Week 9

This generation of children and adolescents, otherwise known as “Net Gen,” relies nearly entirely on their technologies. These technologies include computers, internet, cell phones, instant messaging, video chatting, ipods, video games, etc. The list goes on and on. The effect that these technologies have, both good and bad, on students’ brains is discussed in the book, “Brain-Based Teaching in the Digital Age.”

Technology is good for these students because the brain craves novelty, excitement, and innovation, and these technologies hugely involve and support each of those. Using the internet and other technologies helps students be keyed in visually to what they are reading. They might not spend time reading an entire article, like those without as much technological experience. They can skim and pick out the key words they are looking for and then read closer. Students’ efficiency with technology can come in handy when working on school projects, and also when the get to college they will already be familiar with, to say the least, how to explore new technologies and find their way around. Lastly, having to use technologies and communicating with them often might make students appreciate face to face interaction.

However, all this technology may be having a negative effect on students’ brains as well. The whole world has not changed so children and adolescents still need to know how to communicate with others in a traditional manner. Their brain growth, social skills, language development, emotional intelligence, and physical health may be at risk. Students have a much shorter attention span, which can negatively effect their learning capabilities while in the classroom for an hour at a time. When always communicating via texting, skyping, or emailing, students do not learn essential skills needed for social interaction, i.e., reading nonverbal language/gestures, listening, relating to others, because their frontal lobe growth is stunted. Another negative possibility is that technologies may be affecting the comprehension skills of our students. When always skimming through things and trying to rush on to the next text message or video game level, students may not efficiently learn how to comprehend and reflect on what they’ve learned or encountered. Lastly, students might believe that they can multitask between text conversations, background music, and homework, when in reality multitasking is impossible. (No matter how tech-savvy you are.) In the worst case scenario, students may even become addicted to these technologies, which can affect their social lives, academics, and both sleeping and eating habits.

Week 7

This week we were supposed to journal about Geogebra. I'm a little behind, I know. But the Geogebra lesson was one worth remembering so I think I'll be okay. Ashley and Elizabeth did an excellent job with Geogebra. It made me want to learn a lot more and become a Geogebra expert! Their activities were at a very good difficulty level for someone who is new with Geogebra. The difficulty progressed throughout the activities as well which was good. I liked Geogebra better than GPS. I thought it was easier to navigate my way around in Geogebra and the set up was just better for middle/high school aged students I felt like. I think it can really help students who are struggling come around and develop a deeper understanding of whatever they are learning and using Geogebra for. It lets you give multiple representations for those students who need it, and will further the understanding of the students who already have a firm grasp. Of all the modules we have done thus far I would like to work more with Geogebra. I can really see myself using it in the classroom.

Week 8: Fathom

Week 8

This week I have been working on Fathom like it's my job! At first when I looked and saw all the activities I was a little overwhelmed, but after working on them I don't feel that way at all. The program was not hard to navigate through or around at all. I actually really enjoyed working on the activities. I could definitely notice myself getting more comfortable and acclimated with each passing activity. The last one provided no instructions at all really and I actually felt pretty accomplished and pleased with myself when I finished it. The activities really spanned age wise I think also. The first seemed simpler and perhaps could be used with middle grade students, while the later ones might be more appropriate for high schoolers. It was good to see that Fathom could be useful to both age groups. It seems very versatile.

I liked the activity that compared wrist circumference, armspan, and height. I had heard before that armspan (or wingspan) and height were nearly the same for most individuals but I wasn't sure if it was true or not. Now I know!

Also, the activity that related attributes A,B, and C, where the (prev) function was introduced, was really interesting. It was cool to see how it related derivatives and integrals, I don't think I would have even realized that had it not explicitly stated it in the activity. And lastly, I liked the last activity for sure! It made me use everything I had learned about Fathom and also involved actual mathematics as well, what with having to develop the recursive formulas for each vehicle.

I think we should use Fathom as one of our summer modules that we were talking about. Although it seems somewhat similar to TinkerPlots, I think I like Fathom better. It seems like it has more functions, and I liked the graphics better.