After watching the video for this week's class, I was really impressed with the one young lady who created the video about the sweatshops, and about how women working in the sweatshops are exploited. The way in which she was able to express herself was amazing and moving. Specifically, the line where she says,"They are Moms and Sisters, like you and me." That line visibly shows her sadness at the way women in sweatshops are treated and how she identifies with those women.
Additionally, using media like video allows students to reach a far wider audience, as it evidenced by the worldwide usage of the young woman's video. What better way to share your thoughts and feelings with a huge audience. Online services such as youtube allow the wide dissemination of video content as well, which further enables students to share their thought through video presentation.
Still, the most amazing thing about different students using video is how their personal feelings and thought are conveyed through the media. Another example is the video "My Barrio". The young man shows his sadness with his neighborhoods situation as he show bullet holes in a building near his house.
After watching the videos, I can see how I'd like for my future students to work on a video project.
Monday, October 19, 2009
TPACK
Interesting article about Teaching, Pedagogy and Content Knowledge...Many of the ideas that the author's shared are really great...In some cases there are ideas I'd never thought of.
Initially as I read about the different types of activities, I began to wonder about the possibility of technology overload. How much tech integration is too much? When I read the example unit section of the article, it became very clear that the authors are are looking for students to be highly motivated to learn, and for that learning to be student driven.
One of my major concerns about technology in education is addressed when the authors mention the term "technocentric". I worry that if I were to implement a movie maker type project in a social studies class, that I'd spend too much time teaching the technology, rather than the curriculum. As I have thought more about this, and how I would implement such a project, I've come to a conclusion. There needs to be more time given to tech. education. Maybe 30-45 minutes a week during the first 6 weeks of school, during which time, a teacher could familiarize his or her students with the software required for their various projects throughout the year.
After the first six weeks of technical familiarization are complete, the students could be turned loose to work on their projects. Just my thoughts on things...
Initially as I read about the different types of activities, I began to wonder about the possibility of technology overload. How much tech integration is too much? When I read the example unit section of the article, it became very clear that the authors are are looking for students to be highly motivated to learn, and for that learning to be student driven.
One of my major concerns about technology in education is addressed when the authors mention the term "technocentric". I worry that if I were to implement a movie maker type project in a social studies class, that I'd spend too much time teaching the technology, rather than the curriculum. As I have thought more about this, and how I would implement such a project, I've come to a conclusion. There needs to be more time given to tech. education. Maybe 30-45 minutes a week during the first 6 weeks of school, during which time, a teacher could familiarize his or her students with the software required for their various projects throughout the year.
After the first six weeks of technical familiarization are complete, the students could be turned loose to work on their projects. Just my thoughts on things...
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