Z JLP CRde LV WK
Racism in technology design that is hidden or indirect. Like in Winner's bridge example - if public transportation can not use them low ses individuals are less likely to visit.
70 Matching Annotations
- Oct 2020
-
usfedu-my.sharepoint.com usfedu-my.sharepoint.com
-
-
usfedu-my.sharepoint.com usfedu-my.sharepoint.com
-
Students rarely haveprivileges in ed-tech. Food for though
I want to share a story! After our meeting this week I thought about our discussion about students not having freedom to explore and use tech. They usually use it as a means of completing an assignment. So Friday I paired up my kids and gave them 5 questions (They said hard questions) that were less direct. I told them to use their notes, the internet, and any technology they wanted to use. They thought I was going crazy. Many tried googling the answers and were quickly disappointed that my made up questions did not exist on the internet. I had some students dissect the main points and research to gain more information. Others recognized that they would need to graph and found online calculators like desmos and geogebra. All ran into an issue with their graphs (on purpose). Their graphs were too large for the display on their phones. I gave each pair a pep talk when they got stuck - like well what is the problem, if you wanted to change customize something in an app what would you do. They immediately started searching for images or words on the app that would take them to settings. From there they used information in the problem to change their domain and range views so they could clearly see the curves of the graph. I felt by giving students freedom to explore allowed them to bridge concepts in class while also making connections with the technology.
-
I’ve spoken frequently in the past about gender and education technology. I often point to culture of Silicon Valley – the subtleand not-so-subtle misogyny – as well as the demographics of the technology sector. 70% of Google employees are male, forexample. 61% are white and 30% Asian. Of Google’s “technical” employees. 83% are male. 60% of those are white and 34% areAsian. And I’ve argued that this culture, these bodies shape what gets built; they shape, even how the “problem” of education getsframed and gets “fixed.” I should add something here, however, particularly in light of an article in the business of technologypublication Fast Company last week suggesting that ed-tech is “where women are starting to buck the tech world’s sexist trends.”The ideologies of education technology – its connection to hierarchy, surveillance, stratification, discipline, power – are notundone just by having more women in education entrepreneurialism
There is more to this gender inequality than just needing to add more women or ethnicities into the field. It is like when they add non honors kids into honors classes. The theory is that it will raise the non honors kids up - in my experience it has only lessened the motivation and drive of the higher students
-
ntegrity.
Reminds me of what schools are forcing the virtual students to do. They want us to require students have their cameras on to monitor their focus.
-
questions
I am starting to think equality is an unreachable concept
-
ed-tech solutionism
Technology can simply solve all problems. Making the process of technology simple when it is not straight forward.
-
In the ... working-class schools, work is following the steps of a procedure. The procedure is usually mechanical,involving rote behavior and very little decision making or choice. The teachers rarely explain why the work is beingassigned, how it might connect to other assignments, or what the idea is that lies behind the procedure or gives itcoherence and perhaps meaning or significance. ...Most of the rules regarding work are designations of what thechildren are to do; the rules are steps to follow. These steps are told to the children by the teachers and often writtenon the board. The children are usually told to copy the steps as notes. These notes are to be studied. Work is oftenevaluated not according to whether it is right or wrong, but according to whether the children followed the right steps
Jean Anyon - I think will believe in making connections between concepts and work assigned. Why are the students asked to do certain things. Bring meaning back into education
-
There are no teachers in the learning labs; there are teachers’ aides – an arrangement that Rocketship boasts saves ithundreds of thousands of dollars per school per year. The schools focus solely on literacy and math – that’s what the standardizedtests focus on, after all
teaching to the test is the popular style of education
-
hat students in affluentschools are more likely to use computers for creative and experimental projects; students in low income schools are more likely touse computers for drill-and-kill exercises.
Very true
-
Papert argued that by giving each child a computer that she or he could program, that instead “the child programs the computer.And in teaching the computer how to think, children embark on an exploration about how they themselves think. The experiencecan be heady: Thinking about thinking turns the child into an epistemologist, an experience not even shared by most adults.
Papert believes children should be given the freedom to explore and create their learning through technology.
-
negative impacts on student math and reading test scores.
Students find no value in learning to compute numbers when a calculator can do it for them. They are right. As a functioning citizen you are never without a calculator... Does learning to compute basic numbers strengthen a skill or could we evolve this skill?
-
For instance, a seventeen year-old whose most educated parent has a bachelor’s degree is more than five times as likely to register as a seventeenyear-old whose most educated parent has a high school diploma
Supports my claim of homelife affecting equality
-
we cannot confuse “access” with equity
Key! Many use technology because they feel that it is what they should do with little impact
-
education technology is to be progressive, equitable
This needs to be clearly defined... Too vague
-
80% of K–12 schools report that their Internet access is insufficient to meet their current needs.
This was written in 2015... still true today. Every school I have worked at had poor internet. This causes teachers to be less willing to even introduce tech to the classroom furthering the digital divide.
-
What assumptions are we making about “home”?
If home life is not equal does it matter if technology provided is equal?
-
89% of those with a college degree have broadband athome; 57% of high school graduates and 37% of those without a high school diploma do
Numbers are believable. I have the fastest internet possible at home because I need it to function. My mom high school diploma can not get internet at her home due to location but she still makes sure she has slower but useful internet. My dad no high school diploma was the last to switch off dial up. He has slower internet because he does not use it much.
-
“digital divide” has long served to undermine the sweeping proclamations about technology as thegreat equalizer.
More relevant now than ever (COVID). Many students are only on a virtual platform and it is very clear who is succeeding and who is struggling.
-
One way MOOCs have changed education is by increasing access
Way for all to have access to quality knowledge. I do wonder if the MOOCs are truly gender-blind and race-blind. MOOC's are still platforms to host knowledge - people are still presenting the knowledge. If people are presenting is there really diversity in presentation? Or maybe I am over thinking this and they are talking about the operating system of a MOOC as bias free.
-
will close the opportunity gap. Education technologywill revolutionize; education technology will democratize. Or so we are told. That's the big message at this week's ASU-GSVSummit, where education technology investors and entrepreneurs and politicians have gathered (registration: $2995) to talk about"equity." (Equity and civil rights, that is; not equity as investing in exchange for stock options and a seat on the Board ofDirectors, I should be clear. Although I'm guessing most of the conversations there were actually about the latter.
It costs $3k to attend... How are people privileged enough to afford this conference the ones making decisions about equality.
-
dominant narrative
Educational Technology can fix or help with race, ses, ethnicity, and gender inequality.
-
-
usfedu-my.sharepoint.com usfedu-my.sharepoint.comReich.pdf12
-
Algebra through computer game
Yes, but are these extension activities or are they curriculum?
-
igital learningprimarily takes place in computerprogramming or other technologyclasses.
Again talking about equality - if it only happens after school or in electives how are all students able to have these experiences?
-
The rapidly growingeSports leagues, where schoolssponsor teams to compete in onlinegames like Overwatch and League ofLegends, can provide opportunitiesfor students to connect their interestsin gaming to career opportunities inprogramming, marketing, communi-cations, and other fields. Networkedtechnologies can play a powerful rolein connecting kids’ interests outsideof school with learning opportunitiesin schools, after-school programs,and other third spaces
Talking about engaging students through their interests... Would this be through clubs or with an overhaul of the curriculum. For example, math would we cut out all of the extra stuff and narrow down the scope?
-
often avoided assigning projects thatinvolved technology usage outside ofclass—learning experiences that arecommon in more affluent schools
I worked at a very low ses school and this was incredibly true. Even admin told teachers we could not have a project that required purchases or electronics because not all students had money or access.
-
What I discovered, interestingly, isthat the former concern typically ledto more limited tech usage in class-rooms:
So teachers are using believed limitations as an excuse to not integrate technology into their class?
-
pedagogicalproclivities
Maybe someone should create a PD that helps expand teachers understanding of technology to help them better use and implement
-
As technologytransforms civic life, the trades, pro-fessions, industries, and academicdisciplines, it becomes increasinglydifficult to prepare students for anetworked future without equitablyengaging them in networked learningin schools.
How are we preparing them. Like mentioned in class - are we giving them directions or are we teaching them how to use the technology to their advantage.
-
Technologyadoption can accelerate inequalitieswithin individual schools
Technology inequalities between students access outside of school. Even inequalities between teachers. One teacher may adopt a different tool while others choose more traditional methods.
-
kids who engagedin similar activities were viewedmore negatively by adults
Social structure around culture and technology use.
-
MOOC
Massive Open Online Courses
-
most teachers need to go through adevelopmental process of professional learning to achievemore ambitious transformations of teaching throughtechnology. Yet most teachers do not do so. I statethis as an empirical observation and not nec-essarily as a criticism.Second, the teachers who dodevelop innovative uses oftechnology are more commonly in learning environmentsthat serve affluent and advantaged students.
Must be looked at, at the district and state level. Teachers are not provided proper training to use the technology. Maybe the "higher ups" do not see the value of proper use of technology. Usually new tech is provided to teachers with minimal training and they are forced to figure it out if they want to use it. This generally results in poor implementation.
-
when teachers get access tonew technologies, they typically use them toextend existing practices.
Very true! Not enough is done to expand teachers understanding of technology in the classroom. It is a tool that can be used to elevate education - not necessarily enhance the current state of it.
-
-
inst-fs-iad-prod.inscloudgate.net inst-fs-iad-prod.inscloudgate.net
-
story of Tal
A good example when describing Interests, Relationships and Opportunities
-
pursue an educational reform agenda that is oriented towards equity, we need to confront these market realities as well as take into account the highly unequal educational playing field dominant and non-dominant youth encounter.
A good quote describing this section of the reading. We see the challenges every new generation of students facing when it comes to knowing the value of college education and how some grade schools are trying their best to meet those challenges for the students. I did like how they mentioned the students to either go to college or a trade school after high school. Not every student wants to go to college after high school and thats good. If you don't have that ambition, there is no point to push one self to that heavy commitment.
-
function of technology
This statement goes back to our past readings on technology changing the work force and how technology could make jobs for people obsolete.
-
“creative work.”
Looking over this word multiple times in this section, the word "creative" doesn't feel like the appropriate word or people could think it means something else.
-
creative work
A good word that is defining what is Interests, relationships and Opportunities
-
Figure 1
A great strength is showcasing visuals when explaining how economics have changed when it comes to the value of a college degree in the job market.
-
The economic downturn that resulted from the 2007 financial panic has worsened this shortfall (see Figures 1 and 2)
Very significant for me because I was a freshman in college when this happened. I personally had to find a job while going to school. Plus I met people who were going back to school because of the market requiring college education for jobs.
-
last twenty years, these conditions have changed markedly.
Several people would agree with this statement. There have been articles and facts proven that getting a college education is a norm for jobs where it didn't require a college education in the past.
-
“golden age of capital-ism” (Marglin and Schor, 1992)
This quote is defining the the era when economics and education was growing rapidly.
-
individuals form interests and social identities that are key to the connected learning model.
Very important what the article stated in the sentence. It also goes with M. Wesch video as well when students that age are trying to find themselves and figure things out as well.
-
Schools, homes, afterschool clubs, religious institutions, and community centers and the parents, teachers, friends, mentors and coaches that young people find at these diverse locales, all potentially have a role to play in guiding young people to connected learning.
Very good way to define Diverse Pathways.
-
ts power to advance learning, many parents, educators, and policymak-ers perceive new media as a distraction from academic learning, civic engagement,
It is interesting that in this day and age there are adults who have children or work with children believing either technology or social media is a distraction. when they can use those tools to help the student.
-
fingertips
Another word to describe smart phones being the generation of being a computer and access to internet in the palm of their hands.
-
Clarissa
Very Strong mentioning Clarissa as an example and of Connected Learning. We saw in the beginning of the reading a definition but here the article goes deeper by having an example.
-
sociocultural
Definition used to describe both culture and society for the students.
-
economic, social, and technical trends
Didn't think about it until now. Economic trends can also create different view points, ambitions and needs for the students. This year is a good example of students putting more focus in their academics based on not many paces hiring.
-
Connected learning is realized when a young person is able to pursue a personal interest or passion with the support of friends and caring adults, and is in turn able to link this learning and interest to academic achievement, career success or civic engagement.
A strength of the reading is giving definition of Connected Learning with detail explanation.
-
-
brightspace.au.dk brightspace.au.dk
-
More recently, educational researchers have engaged with simulation and other state-of-the-art games to argue that games provide important opportunities for learning in prac-tice (Gee 2003; Shaffer 2006; Squire 200
Agreed, and the fact that "Family games grew 110 percent over the previous year. Accessible online and casual social games have tipped the balance toward adult women, or more accurately, toward a diversified age and gender demographic. In the past two decade" solidifies that the market for these non violent games opens up the door for these games to be used in the academic setting. Mindcraft is one of those games that is now being used in the schools and homes.
-
Drawing from a survey by the NPD Group, the Entertainment Software Association (ESA) (2007) reports that 38 percent of game players are women. Women age eighteen or older represent a signifi cantly greater share of the game playing population (30 percent) than boys age seventeen or younger (23 percent).
This was surprising to me at first but then understandable. The growing number of women gaming at age 18 and older is probably tied to wanting connect with others who have a larger percentage of participation in gaming, as well as, easier access to games on their mobile devises, and games geared to women specifically.
-
Kids fi nd a different network of peers and develop deep friendships through these interest-driven engagements, but in these cases the interests come fi rst, and they structure the peer network and friend-ships, rather than vice versa. These are contexts where kids fi nd relation-ships that center on their interests, hobbies, and career aspirations.
These interest-driven engagement parallels the beginnings of connected learning in that these "kids"pursuing a personal interest with the support of peers. The peers they have gravitated to online due to their interest. Unlike the friendship driven which is mostly part of their community and probably age growth. This interest level may have older people in it due to the interest level. Definitely, something to think abut when organizing connected learning for students.
-
Young people in the United States today are growing up in a media ecology where digital and networked media are playing an increasingly central role.
Yes, Agreed and now more than ever due to the pandemic students who do not have Internet or computers at home are able to more fully participate, since school districts across the country are giving students the computers and internet connectivity to do their school work from home. Many of these students are not only using this opportunity to do their school work but to also go on social media and connect with each other.
-
- Aug 2020
-
faculty.webster.edu faculty.webster.edu
-
In problem-posing education, people develop their power to perceive critically the way they exist in the world with which and in which they find themselves; they come to see the world not as a static reality, but as a reality in process, in transformation. Although the dialectical relations of women and men with the world exist independently of how these relations are perceived (or whether or not they are perceived at all), it is also true that the form of action they adopt is to a large extent a function of how they perceive themselves in the world. Hence, the teacher-student and the students-teachers reflect simultaneously on themselves and the world without dichotomizing this reflection from action, and thus establish an authentic form of thought and action.
These kind of educators as treat students as critical thinkers not just vessels to fill with information. Students are encourages students to think for themselves and make their on connections.
-
During the first he cognizes a cognizable object while he prepares his lessons in his study or his laboratory; during the second, he expounds to his students about that object. The students are not called upon to know, but to memorize the contents narrated by the teacher. Nor do the students practice any act of cognition, since the object towards which that act should be directed is the property of the teacher rather than a medium evoking the critical reflection of both teacher and students. Hence in the name of the "preservation of and knowledge" we have a system which achieves neither true knowledge nor true culture.
So basically students with the banking concept students are not getting a true understanding of concepts just memorizing information. This does not help with teaching students to think critically.
-
Education thus becomes an act of depositing, in which the students are the depositories and the teacher is the depositor. Instead of communicating, the teacher issues communiques and makes deposits which the students patiently receive, memorize, and repeat.
In my experience I have actually encountered students who prefer this method of education. It is simpler for the students to repeat and memorize, the teacher dictates the knowledge, and little reflection and interaction with the curriculum. Students have at times felt uncomfortable when asked to think for themselves. To create, analyze and reflect is more challenging than to regurgitate and memorize.
-
the teacher knows everything and the students know nothing
A teacher can have expertise, but rarely would a teacher be the expert.
-
- Jan 2020
-
faculty.webster.edu faculty.webster.edu
-
Hence, it corresponds to the historical nature of humankind. Hence, it affirms women and men as who transcend themselves, who move forward and look ahead, for whom immobility represents a fatal threat for whom looking at the past must only be a means of understanding more clearly what and who they are so that they can more wisely build the future. Hence, it identifies with the movement which engages people as beings aware of their incompletion -- an historical movement which has its point of departure, its Subjects and its objective.
Those who think for themselves - critically, with problem-solving traits - can build the future for those who keep looking towards the past.
-
The students -- no longer docile listeners -- are now--critical co-investigators in dialogue with the teacher
Emphasizing critical thinking, self thought, dialogue, and debate.
-
It is a learning situation in which the cognizable object (far from being the end of the cognitive act) intermediates the cognitive actors -- teacher on the one hand and students on the other. Accordingly, the practice of problem-posing education entails at the outset that the teacher-student contradiction to be resolved. Dialogical relations -- indispensable to the capacity of cognitive actors to cooperate in perceiving the same cognizable object --are otherwise impossible.
Going back to the printing press example, when the teacher is able to have an open line of communication with a student, a student can become a teacher, may it be through understanding new material, debate, etc.
-
But the humanist revolutionary educator cannot wait for this possibility to materialize. From the outset, her efforts must coincide with those of the students to engage in critical thinking and the quest for mutual humanization.
Those teachers who are able to enhance education for their student must look for any opportunity to cultivate creativity for a mutual beneficial relationship.
-
They have always been "inside" the structure which made them "beings for others." The solution is not to 'integrate" them into the structure of oppression, but to transform that structure so that they can become "beings for themselves."
Students should be able to have a thought process of their own, which can be enabled by a teacher who is willing to enhance that creative thought. This can also be seen in the constructivist learning theory.
-
The capability of banking education to minimize or annul the student's creative power and to stimulate their credulity serves the interests of the oppressors, who care neither to have the world revealed nor to see it transformed
I believe this is the strongest statement that Freire makes in this chapter. Those educators who use the "banking education" method seek to keep the students creative power down by continuously pushing their power on the student. Those educators that use their sense of "humanitarianism" is only for self-gain.
In some ways, this reminds me, historically, of the development of the Gutenberg printing press. Previous to the printing press, only religious icons allowed to read and write. Once the Gutenberg press was created, the regular person was able to learn and develop ideas for themselves, triggering the golden age of thought.
-
banking concept of education regards men as adaptable, manageable beings
Freire equates the students to slaves, in a previous paragraph, which is then strengthened with the notion that people are "adaptable, manageable beings".
-
but unlike the slave, they never discover that they educate the teacher.
Freire believes that the student can become free from oppression once they realize that they can teach the teacher
-
The teacher presents himself to his students as their necessary opposite; by considering their ignorance absolute, he justifies his own existence.
According to Freire, a teacher who is known for "banking education" will always see themselves are the complete opposite of the student. The student is seen as the lowest of the low, meek, undisciplined, and must adapt to the authority of the teacher. Freire calls the student "oppressed", while the teacher is considered to be the "oppressor".
-
Education thus becomes an act of depositing, in which the students are the depositories and the teacher is the depositor. Instead of communicating, the teacher issues communiques and makes deposits which the students patiently receive, memorize, and repeat.
"Banking education" is the concept in which the teacher, who is seen to have the most power, is the ultimate being in this relationship. They hold all the knowledge that the student needs and should take it all in, willingly and without question. This dichotomy does not allow for a continuous evolution of education.
-
Or else he expounds on a topic completely alien to the existential experience of the students.
This can be seen when a teacher has outdated information or information that may have a bias towards. For example: politics or history.
-
Education is suffering from narration sickness
This can be in numerous forms of education transference, in a traditional educational setting, business, etc. There are many trainers that are notorious for reading directly from a powerpoint that may not have been updated.
-