Monday, November 21, 2011
Final Presentation Blogs I commented on ...
Cathy Marziali
Laura Lee
Val Mitchell-Stevens
Rachel Salley
Cora Blades
Tawana Stiff
Kaija Spencer (unable to access)
Lewis Chappelear
Sunday, November 13, 2011
Sunday, November 6, 2011
Moving Toward Dynamic Technologies (Blog Post 5) ...
Concept Map
Leslie Moller’s analogy of static versus dynamic technologies using the difference between following a recipe to prepare a meal versus comparing several recipes and tweaking the recipe to make it your own was insightful. She said “If you cook a meal, perhaps reading several recipes as a starting point, but through experimentation you create your own creative recipe by blending and blending and adding ideas you borrowed from previous cooking attempts, you are able to create a new dish” (Laureate, 2008). Reading that analogy guided my reflection on where I am on the static-dynamic continuum as it concerns technology. In my personal, professional, and academic life, I like to try things out for myself. I am a kinestic and visual learner – so what I see and do, I learn and retain. I have created my own way of doing most things using technology, and encourage my adult education computer students to do the same. Even if one makes a mistake, it can be corrected and leads to better learning with the ingenuity it sometimes takes to correct a mistake. I tell my students, “As long as you don’t pour water on the CPU, you can’t break the computers.” This encourages them to try, practice, and develop their own style as beginning students of technology. I do read instructions, but only after I have tried ad nauseum to figure something out on my own. I get a sense of accomplishment when I learn how to use the latest technology with no or minimal help from instructions or others. I consider myself to be on the dynamic side of the continuum scale, and it is exciting to see myself reflected in Moller’s writing.
Leslie Moller’s analogy of static versus dynamic technologies using the difference between following a recipe to prepare a meal versus comparing several recipes and tweaking the recipe to make it your own was insightful. She said “If you cook a meal, perhaps reading several recipes as a starting point, but through experimentation you create your own creative recipe by blending and blending and adding ideas you borrowed from previous cooking attempts, you are able to create a new dish” (Laureate, 2008). Reading that analogy guided my reflection on where I am on the static-dynamic continuum as it concerns technology. In my personal, professional, and academic life, I like to try things out for myself. I am a kinestic and visual learner – so what I see and do, I learn and retain. I have created my own way of doing most things using technology, and encourage my adult education computer students to do the same. Even if one makes a mistake, it can be corrected and leads to better learning with the ingenuity it sometimes takes to correct a mistake. I tell my students, “As long as you don’t pour water on the CPU, you can’t break the computers.” This encourages them to try, practice, and develop their own style as beginning students of technology. I do read instructions, but only after I have tried ad nauseum to figure something out on my own. I get a sense of accomplishment when I learn how to use the latest technology with no or minimal help from instructions or others. I consider myself to be on the dynamic side of the continuum scale, and it is exciting to see myself reflected in Moller’s writing.
Reference
Laureate Education, Inc. (2008). Static and dynamic technologies: by Leslie Moller Retrieved from http://sylvan.live.ecollege.com/ec/courses/14936/CRS-WUEDUC8812-3730064/8842_M5_Paper.pdf.
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