So, chapter 3 already. Wow, we're already 180 pages into the book; boy, it doesn't feel like we've read anything! What an easy read...
Anyways,
Chapter four introduces us to user interfaces and several software applications used in schools, businesses, and homes. Being that I am vaguely familiar with user interface I will use the text to guide my explanation: A user interface (UI) controls how users enter data or instructions and how that information is presented on the monitor. One of the more common UI's is a graphical user interface (GUI). A GUI combines text, graphics and other visual cues to make software easier to use. For those of you with Macs you use Mac OS (Mac OS X, I believe is the most current OS), and us PC users have Windows XP, however today Microsoft unveiled its newest Frankenstein, Windows Vista. Being that my laptop is Vista compatible, I will have to get my hands on it as soon as it is available via p2p file sharing...
The rest of the chapter delves into the fascinating world of software and its practical use at home, businesses, and school.
However, before explaining its practical uses in these places the text describes the various softwares. Booooring...
Most, if not all of these softwares we are familiar with, and integrate with everyday life. Softwares such as MS word, MS spreadsheet (excel), databases, MS PowerPoint and any other program that we had to manually install on our computers.
We use these softwares every single day, and pretty much take them for granted. Example: How painful it is to write this blog is a testament to us taking this technology for granted.
The chapter goes on to describe how we can utilize this technology in our classrooms (to list the uses of the technology in the classroom/work/home again seems terribly insulting to my intelligence and I refuse to do it. Just scroll down and read some old blogs). All in all, very reminiscent of the previous two chapters. Repetitive? You can say that again!
Your liberal yet independent idiot,
-T
Monday, January 29, 2007
Monday, January 22, 2007
1/23/07
Here it is, lucky post number three.
Moving on,
The main goal of chapter two is to introduce us to communications, networks, the Internet, and the World Wide Web; which is the title of the chapter which we all read, so I didn't really have to type it. C'est la vie. The first section of the chapter serves to introduce us to technologies we're already familiar with; such as E-mail, voice mail, facsimile (more commonly known as "fax"), telecommuting, online services (www.eharmony.com, anybody?), video-conferencing (funny video about video-conferencing), and the Internet.
The text goes on to describe several more technologies such as a local area network which is a communications network that covers a limited geographical area. For instance, class-room buildings at FSU utilize the LAN technology, while the campus uses the wide area network technology which uses regular telephone cables, digital lines, microwaves, wireless systems and satellites. These networks offer many benefits such that at schools, administrators, teachers and students can share computer hardware, software, and data resources.
The rest of the chapter explains the Internet, how it works, what the World Wide Web is, how a web page works, and other internet services. I can see how this part of the chapter would be relevant to society if we still lived in the mid-'90s, but we don't. I did, however find "netiquette" quite funny.
BTW this class makes me :(, FWIW I'd rather :'(.
This netiquette phrase brought to you by,
Your liberal yet independent idiot,
-T
TTFN, F'ers!
Moving on,
The main goal of chapter two is to introduce us to communications, networks, the Internet, and the World Wide Web; which is the title of the chapter which we all read, so I didn't really have to type it. C'est la vie. The first section of the chapter serves to introduce us to technologies we're already familiar with; such as E-mail, voice mail, facsimile (more commonly known as "fax"), telecommuting, online services (www.eharmony.com, anybody?), video-conferencing (funny video about video-conferencing), and the Internet.
The text goes on to describe several more technologies such as a local area network which is a communications network that covers a limited geographical area. For instance, class-room buildings at FSU utilize the LAN technology, while the campus uses the wide area network technology which uses regular telephone cables, digital lines, microwaves, wireless systems and satellites. These networks offer many benefits such that at schools, administrators, teachers and students can share computer hardware, software, and data resources.
The rest of the chapter explains the Internet, how it works, what the World Wide Web is, how a web page works, and other internet services. I can see how this part of the chapter would be relevant to society if we still lived in the mid-'90s, but we don't. I did, however find "netiquette" quite funny.
BTW this class makes me :(, FWIW I'd rather :'(.
This netiquette phrase brought to you by,
Your liberal yet independent idiot,
-T
TTFN, F'ers!
Monday, January 15, 2007
1/16/07
The main goal of chapter 1 is to introduce us, the future educators, to technologies we will be utilizing in our future careers. The first, and most broad technology introduced is the PC; the PC is essentially what makes the other technologies possible. The world of computers is advancing at an astonishing rate, so one should have some level of computer literacy. As teachers, we must have this literacy, as well as "information literacy," which is knowing how to find, analyze and use information. Also, a third "literacy" a teacher should possess is "integration literacy;" the ability to integrate technology into a classroom setting to stimulate and enhance a students learning experience.
The text explains a quandary that teachers in the digital age are put in; "do I try to pull digital students away from their native digital world, or do I motivate digital students by tapping into their digital world and using their natural inclination and inquisitiveness about all that is digital?" Teachers can use the ARCS Motivational Model to help them answer this. The ARCS MM was developed in 1983 y John Keller and is applicable to learning in the digital age. Keller stressed that even the best designed instructional will fail if students are not motivated to learn. What I as a future educator take from that is: "If a 'digital student is pulled away from their native digital world, then the ambition to learn is also pulled away; however, if technologies can be utilized to help stimulate and motivate a student, then it should."
Perhaps the most profound technology to mesmerize and captivate (and in some cases zombify) the world is the internet, which is talked about in this chapter. The internet is an infinitely useful tool that educators can use to teach digital students; its possibilities are endless, there are literally millions of different topics that can be accessed instantaneously. The learning tool aspect of the internet in the classroom is mind-numbing when actually thought about. All of the technologies that we have been introduced to in the chapter, if used appropriately, has the potential to enhance students achievement in and out of the classroom.
Your liberal yet independent idiot,
-T
The text explains a quandary that teachers in the digital age are put in; "do I try to pull digital students away from their native digital world, or do I motivate digital students by tapping into their digital world and using their natural inclination and inquisitiveness about all that is digital?" Teachers can use the ARCS Motivational Model to help them answer this. The ARCS MM was developed in 1983 y John Keller and is applicable to learning in the digital age. Keller stressed that even the best designed instructional will fail if students are not motivated to learn. What I as a future educator take from that is: "If a 'digital student is pulled away from their native digital world, then the ambition to learn is also pulled away; however, if technologies can be utilized to help stimulate and motivate a student, then it should."
Perhaps the most profound technology to mesmerize and captivate (and in some cases zombify) the world is the internet, which is talked about in this chapter. The internet is an infinitely useful tool that educators can use to teach digital students; its possibilities are endless, there are literally millions of different topics that can be accessed instantaneously. The learning tool aspect of the internet in the classroom is mind-numbing when actually thought about. All of the technologies that we have been introduced to in the chapter, if used appropriately, has the potential to enhance students achievement in and out of the classroom.
Your liberal yet independent idiot,
-T
Tuesday, January 9, 2007
1/9/06
Testes, testes: 1, 2, ...3!?
Kidding!
So, our first paragraph is about our prior experiences with technology. Let's begin: I'm not a computer whiz, but I can navigate pretty well on my laptop. I am coherent in mircosoft word, powerpoint and vaguely familiar with excel. And, for everything I don't understand I, more often than not, catch on very quickly.
The next paragraph entails our goals in class. Mine include gaining a competency with excel, and a more creative touch with powerpoint. So much for a paragraph...
Lastly:
Results for: Thomas DeCeglie
I am also a sensing learner who likes to learn facts. Sensors, according to the explaination offered by the website, "often like solving problems by well-established methods and dislike complications and surprises; intuitors like innovation and dislike repetition. Sensors are more likely than intuitors to resent being tested on material that has not been explicitly covered in class."
Second to last I am a visual learner who remembers best what I see--pictures, diagrams, flow charts, time lines, films, and demonstrations.
And finally, I am a global learner. One who tends to learn in large jumps, absorbing material almost randomly without seeing connections, and then suddenly "getting it."
Most of my explainations are simply copied and pasted from the website (http://www.ncsu.edu/felder-public/ILSdir/styles.htm), and by saying that I can avoid copywrite infringement. Score.
Your liberal yet independent idiot,
-T
Kidding!
So, our first paragraph is about our prior experiences with technology. Let's begin: I'm not a computer whiz, but I can navigate pretty well on my laptop. I am coherent in mircosoft word, powerpoint and vaguely familiar with excel. And, for everything I don't understand I, more often than not, catch on very quickly.
The next paragraph entails our goals in class. Mine include gaining a competency with excel, and a more creative touch with powerpoint. So much for a paragraph...
Lastly:
Results for: Thomas DeCeglie
According to the quiz I am an active learner, so I "tend to retain and understand information best by doing something active with it--discussing or applying it or explaining it to others."
ACT X REF
11 9 7 5 3 1 1 3 5 7 9 11
<-- -->
SEN X INT
11 9 7 5 3 1 1 3 5 7 9 11
<-- -->
VIS X VRB
11 9 7 5 3 1 1 3 5 7 9 11
<-- -->
SEQ X GLO
11 9 7 5 3 1 1 3 5 7 9 11
<-- -->
I am also a sensing learner who likes to learn facts. Sensors, according to the explaination offered by the website, "often like solving problems by well-established methods and dislike complications and surprises; intuitors like innovation and dislike repetition. Sensors are more likely than intuitors to resent being tested on material that has not been explicitly covered in class."
Second to last I am a visual learner who remembers best what I see--pictures, diagrams, flow charts, time lines, films, and demonstrations.
And finally, I am a global learner. One who tends to learn in large jumps, absorbing material almost randomly without seeing connections, and then suddenly "getting it."
Most of my explainations are simply copied and pasted from the website (http://www.ncsu.edu/felder-public/ILSdir/styles.htm), and by saying that I can avoid copywrite infringement. Score.
Your liberal yet independent idiot,
-T
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