“Student centered creation,” (Penn State, 2008). Closed tools for teaching and learning create standards from which to evaluate. Until there is some standardized procedure that may be evaluated accordingly, how is one to earn an education? It will be a long time before open systems Ph.D.’s are valued unless there is some sort of proof of learning. The value in 2.0 and web-based applications in training and education is enormous, but it must garner the attention of evaluation scholars, education institutions, business and government in order to create a system that can allow for student-centered creation within a given standard of academe. The internet seems to continue to be viewed as commerce and social networking and mostly disregarded as an educational resource as trustworthy as textbooks or lecture halls. Some of this the internet perpetuates by charging for public access specific peer-reviewed journal or other educational databases and professors discouraging Wikipedia citations in research papers. However, the technology it provides, for free no less, gives utility to those educators who choose to use it in conjunction with stadardized learning objectives. Education reform may actually come from outside, from Web 2.0, since the inside push has not ever worked for the long haul. My hope is the more media, more newspapers, more reseachers, more value-laden data will prove the internet worthy of serious consideration for mainstream education.
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Mizuko Ito, Heather Horst, Matteo Bittanti, danah boyd, Becky Herr-Stephenson, Patricia G. Lange, C.J. Pascoe, and Laura Robinson with Sonja Baumer, Rachel Cody, Dilan Mahendran, Katynka Martínez, Dan Perkel, Christo Sims,and Lisa Tripp, (November 2008). Living and Learning with New Media: Summary of Findings from the Digital Youth Project, University of Southern California and the University of California, Berkeley. Retrieved April 22, 2009.
Authors review a longitudinal study discussing the obvious motivational influences on young people today regarding self-regulation skill development through daily and even “geeking out” use of Web 2.0 and mobile, cross-device technology. Developing S-R skills continue to be an area of controversy among motivational psychology scholars. How should teachers’ of K-12 employ stratgies explicitly and implicitly with extrinsic or situational interest-loaded lures to invite student engagement? Apparently, what some adults consider wasted time gaming, social networking and participating in online communities of practice focused on a given interest, hobby or cause; I would argue that it is is actually augmenting educational preparation for the future of work. A simple traditional education devoid of technology (which is just unheard of) still has its place, in my mind. It is still important to know how to balance a checkbook, caluculate tax and budget money. It is still imporant to know about the history of evoloution, art, music, the Holocaust, religion and philosophy (to name a few of my values). The City gives free cell phones to homeless people, so access to technology may even revmove SES barriers to learning that are (still) common in the classroom.
The future of work is driven by specialized knowledge acquisiton that goes far beyond a “job function checklist”. It requries the expertise and skill of someone who knows how to know about interrelationships and underpinnings not necessarily obvious on the surface. Technology is a part of public life today. That’s why I took this course to begin with. I need to know how to communicate with everyone, anytime, anywhere, and how to do it well.
Please excuse the “ummmms” and “ahhhhh” “hmmms”….I am a new podcaster! Voicethread allows anyone to record comments to the presentation. Although the image quality is a little less than desirable, the ability to record comments versus typing them in a nice feature. Also, I narrate many of the slides, offering up insight into what may not make sense at first glance.
I am eager to “hear” your comments on this revised Project. Thank you.
