Reflective Response—Week 6

Chapter 2
10. Students are now born and inculcated into a cybernetic world full of beeps, downloads, and virtual interactions. They are essentially a “wired” generation who come to the classroom already possessing strong information literacy skills. The onus will be on the teacher to develop teaching strategies that capitalize on the seemingly innate computer skills that students possess.

11. With billions of websites out there, it is essential that teachers thoroughly inform their students about the potential hazards of Internet-based research. As the text outlines, students must have the discipline to stay on task and not be distracted by irrelevant links, they must assess the relevance of the site in relation to the nature of the assignment, and they must be able to identify credible versus non-credible Internet sources.

14. I always considered the Internet as a paperless digital library. It is a place where information can be found on innumerable topics and where one may borrow (download, print) information for personal use without worrying about having to return it. Unlike the library that contains written texts that have been approved for publication, the Internet stores and makes available anything that anyone relishes to write. Be wary when using the Internet.

Chapter 3
2. Almost any task that requires one to think. Inferences must be drawn in order to understand the complex world of math and science but academic areas such as the arts also require inferential thinking. It is important to rely on facts and reason when one formulates his or her thoughts rather than relying on spurious concepts to direct thinking.

4. Based on the results generated from hypothetical testing within a microworld, students can then think how they may leap from hypothesis in the fake world to theory in the real world. As long as students are not engaging is risky or dangerous prediction testing in the microworld, they can proceed to test inferences in a real-world setting.

8. I would create a simulation that virtualized the mobility challenges that wheelchair bound people face. Students would be placed in a virtual wheelchair where they would have to navigate and move through a particular environment in order to reach their destination in a timely manner. Certain simulation variables could be manipulated such as altering the navigation difficulty of the environment, setting time constraints that reflect real-life appointments, and choosing to be a self-wheeler or employing the aid of a wheelchair pusher.

10. Assuming and testing identities in the microworld is akin to fantasizing about being a superhero or other real or fictitious persona. When students assume the role of virtual avatar they are more likely to take risks they would not normally take in their own lives and behave in ways they would ideally like to behave themselves. If taken seriously, most students would do their best to ensure and be eager to promote the success of their virtual doppelganger since such success would reflect the student’s ability to think critically and resourcefully.

If learning is fun then students will more likely want to engage themselves in learning. Using educational games such as PuzzleMaker and even homemade computer games such as the “Titanic” clue hunt are tantalizing ways to facilitate learning. Students would much rather play and learn at the same time then be presented with a sterile lesson that bores them to death. However, using computer games as a learning tool should not supplant the need to incorporate traditional pen, paper, and textbook learning in the classroom.