Comments on: Wild Goose Chase http://gwegner.edublogs.org/2007/07/29/wild-goose-chase/ Tue, 07 Feb 2012 11:39:00 +0000 hourly 1 http://wordpress.org/?v=3.2.1 By: Technology in the Maths Classroom http://gwegner.edublogs.org/2007/07/29/wild-goose-chase/comment-page-1/#comment-13407 Technology in the Maths Classroom Wed, 27 Feb 2008 05:12:58 +0000 http://gwegner.edublogs.org/2007/07/29/wild-goose-chase/#comment-13407 [...] some further and interesting thoughts on this:   http://gwegner.edublogs.org/2007/07/29/wild-goose-chase/ [...] [...] some further and interesting thoughts on this:   http://gwegner.edublogs.org/2007/07/29/wild-goose-chase/ [...]

]]> By: Chris Harbeck http://gwegner.edublogs.org/2007/07/29/wild-goose-chase/comment-page-1/#comment-12613 Chris Harbeck Wed, 08 Aug 2007 12:37:44 +0000 http://gwegner.edublogs.org/2007/07/29/wild-goose-chase/#comment-12613 As a math teacher I struggled with having kids express there ideas and understanding of math concepts. They would do worksheets and textbook work till the cows came home but the students were not interested in doing much of anything else. Enter the computer. Initially my use of the computer was a program called TLE-8 which is a computer based interactive textbook. Then I was able to introduce NLVM or the National Library of Virtual Manipulative's. Both of these tools used school time and did not accomplish what 2.0 applications do. My use of 2.0 is mostly done at home. Students are doing "homework" now and completing the "math projects" that they weren't when they were a paper and pen. I am by no means an expert but I think my students enjoy learning math in different ways. I offer them the complete buffet table. From worksheets to wiki's. Thanks for your interest and the conversation is great. As a math teacher I struggled with having kids express there ideas and understanding of math concepts. They would do worksheets and textbook work till the cows came home but the students were not interested in doing much of anything else. Enter the computer. Initially my use of the computer was a program called TLE-8 which is a computer based interactive textbook. Then I was able to introduce NLVM or the National Library of Virtual Manipulative’s. Both of these tools used school time and did not accomplish what 2.0 applications do.

My use of 2.0 is mostly done at home. Students are doing “homework” now and completing the “math projects” that they weren’t when they were a paper and pen. I am by no means an expert but I think my students enjoy learning math in different ways. I offer them the complete buffet table. From worksheets to wiki’s.

Thanks for your interest and the conversation is great.

]]> By: Kevin Sandridge http://gwegner.edublogs.org/2007/07/29/wild-goose-chase/comment-page-1/#comment-12596 Kevin Sandridge Tue, 31 Jul 2007 16:40:40 +0000 http://gwegner.edublogs.org/2007/07/29/wild-goose-chase/#comment-12596 Tracy, I really enjoyed your comment re: organizations working as a brain by pulling in knowledge from varied 'inputs' and pooling it together. Did I get that right? If so, it's the same way I look at the social/professional networks we build for ourselves as educators using Web 2.0. I am continuously amazed at the power these networks have to string together varying thoughts and opinions on a given subject in an effort to create a new tapestry or picture of understanding. Tracy,

I really enjoyed your comment re: organizations working as a brain by pulling in knowledge from varied ‘inputs’ and pooling it together. Did I get that right? If so, it’s the same way I look at the social/professional networks we build for ourselves as educators using Web 2.0. I am continuously amazed at the power these networks have to string together varying thoughts and opinions on a given subject in an effort to create a new tapestry or picture of understanding.

]]> By: Tracy http://gwegner.edublogs.org/2007/07/29/wild-goose-chase/comment-page-1/#comment-12594 Tracy Tue, 31 Jul 2007 10:15:47 +0000 http://gwegner.edublogs.org/2007/07/29/wild-goose-chase/#comment-12594 Great conversation starting here! Yesterday I posted about the need to combine ways of thinking, the need to use our whole brain and not only the right hemisphere (which is what I believe a lot of web 2.0 promotes...). I called it a whole brain model for education reform --> http://leadingfromtheheart.edublogs.org/2007/07/30/creating-a-whole-brain-model/ It seems to me that a conversation around incorporating analytical processes, like those involved in logo, with processes that focus on synthesis, like those involved in much of web 2.0, can be a start towards a whole-brain model for math education reform. This is something I began to think of last year, when working on my masters project around the learning organization. In short, I used new developments in brain research about how we learn to extend the metaphor of the organization as a brain. I postulated that an organization can learn much in the same way as a brain can - that learning happens in different areas simultaneously, using different parts to support others and that new learning can happen as long as it is consistent and purposeful. I think that for our work within educational organizations to make sense to those people who make up the organization - the students and educators - we need to focus on learning that combines left and right hemisphere processes. Definitely a fascinating conversation here that I will continue to follow - thanks! Great conversation starting here!

Yesterday I posted about the need to combine ways of thinking, the need to use our whole brain and not only the right hemisphere (which is what I believe a lot of web 2.0 promotes…). I called it a whole brain model for education reform –> http://leadingfromtheheart.edublogs.org/2007/07/30/creating-a-whole-brain-model/
It seems to me that a conversation around incorporating analytical processes, like those involved in logo, with processes that focus on synthesis, like those involved in much of web 2.0, can be a start towards a whole-brain model for math education reform.

This is something I began to think of last year, when working on my masters project around the learning organization. In short, I used new developments in brain research about how we learn to extend the metaphor of the organization as a brain. I postulated that an organization can learn much in the same way as a brain can – that learning happens in different areas simultaneously, using different parts to support others and that new learning can happen as long as it is consistent and purposeful.

I think that for our work within educational organizations to make sense to those people who make up the organization – the students and educators – we need to focus on learning that combines left and right hemisphere processes.

Definitely a fascinating conversation here that I will continue to follow – thanks!

]]> By: Graham Wegner http://gwegner.edublogs.org/2007/07/29/wild-goose-chase/comment-page-1/#comment-12592 Graham Wegner Mon, 30 Jul 2007 07:07:21 +0000 http://gwegner.edublogs.org/2007/07/29/wild-goose-chase/#comment-12592 Bill, I appreciate that you were being careful and general in your reference - I'm the one who chose to specify its origin. I suppose I'm trying to find the bridge from where your thinking is to where the regular "classroom Joe/Jo" can make a start with leveraging technologies for learning. I do think that Kevin's point is pretty good in that pedagogy needs to lead the way - no matter how flash the tool, if it doesn't enable learning in a useful way, then it may as well be left out of the classroom. "Why aren’t these programs the subject of educational computer conference keynotes?" Do we have talented keynoters with enough background knowledge of this nature to do the ideas justice? Although lack of effective knowledge of online learning and new ideas doesn't preclude some keynotes from presenting ham-fisted Web 2.0 perspectives! <em>"Don't believe the hype." Public Enemy, 1988.</em> Bill, I appreciate that you were being careful and general in your reference – I’m the one who chose to specify its origin. I suppose I’m trying to find the bridge from where your thinking is to where the regular “classroom Joe/Jo” can make a start with leveraging technologies for learning. I do think that Kevin’s point is pretty good in that pedagogy needs to lead the way – no matter how flash the tool, if it doesn’t enable learning in a useful way, then it may as well be left out of the classroom.
“Why aren’t these programs the subject of educational computer conference keynotes?”
Do we have talented keynoters with enough background knowledge of this nature to do the ideas justice? Although lack of effective knowledge of online learning and new ideas doesn’t preclude some keynotes from presenting ham-fisted Web 2.0 perspectives!
“Don’t believe the hype.”
Public Enemy, 1988.

]]> By: mrsdurff http://gwegner.edublogs.org/2007/07/29/wild-goose-chase/comment-page-1/#comment-12589 mrsdurff Sun, 29 Jul 2007 15:07:40 +0000 http://gwegner.edublogs.org/2007/07/29/wild-goose-chase/#comment-12589 Gentlemen! The whole point of the global conversation is that one doesn't need to identify experts and novices. The larger our networks (and mine includes both of you) the more expertise we have. We do not need to hold that expertise within ourselves nor is it ever necessary to receive credit. Those are totally moot points, gentlemen! The point is the conversation, and hence collective knowledge, IS global, encompassing both novice and expert and everyone in between. No identification is thus required. Those wrinkles are pushing us up against each other! Gentlemen! The whole point of the global conversation is that one doesn’t need to identify experts and novices. The larger our networks (and mine includes both of you) the more expertise we have. We do not need to hold that expertise within ourselves nor is it ever necessary to receive credit. Those are totally moot points, gentlemen! The point is the conversation, and hence collective knowledge, IS global, encompassing both novice and expert and everyone in between. No identification is thus required. Those wrinkles are pushing us up against each other!

]]> By: Kevin Sandridge http://gwegner.edublogs.org/2007/07/29/wild-goose-chase/comment-page-1/#comment-12588 Kevin Sandridge Sun, 29 Jul 2007 14:35:18 +0000 http://gwegner.edublogs.org/2007/07/29/wild-goose-chase/#comment-12588 Graham - I appreciated this post greatly in light of something I've been trying to has out as a new Web 2.0 user/educator - namely: the issue of making sure that pedagogy doesn't get lost in shuffle of one's excitement with the tools of Web 2.0. If I caught it right, re: LOGO, we use it with LEGO programming for our system control events in TSA (http://www.tsaweb.org). Though I have a feeling that Scratch will enter into the picture soon re: a teaching programming tool. Again, will have to let the 'teaching' dictate the tools! :) Enjoyed the post. Thanks! Kevin Sandridge Winter Haven, FL http://notesfromtheridge.blogspot.com Graham – I appreciated this post greatly in light of something I’ve been trying to has out as a new Web 2.0 user/educator – namely: the issue of making sure that pedagogy doesn’t get lost in shuffle of one’s excitement with the tools of Web 2.0.

If I caught it right, re: LOGO, we use it with LEGO programming for our system control events in TSA (http://www.tsaweb.org). Though I have a feeling that Scratch will enter into the picture soon re: a teaching programming tool. Again, will have to let the ‘teaching’ dictate the tools! :) Enjoyed the post. Thanks!

Kevin Sandridge
Winter Haven, FL
http://notesfromtheridge.blogspot.com

]]> By: Bill Kerr http://gwegner.edublogs.org/2007/07/29/wild-goose-chase/comment-page-1/#comment-12587 Bill Kerr Sun, 29 Jul 2007 14:28:53 +0000 http://gwegner.edublogs.org/2007/07/29/wild-goose-chase/#comment-12587 hi graham, I was just trying to get some discussion started about different ways of using computers to teach maths. I didn't provide any specific criticism or links on that particular dot point (in contrast to the other dot points) simply because I'm not familiar with the detail of how Chris teachers maths. I'm making a more general point in this instance, that web 2.0 teaching is mainly language based. Of course that's valuable and very important. But, as you point out, there are other ways of teaching maths with computers (eg. logo) and they have fallen out of favour. It's more that what you said in your presentation led me into making a general point about web 2.0 versus logo maths type teaching in the context of what I see as general web 2.0 hype. Another related issue here is the history of computer use in education. Why is it that logo, hypercard, starlogo, smalltalk are now seen mainly as historical (or not even known about) when new programs are now around (etoys, scratch) that brilliantly incorporate all of this software. Why aren't these programs the subject of educational computer conference keynotes? hi graham,

I was just trying to get some discussion started about different ways of using computers to teach maths. I didn’t provide any specific criticism or links on that particular dot point (in contrast to the other dot points) simply because I’m not familiar with the detail of how Chris teachers maths. I’m making a more general point in this instance, that web 2.0 teaching is mainly language based. Of course that’s valuable and very important. But, as you point out, there are other ways of teaching maths with computers (eg. logo) and they have fallen out of favour. It’s more that what you said in your presentation led me into making a general point about web 2.0 versus logo maths type teaching in the context of what I see as general web 2.0 hype. Another related issue here is the history of computer use in education. Why is it that logo, hypercard, starlogo, smalltalk are now seen mainly as historical (or not even known about) when new programs are now around (etoys, scratch) that brilliantly incorporate all of this software. Why aren’t these programs the subject of educational computer conference keynotes?

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