Notes from the Reading:

 21st Century Students:
*are not the student our educational system was designed     to teach
*have not just changed incrementally from those of the  past...they have changed radically
*represent the first generations to grow up with this new technology
*think and process information fundamentally differently from their predecessors
*are all "native speakers" of the digital language of computers, video games, and the Internet.


My Response to the Reading:

21st Century Teachers in turn need to create a sustainable community of learning by teaching their students the skills to analyze and synthesis information from divergent sources into a coherent relevant whole. They need to encourage a non-heirarchical spirit of cooperation and collaboration. They need to create classroom environments that allow students to add their strengths to the group  in order to create a whole that is greater than its parts, so that their students will be ready to work in the 21st century workplace. 

I was talking to a friend about the idea that our kids are digital natives while we are digital immigrants, and she directed me to a piece of writing with the title, "We, the Web Kids". 

I wanted to share it with the class, but it felt to important be merely added to the "Stuff to Share" page. So I decided to give it a page entirely of its own. To read it, click on the page "Manifesto for the Digital Age"

I also highly recommend the book:
Now You See It: How Technology and Brain Science Will Transform Schools and Business for the 21st Century by Cathy N. Davidson

To me the most insightful part of the entire chapter was when they answered the question "How do children get information?" with the sentence: Students have always been social.  I think the Web Kids of the digital manifesto would totally agree, they have learned what they know about new technologies by using them to socialize in some form- creating things to share. They do not read manuals but learn by watching each other and asking questions until they are ready to  apply what they have learned. Then they  learn more and become more "accomplished" as they use the technology to accomplish their social ends.


Notes from the Reading:
Understanding Learning-
Bloom's Taxonomy was updated in 2001 by a team of cognitive psychologists:

Combining the idea of the cognitive processes used to manipulate or work with information with the idea that there are different types of knowledge Anderson and Krathwohl  developed a two-dimension taxonomy of learning. 

1- Factual Knowledge: elementary knowledge of an subject including terminology and knowledge of details and elements.
2- Conceptual (declarative) Knowledge:
an understanding of the interrelationships among the basic elements within a larger structure (concepts) that enables them to function together.
3-Procedural Knowledge: an understanding of how to do something, methods of inquiry, and criteria for using skills, techniques, algorithms and methods.
4-Meta-cognitive Knowledge: is an understading of cognition in general as well as awareness and knowledge of one's own cognition.

The revision Bloom's Taxonomy also changed the labels from nouns to verbs and, more importantly switched level 4 with level 5 making Creating a higher level than Evaluating:

So Bloom's Tax. version 1.0
Level 1 Knowledge
Level 2 Comprehension
Level 3  Application
Level 4 Synthesis
Level 5 Evaluation

Lead to Bloom's Tax version 2.0
Level 1  Remembering
Level 2  Understanding
Level 3   Applying
Level 4  Evaluating
Level 5 Creating

My Response to the Reading:

I love the change in Bloom's taxonomy from nouns to verbs! 

 I also wonder at the cultural bias that lead to Bloom placing Evaluation above Synthesis, and the 2.0 version to value Creating over Evaluating.


Notes on the Reading:
Constructivism=
views learning as a process in which the learner activiely constructs new knowledge based on current and past knowledge
Project Based Learning= a constructivist approach that encourages learning in depth by allowing students to use inquiry-based methods to engage with issues that are rich, real, and relelvant to their lives.
Connectivism= an approach to learning that considers technology a key factor.



My question for the class on this chapter would be to discuss the  We, the Web Kids and then discuss the changes in Bloom's Taxonomy from  version 1.0 to version 2.0 

Note to self:
More on Bloom's Taxonomy 2.0
http://ww2.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm

Share this with class!!
http://www.schrockguide.net/bloomin-apps.html

http://edorigami.wikispaces.com/file/view/bloom%27s%20Digital%20taxonomy%20v3.01.pdf/65720266/bloom%27s%20Digital%20taxonomy%20v3.01.pdf


http://www.celt.iastate.edu/teaching/RevisedBlooms1.html
 


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