Teague's Tech Treks

Learning Technology and other Tech Observations by Dr. Helen Teague

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Weekend Ed. Quote ~December 16

This week’s Ed. Quote is in honor of my creative daughter, on her birthday!

“Electricity is not only present in a magnificent thunderstorm
and dazzling lightning, but also in a lamp; so also, creativity
exists not only where it creates great historical works,
but also everywhere human imagination combines, changes,
and creates anything new.”
~Lev Vygotsky, 1930/1967, cited in Smolucha, 1992, p. 54

 

 

Quote Source: Smolucha, F. (1992). A reconstruction of Vygotsky’s theory of creativity.
Creativity Research Journal, 5(1), 49-67.
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Weekend Ed. Quote ~ July 15

“Any psychological process, whether the development of thought or voluntary behavior, is a process, whether the development of thought or voluntary behavior, is a process undergoing changes irht before one’s eyes. The development in question can be limited to only a few second, or even fractions of second. It can also last many days or even weeks. Under certain conditions, it becomes possible to trace this development.” ~Lev Vygotsky, 1978, Mind in Society, p. 61.

 

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More Weekend Ed. Quotes

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Can One Study’s Results Generalize to an Entire Field?

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Weekend Ed. Quote ~ June 6

“The teacher must adopt the role of facilitator not content provider” ~Vygotsky, 1985
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Quote Source: Thorsteinsson, G., & Page, T. (2007, June). Computer Mediated Communication as a Collaborative Learning Environment for In-Service Teacher’s Education. In Proceedings of FISTE-A Future Way for In-Service Teacher Training Across Europe–Dissemination Seminar, Academia Nationala De Educatie Fizica Si Sport–Bucharest, Romania. page 131
also in Anderson, Anderson, T. (2004). Teaching in an online learning context. Theory and practice of online learning, 273-294.

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Learning Something New Video

This is my LSN video on Juicing in partial requirements for EDLT 770b course at Pepperdine University. No fruits or vegetables were hurt in the making of this video.

Semiotic Vocabulary
Centrifugal Juicers: Centrifugal juicers are the most common type of juicer that you will find in department stores. They are often upright and cylindrical in shape. They extract juice from fruits and vegetables by grating them into tiny pieces, then using a sieve to “spin” the juice out of the pulp at high speeds (in a similar manner in which a salad spinner extracts the water from washed greens).
Masticating Juicers: Masticating (aka “single gear”) juicers use a screw-type auger to grind, crush and “chew” fruits, vegetables and leafy greens. It distributes the juice and extracts the pulp into separate containers.
Triturating Juicers: Triturating (or twin gear) juicers are high-end juicers and are considered to be the best ones on the market. They work similarly to a masticating juicer but the motor runs slower, which preserves maximum nutrients and promotes efficient juicing. They also have two, interlocking “screws” that grind, crush and “chew” produce in order to extract the juice.
Wheatgrass Juicers: If you want to juice wheatgrass, then you should get a dedicated wheatgrass juicer. Centrifugal juicers are not appropriate for extracting the juice from grasses, and masticating juicers are not the best option either. Wheatgrass juicers are specifically designed to do this job.
Citrus Juicers: Citrus juicers are specialized to extract juice from citrus fruits like oranges, grapefruit, lemons and limes. Obviously, they are not suitable for making green juices. Citrus fruits can be juiced in centrifugal, masticating and triturating juicers so it is not necessary to get a separate citrus juice extractor if you are getting one of these other units.

Sources:

Canole, D. (2011) Guide to Juicing Greens. Retrieved from http://www.mindbodygreen.com/0-5595/Guide-to-Juicing-Greens-Infographic.html

Foley, M. (2012). Beyond the Glass: Ways to Use Leftover Juice Pulp http://www.fitsugar.com/What-Do-Leftover-Juice-Pulp-21518042

Garland, D. K. (2002). Learning style characteristics of the online student: A study of learning styles, learner engagement and gender. Ann Arbor, University of Missouri – Columbia. 3074403: 121-121 p.

Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding and achievement in problem-based and inquiry learning: A response to Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42(2), 99-107.

Juicing in the Kitchen: http://www.squidoo.com/juicing-in-the-kitchen

Kolb, A. and Kolb, D. A. K. (2010). “Learning to play, playing to learn: A case study of a ludic learning space.” Journal of Organizational Change Management 23(1): 26-50.

Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational psychologist, 41(2), 75-86.

LA Healthy Living Blog: http://www.lahealthyliving.com/1/post/2014/06/golden-turmeric-smoothie-pain-inflammation.html

My Whole Juice: http://mywholefoodlife.com/

Nutribullet Blog: http://nutribulletblog.com/

Vygotsky, L. (1978). Mind in society: The development of higher psychological processes.  (M.Cole, V. John-Steiner, S. Scribner & E. Souberman, Trans.). Cambridge, MA: Harvard University Press.

Wenger, E. (1998). Communities of practice : learning, meaning, and identity. Cambridge, U.K.; New York, N.Y., Cambridge University Press

Zull, J. (2002). The Art of the Changing Brain. Stylus Publishing. Retrieved from: http://jimmytorresecuador.pbworks.com/w/file/fetch/64302662/The%20Art%20of%20Changing%20the%20Brain.pdf

Music by Chris Zabriskie – http://freemusicarchive.org/music/chris_zabriskie/

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Weekend Ed. Quote~June 14~Vygotsky

Vygotsky Quote

 

 

 

 

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Additional Posts featuring Vygotsky

More Weekend Ed. Quotes

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Weekend Ed. Quote~April 12

If one changes the tools of thinking available to a child, his mind will have a radically different structure. ~Lev Vygotsky, Mind in Society

tools of thinking

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More Ed. Quotes

Picture Source

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Weekend Ed. Quote~March 29

By asking a question, the child indicates that he has, in fact, formulated a plan to solve the task before him, but is unable to perform all the necessary operations. ~Lev Vygotsky
a good teacher asks questions
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Source:
Vygotsky, L.S. (1980-10-15). MIND IN SOCIETY (Kindle Locations 574-575). Harvard University Press. Kindle Edition.

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Vygotsky View Part 2

Vygotsky addressed the importance of practical actions and repetition in language acquisition with children. To paraphrase Vygotsky, “Repeated Actions Matter.” (p.22.)  

It bears repeating that “Repeated Actions Matter.” Routine matters. Scheduling matters. Stephenson wrote “Power comes when you make life predictable.” In a other situations where the brain is healing from an attack (or the body is healing from surgery or a child is learning to speak a language, or a teacher is to have classroom management), routine is needed. To this end creating checklists to follow and an anecdotal record to notate important aspects of medical care, speech therapy, occupational therapy, and physical therapy provide a framework for routine.

Technology speeds this process too. We have a series of short videos and chats in face time and Skype which form a collection from which the brain chooses to attach.

There is a lot of adaptation provided by learning and replicating Vygotsky’s work. What repeated actions do you need to see for success in your workplace or with your students?

 

References:

Vygotsky, L. (1980). Mind in Society. Harvard University Press.

Wong, H. and Wong, R (1998). The First Days of School.

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