Reflctions from readings (June 23 2009)

Chapter7. Designs for Using Information

As technology has developed, the quantity of information quickly expands: “Information in the sciences doubles approximately every 5.5 years (Norton & Wiburg, 2003: 161).” These days, having a lot of information does not always mean competent. Instead, ability to manage the information has become much more important. So, teachers must let students know what appropriate information is and how students should use the information for creating and communicating feasible conclusions. Priscilla’s example in chapter 7 shows the problem many students encounter: the student did not know what a wise decision is in terms of choosing information. Although the student could find a lot more useful information and pictures about the theme he was looking for on the Internet or other references, he did not want to adventure. This example indicates the students lack information literacy that is the ability to know which resource is possible to bring in what kind of information. Therefore, educators should consider two methods to settle those problems: An integrate approach & process approach. Unlike traditional instruction which is often isolated from life situations, integrated instruction emphasizes on combining instruction and students’ real needs. The process approach gives an emphasis on developing students’ ability for effective use of information by raising students’ awareness of using various resources such as an encyclopedia, reference materials, online databases and Internet sources. One of the successful methods based on those two approaches for helping students be competent users of information is SSCC which stands for Search for information, Sort and judge information, and Create and Communicate ideas and concepts. “Each of these activities can be supported by a range of tools, related to a particular problem arising within the domain of particular content areas, and woven together with knowledge, problem-solving, and literacy abilities.”

Reflctions from readings (June 23 2009)

Chapter8. Designs for Community

The authors point out that there is discrimination for students of lower socioeconomic status and minority students in terms of using computers. For example, Anglo students get much more opportunities to access to computers in schools than other races’ students. Moreover, wealthier students direct the computer, but poor students are opposite to wealthy students: poor students are directed by the computer. In addition, boys have more access to computers than girls. However, the authors overlook the surveys might be out of date. The surveys were conducted in 80s or early of 90s before the Internet emerge. Since the authors published this book in 2003, they should have more concerned about the evidences for supporting their argument that is students from lower income family and minority races get discrimination in accessing computers. I believe that the kind of discrimination was already getting disappeared in 2003, mainly because computer price in 2003 was getting much cheaper than 80s or early of 90s. Thus, to bolster their argument, the authors must provide more recent evidences, because this kind of technology issue might be quickly changeable as technology development.

As lifelong learners in community, students should learn various knowledge domains to contribute to development of the community. Especially, as technology develops, students must learn about virtual communities. People in virtual communities can do almost everything people do in real life. The virtual technology enables even busy people to engage in brainstorm, exchange knowledge, and intellectual discourse by using telementoring and Impersonations. So, teachers should design lesson plans to provide chances for learning about the extended community of the world by virtual technology.