Assignment # 17
Traci Kassens
When compiling my research paper, the thesis question I chose to ask was; “What are the consequences of digital learning compared to an “in class” face-to-face setting?” Before I made changes to my critical question, I was going to ask, “Which is better, the use of technology such as computer aided instruction, or the use of the text book?” Because this question included the word “or” in it, I decided not to take a one way or the other approach to my question. I decided to look at “all” of the consequences when implementing computer aided instruction “and” a physical classroom, to investigate both sides of the issue at hand. I wrote this paper so that students could look at and understand that there are consequences when using computer aided instruction, as well as consequences with a physical classroom setting. Therefore they can decide for themselves whether or not they could benefit from the use of computer aided instruction, such as Desire 2 Learn (D2L), or would they be better off to physically attend classes on campus with the use of text books.
In my first draft of my research paper, I seemed to only explain the positives of using Computer aided instruction, but failed to include some of the downfalls to its users. When adding consequences for both the positives and the negatives when making the comparisons, students can weigh out both sides of the issue.
There were many places in my research paper where I needed to inject additional context, and also expand on statements that needed further explanation. There were places in each paragraph that also needed to tie into the original argument for D2L.
My paper also needed additional explanations after quotes. I injected this quote from Carr, “This phenomenon has caused people to stop reading books altogether” (Carr 58). What I need to interject there was an explanation or interpretation as to what he meant by this statement. In my revision I added, “Carr states this to insinuate that because we use the Internet to the extent that we do when doing research, we are no longer partaking in text books, and rely on the Internet alone for our sources.” There I needed to expand on what he meant by that statement. Another place where I needed to add additional context is another quote by Carr when he stated, “They (computers) supply the stuff of thought, but they also shape the process of thought. And what the Net seems to be doing is chipping away my capacity for concentration and contemplation. My mind now expects to take in information the way the Net distributes it: in a swiftly moving stream of particles. Once I was a scuba diver in the sea of words. Now I zip along the surface like a jet ski” (Carr 57). I needed to inform the reader that Carr is painting a picture in our minds describing how fast a person can receive information while using the Net for doing research. These are just two examples where I added context to my research paper. Then after every quote, I tried to add additional context so that the reader could fully understand the meaning behind the quotes. I tried to expand on the thought of the person I was quoting. When a writer does this, is assures that the reader has all the back ground knowledge needed to fully understand the person you are quoting along with what you as a writer is trying communicate to you readers.
Thursday, March 12, 2009
Saturday, March 7, 2009
Assignment #16
Nicholas Carr wrote an article titled: “Is Google Making us Stupid”, explaining in his words the effects that computer use has on our thought process. He believes that when we over-use the Internet to engage in research, we zip around from site to site, reading only snip-its from each text, never really partaking in long reads, therefore affecting our thought process. He believes that the more we use the Web, the more we have to fight to stay focused. In his words, “This phenomenon has caused people to stop reading books altogether” (Carr 58). Carr states this to insinuate that because we use the Internet to the extent that we do when doing research, we are no longer partaking in text books, and rely on the Internet alone for our sources. Despite Carr’s interpretation on the effects that the computer has on us, when using D2L for an online class, we also incorporate the use of text books. We do not rely solely on use of the computer for our class work. He also states, “They (computers) supply the stuff of thought, but they also shape the process of thought. And what the Net seems to be doing is chipping away my capacity for concentration and contemplation. My mind now expects to take in information the way that the Net distributes it: in a swiftly moving stream of particles. Once I was a scuba diver in the sea of words. Now I zip along the surface like a jet ski.”(Carr 57). There Carr is painting a picture in our minds describing how fast a person can receive information while using the Net for doing research. Carr believes that research is not really research when you can just click a button and have all of your information instantly available, thus inhibiting our ability to critically think. Most research, when done well cannot be revealed at the click of a button. In our D2L English class, we are expected to engage in research that takes reading and researching several in-depth articles and journals. The type of research we are involved in takes a lot of time to study multiple perspectives about a subject.
In contrast, in an article written by Eunice N. Askov titled: “Transforming Adult Literacy Instruction Through Computer-Assisted Instruction (CAI),”she recognizes the value of computer-assisted instruction. Askov states,” Well-designed CAI software helps adult learners think critically, solve problems, and draw inferences. Software that contains realistic and complex problems to solve is an ideal medium to fostering development of higher order thinking skills” (Askov 170). She feels that when you are utilizing a well designed program, it can actually aid in development and thinking processes of the user. Her opinion is in sharp contrast with Carr’s opinion that computers negatively affect our ability to concentrate and contemplate. This text focuses on designing CAI for adult literacy instruction using research based methodologies. D2L is involved in extensive research on assessing student learning outcomes. They implement various programs to monitor the learning and development of students. In Askov’s piece, she argues the many benefits there are to using computer aided instruction, including the cost effectiveness, the convenience to the students as well as the instructors, and the volume of students that can be served. She also states in this piece, “Computer based training is an inherently active mode of learning. The learner must continually do something; answer a question, select a topic, ask for review, and so on. This contrasts with the inherently passive instructional approach involved in classroom lectures, videotapes, or textbooks” (Askov 169). Askov believes that using computer aided instruction is “more” engaging to students than merely using text books. When using computer technology for purposes of attaining an education, she believes that this type of technology is very useful in attaining that goal. In contrast, Carr believes that with the use of computers we are disengaged from long meaningful texts. Carr states, “The net, a style that puts “efficiency” and “immediacy” above all else, may be weakening our capacity for the kind of deep reading that emerged when an earlier technology, the printing press, made long and complex works of prose commonplace” (Carr 58). There Carr makes it obvious to us that he clearly prefers the use of the written text books over the use of the technology of the Internet.
In contrast, in an article written by Eunice N. Askov titled: “Transforming Adult Literacy Instruction Through Computer-Assisted Instruction (CAI),”she recognizes the value of computer-assisted instruction. Askov states,” Well-designed CAI software helps adult learners think critically, solve problems, and draw inferences. Software that contains realistic and complex problems to solve is an ideal medium to fostering development of higher order thinking skills” (Askov 170). She feels that when you are utilizing a well designed program, it can actually aid in development and thinking processes of the user. Her opinion is in sharp contrast with Carr’s opinion that computers negatively affect our ability to concentrate and contemplate. This text focuses on designing CAI for adult literacy instruction using research based methodologies. D2L is involved in extensive research on assessing student learning outcomes. They implement various programs to monitor the learning and development of students. In Askov’s piece, she argues the many benefits there are to using computer aided instruction, including the cost effectiveness, the convenience to the students as well as the instructors, and the volume of students that can be served. She also states in this piece, “Computer based training is an inherently active mode of learning. The learner must continually do something; answer a question, select a topic, ask for review, and so on. This contrasts with the inherently passive instructional approach involved in classroom lectures, videotapes, or textbooks” (Askov 169). Askov believes that using computer aided instruction is “more” engaging to students than merely using text books. When using computer technology for purposes of attaining an education, she believes that this type of technology is very useful in attaining that goal. In contrast, Carr believes that with the use of computers we are disengaged from long meaningful texts. Carr states, “The net, a style that puts “efficiency” and “immediacy” above all else, may be weakening our capacity for the kind of deep reading that emerged when an earlier technology, the printing press, made long and complex works of prose commonplace” (Carr 58). There Carr makes it obvious to us that he clearly prefers the use of the written text books over the use of the technology of the Internet.
Sunday, February 15, 2009
Assignment #10
The key terms that I noted on my assignment #9 were D2L (Desire to Learn), thought process, critical interpretation, research applications, and technology.
The sources that I looked up from Lewis and Fabos were:
Beach R. & Lundell D. (1998) Early Adolescents' use of computer-mediated communication in writing and reading.
Online Google search/found source
Instant messaging, Literacies , and Social Identities
I was able to "see" the source, but could not get farther than the list of articles.
Bigum C. (2002) Design Sensibilities, Schools, and The New Computing and Communication Technologies.
Online Google search
Clicked on Deakin University Research Services Division
Clicked on "Publications Collection"
Still could not click on or read the article.
Lankshear C., and Knobel M. (2003) New Literacies: Changing knowledge and classroom learning.
Online Google search
Took me to Amazon.com
I was able to click on book "New Literacies" and view the pages.
Kelner,D (2002) New Media and New Literacies: Reconstructing Education for the New Mellinium
Google took me to Entrepreneur. com
Unsuccessful. I once again took me to page with several articles, but couldn't click on any of them.
I had great success however, locating my "external sources" from my own paper.
I found the D2L website. D2l.com
Great resource, lots of information re: this type of technology for learning.
I then Googled: Computer Technology and Learning
The website took me to "Technology Impact on Learning"
This website was also very helpful. It took me to several links about different aspects of computer technology"s impact on learning.
One link I found helpful was, "How does technology enhance student's achievements"
This website would have tied in with Lewis and Fabos' research very well.
Googled : Computer technology and critical thinking
I went to "The role computer technology in teaching critical reading"
Again I was given several links in which to choose.
A couple that I found to be very interesting were:
Critical Reading Process that Computer Aided Technology Can Support
An Example of Computer Mediated Instruction. Sally Rings PhD
This would have been helpful in Carr's piece.
The sources that I looked up from Lewis and Fabos were:
Beach R. & Lundell D. (1998) Early Adolescents' use of computer-mediated communication in writing and reading.
Online Google search/found source
Instant messaging, Literacies , and Social Identities
I was able to "see" the source, but could not get farther than the list of articles.
Bigum C. (2002) Design Sensibilities, Schools, and The New Computing and Communication Technologies.
Online Google search
Clicked on Deakin University Research Services Division
Clicked on "Publications Collection"
Still could not click on or read the article.
Lankshear C., and Knobel M. (2003) New Literacies: Changing knowledge and classroom learning.
Online Google search
Took me to Amazon.com
I was able to click on book "New Literacies" and view the pages.
Kelner,D (2002) New Media and New Literacies: Reconstructing Education for the New Mellinium
Google took me to Entrepreneur. com
Unsuccessful. I once again took me to page with several articles, but couldn't click on any of them.
I had great success however, locating my "external sources" from my own paper.
I found the D2L website. D2l.com
Great resource, lots of information re: this type of technology for learning.
I then Googled: Computer Technology and Learning
The website took me to "Technology Impact on Learning"
This website was also very helpful. It took me to several links about different aspects of computer technology"s impact on learning.
One link I found helpful was, "How does technology enhance student's achievements"
This website would have tied in with Lewis and Fabos' research very well.
Googled : Computer technology and critical thinking
I went to "The role computer technology in teaching critical reading"
Again I was given several links in which to choose.
A couple that I found to be very interesting were:
Critical Reading Process that Computer Aided Technology Can Support
An Example of Computer Mediated Instruction. Sally Rings PhD
This would have been helpful in Carr's piece.
Thursday, January 29, 2009
Assignment #3
There are so many aspects to research and many more opinions as to how to attain the research needed.In Carr's piece, his concerns were that when people are researching on the Internet, they are jumping around from site to site, reading just bits of information here and there, and not focusing long enough on anything, thus lacking engagement in long pieces of writing. His belief is that because of this, what the net seems to be doing is chipping away at our concentration and contemplation. I like how Carr describes his style of research, "Once I was a scuba diver in the sea of words. Now I zip along the surface like a guy on a Jet Ski."
On our discussion board, one of our classmates stated, "Research can be as simple as a quick "Google search", or it can be as complex as looking at numerous credible web sites, looking at books, encyclopedias, even magazines." Right there this student admits to the fact that Google has become a household name when needing a quick answer, or for doing fast research on a subject. Another student in our discussion stated, "There's a common saying," (when wanting to find an answer), "Google it." I too wonder if this "fast track" to the information we are seeking, is doing us more harm than good, when it comes to our concentration and critical thinking.
I believe that Carr's audience in this piece is anyone who uses the Internet for doing research. Analyzing Carr's belief that research is not really research if you can click a button and have all of your information instantly available, coincides with all of our definitions of research, because we also included that research was not only limited to the Internet, but many other sources as well. Carr's belief about how the Internet is affecting people does coincide with our goals for this class. We are required to read lengthy texts multiple times, and to "re-search" texts to develop our thinking. We won't be able to just "Google It" every time we need to do research on a subject. His theory is that when people don't read books, and for the most part exclusively use the Internet for retrieving information, it inhibits us from becoming critical thinkers.
I believe that Carr met several goals from our Student's Guide. There are a couple of them that stand out the most to me. Goal #4 states: Articulate and maintain a controlling purpose that reflects not only what matters to the writer, but also what matters to those who are addressed of affected by the research project being undertaken. Carr maintains a controlling purpose throughout his piece when stating his concern that computers are inhibiting our critical thought process. He also made us as an audience aware of this phenomenon, and how it may be affecting us. He also meets goal #7. It states to integrate the ideas of others accurately and fairly through summary, paraphrase, and direct quotation. Carr uses several quotes from different individuals such as Clive Thompson, Bruce Friedman, Maryanne Wolf, Friedrich Nietzche, Windlow Taylor, Sergey Brin, Larry Page, Socrates, and others. However, he failed to meet goal #8. Carr failed to include a works-sited page.
The Internet is here to stay. The conveniences of doing research via the Internet by far out way the negative aspects of the net. I just think it is important for us to be aware of the affects that it can have on our critical thinking process. Carr states at the end of his piece, "As we come to rely on computers to mediate our understanding of the world, it is our own intelligence that flattens into artificial intelligence." Using "all" resources, not only the internet, will aid us in maintaining a mind healthy balance when doing our research.
On our discussion board, one of our classmates stated, "Research can be as simple as a quick "Google search", or it can be as complex as looking at numerous credible web sites, looking at books, encyclopedias, even magazines." Right there this student admits to the fact that Google has become a household name when needing a quick answer, or for doing fast research on a subject. Another student in our discussion stated, "There's a common saying," (when wanting to find an answer), "Google it." I too wonder if this "fast track" to the information we are seeking, is doing us more harm than good, when it comes to our concentration and critical thinking.
I believe that Carr's audience in this piece is anyone who uses the Internet for doing research. Analyzing Carr's belief that research is not really research if you can click a button and have all of your information instantly available, coincides with all of our definitions of research, because we also included that research was not only limited to the Internet, but many other sources as well. Carr's belief about how the Internet is affecting people does coincide with our goals for this class. We are required to read lengthy texts multiple times, and to "re-search" texts to develop our thinking. We won't be able to just "Google It" every time we need to do research on a subject. His theory is that when people don't read books, and for the most part exclusively use the Internet for retrieving information, it inhibits us from becoming critical thinkers.
I believe that Carr met several goals from our Student's Guide. There are a couple of them that stand out the most to me. Goal #4 states: Articulate and maintain a controlling purpose that reflects not only what matters to the writer, but also what matters to those who are addressed of affected by the research project being undertaken. Carr maintains a controlling purpose throughout his piece when stating his concern that computers are inhibiting our critical thought process. He also made us as an audience aware of this phenomenon, and how it may be affecting us. He also meets goal #7. It states to integrate the ideas of others accurately and fairly through summary, paraphrase, and direct quotation. Carr uses several quotes from different individuals such as Clive Thompson, Bruce Friedman, Maryanne Wolf, Friedrich Nietzche, Windlow Taylor, Sergey Brin, Larry Page, Socrates, and others. However, he failed to meet goal #8. Carr failed to include a works-sited page.
The Internet is here to stay. The conveniences of doing research via the Internet by far out way the negative aspects of the net. I just think it is important for us to be aware of the affects that it can have on our critical thinking process. Carr states at the end of his piece, "As we come to rely on computers to mediate our understanding of the world, it is our own intelligence that flattens into artificial intelligence." Using "all" resources, not only the internet, will aid us in maintaining a mind healthy balance when doing our research.
Friday, January 16, 2009
About me
My name is Traci Kassens. I am 47 years young, and going to UWM to earn my bachelor degree in Special Education. I have worked in the West Bend School District for the last 11 years as a Special Ed Aide. I have two children. My daughter 22, just graduated from UWM, and is now attending medical school. My son, 18, graduated from high school last spring, and is working full time along with achieving his master mechanic certification. I have been happily married for 26 1/2 years. I live in Slinger WI on Big Cedar Lake, and love, love, love the lake! My other passion is football. I have been a Tampa Bay Buccaneer fan since their inception in 1976.
I have never written on a blog, but have to read one every day. The principal at my school where I am employed, posts them daily. This blog was not difficult to set up at all. This a first time for me.
Here is a link to my favorite site!
Thanks for listening!
Traci
http://buccaneers.com
I have never written on a blog, but have to read one every day. The principal at my school where I am employed, posts them daily. This blog was not difficult to set up at all. This a first time for me.
Here is a link to my favorite site!
Thanks for listening!
Traci
http://buccaneers.com
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