am thankful that she shares her knowledge through her blog. Mrs. Yollis is a true example of an educator and it is obvious from her blog that she is a lifelong learner.
Saturday, November 12, 2011
Progress Report for Final Project
Ashley, Pamela, Taylor, and I will make a video targeting non-traditional students. By non-traditional students, we mean students with families, jobs and other responsibilities that demand a large amount of their time. We plan to demonstrate how each member,(some traditional, some non-traditional) approaches their work in EDM310. I will demonstrate how I use Symbaloo along with the Fall checklist to organize my work in EDM310. We will discuss the anxiety experienced at the beginning of the semester, how to stay caught up on work and important things to know about EDM310.
Wednesday, November 9, 2011
Thursday, November 3, 2011
Blog Assignment 11
Little Kids... Big Potential
In Ms. Cassidy's video, she introduces to the viewer her first grade class and how they use technology to learn in their classroom. I think it is remarkable that these first graders are using the same technology that I am learning to use right now. Even though it is used on a simpler level and with facilitation of Ms. Cassidy, they seem to be very knowledgable and interested in what they are learning. It is also very impressive that they are aware that they learning and are still excited to do the work.
I used to be concerned that, once I began to teach, I would be limited in the technologies that I could introduce to my students because of their age but Ms. Cassidy has shown me through this video that even at the young ages of 6-7, students are able to understand and appreciate technology used for learning. I fully intend to use technology to educate my students because technology exposes students to any information they want/need but it also exposes them to different cultures. To show them that technology is not simply for entertainment, is to provoke a curiosity in what else they can do with technology. I love what I am learning and hope that my students share my excitement for it when I introduce it to them.
Interview with Mrs. Cassidy
Mrs. Cassidy shares some of the techniques that she uses to teach with technology in her first grade classroom through this interview. She started using computers in her classroom around the year 2000 when her classroom was given five computers. Mrs. Cassidy took the initiative to learn how to make web pages to incorporate in her classroom, which lead to blogging, wikis and videos. One of the benefits of the techniques that Mrs. Cassidy uses in her classroom is the students are much more engaged and excited to learn. Mrs. Cassidy says in this interview that this is because students do not have to "power down" when they come to school.She also mentions that both the student and educator are handicapped when they are not able to use the technologies that are part of their everyday life. Another benefit is that the parents are able to follow the progress of their children throughout the school year with their blogs.
I will definitely use Mrs. Cassidy's blogging, video and web page techniques with my students. Blogging is a great way to keep track of and record lessons taught throughout the school year(which is good for my students, their parents and myself). Also, I believe that having students work on their own blogs increases their confidence in their work and also their motivation to do a good job. When students receive comments on their blogs because their work has been seen and shared, they become more involved and excited. I do expect, just as Mrs. Cassidy suggested, that some parents and administrators will be opposed to exposing the students to the Internet. To address this problem, I plan on sending home a letter explaining exactly how I intend to teach the students and that I will not provide personal information like last names or a picture with a first name attached(just as Mrs. Cassidy did). In addition to the letter home to the parents, I will invite the parents and administrators to a meeting or presentation to discuss what the children will be working on. I will show examples of the work that the students will do and hopefully by showing the parents and administrators that I have a plan and that I have considered the dangers and how to avoid them that they will feel more at ease with what I intend to teach to the students.
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