Teague's Tech Treks

Learning Technology and other Tech Observations by Dr. Helen Teague

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Tech Infusion and its Potential to Mediate Online Identities

A recent ice storm caused my retreat from the roadways and outside activities. My indoor inertia was replaced with the indulgence of re-reading my online team process journals. These journals include observations, quotes of team members, ideas for future research, links to current research, and a few doodles. I remain committed to the learning power which emanates from doodles, but time to search for cooraborating research eludes me.

As I turned the paper pages of the journals a quote from an online research team member caught my attention. Our team, led by Dr. Eric Hamilton featured a conversation with Dr. Paulina Sameshima.

Dr. Sameshima’s dialogue during this particular meeting addressed how learners templatize thought for neural efficiency. Dr. Hamilton and Dr. Sameshima catelyzed a discussion on meaning-making.  My research teammate, in response said,

“We bifurcate on default”

My margin notes then echoed my astonishment at the level of understanding engendered from my research teammate. I wondered if the technological affordances of a synchronous meeting held within a communal space simultaneously shared through the online affordance of Fuze amid the separated environments of each of our individual locations coalescenced and liberated insights such as my teammate shared.

“We bifurcate on default”

There is a protection that emerges for online exchanges whether they be confined to formal learning spaces of online courses, webinars, and synchronous team meetings or informal learning spaces of chats, status updates, benchmark updates and the like. 

Both online participants and facilitators for new identities situated within the online community (Brown, et al. 1989; Ito, Kafai, Teague, 2017; Turkle, Wenger and Wenger, 2016). We may become a new version of ourself, embodying attributes of the self that are restricted or confined in the world of our face-to-face interactions. Through the participatory spontaneity of online discourse coupled with the identity safeguards of our physical environments, insights are formed and shared. Growth branches and, as Vygotsky wrote, this development precedes learning. 

 

Permenant Link: https://tinyurl.com/ParticipatoryOnlineIdentity 


Sameshima, P. (2007). Seeing red: A pedagogy of parallax: An epistolary bildungsroman on artful scholarly inquiry. Cambria Press. Amazon

 

Background polling supplemental research: As of January 2014: •  90 percent of American adults have a cell phone. •  58 percent of those have a smartphone (the number soars to nearly 80 percent for those between 18 and 49). •  42 percent have a tablet.1 It’s a truly different, more informed and more connected world. SOURCE: 1 – http://www.pewinternet.org/fact-sheets/mobile-technology-fact-sheet/

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Research-based support for doodling as an imprint for reading comprehension

BookClockResearch-based support for doodling as an imprint for reading comprehension

Encouraging students to journal and doodle while they read is an excellent way to strengthen comprehension (Durkin, 1978; Karten, 2017; Schott, 2011).

Research support new ways of applying what students do while they read with avenues for future instructional activities.

Journaling/Doodling/Mindmapping is a wonderful modification for students with dyslexia and/or ADD/ADHD, or those students whose reading fluency is slower.

One student in one of the high school classes I taught was very sensitive to activity, movement, changes in routine, and changes in voice. Taking notes required too much channeling of energy so we came up with the idea of doodling and mindmapping his notes. His parents were astounded at the transformation in his calmer energy level and ability to retain comprehend what he read.

Also, among the older adults I work with who have survived a stroke, doodling and visual representation of their thoughts has been described by them as “nurturing” and “like a vacation.” In addition to our course reasources, much additional research points to these same effects and I have cited three of my favorites. (Durkin, 1978; Karten, 2017; Schott, 2011).

So, build in some doodling time this week or at least before Spring Break!

#PBSReaders4Life

#PBSReaders4Life

 

References

Durkin, D. (1978). What classroom observations reveal about reading comprehension instruction. Center for the Study of Reading, University of Illinois at Urbana-Champaign. Available online at this link: https://www.ideals.illinois.edu/bitstream/handle/2142/17858/ctrstreadtechrepv01978i00106_opt.pdf?sequence=1 

Karten, N. (2017). Doodle your way to improved focus and concentration. TechWell. Available online at this link:
https://www.ideals.illinois.edu/bitstream/handle/2142/17858/ctrstreadtechrepv01978i00106_opt.pdf?sequence=1

Schott, G.D. (2011). Doodling and the default network of the brain. The Lancett. VOLUME 378, ISSUE 9797P1133-1134. DOI:https://doi.org/10.1016/S0140-6736(11)61496-7

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Weekend Ed. Quote ~ February 15

I never dreamed about success, I worked for it.” – Estee Lauder, Entrepreneur

 

 

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More Weekend Ed. Quotes

 

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Valentine’s Day Stories and Books~ Which is the All-time Best?

What’s the all-time best Valentine’s Book/Story?

For me, it’s Pride and Prejudice. Both PBS and Amazon Prime feature the best movie/mini-series version starring Colin Firth.

PBS even has background info on some of the salient narrative points. https://www.pbs.org/newshour/tag/pride-and-prejudice 

Here is a list of best Valentine’s stories for grade school kids: https://www.thoughtco.com/top-childrens-books-for-valentines-day-627613

Also, I found this list of “Sweet Stories for a Sweet Holiday”
https://www.weareteachers.com/childrens-books-to-celebrate-valentines-day/

Here is a list announcing books for children ages 1-18:
https://www.peanutblossom.com/blog/valentines-day-books/

Click here for some of the this blog’s previous Valentine’s Day posts.

What’s your favorite Valentine’s Day book?

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PowerPointlessNess- Editorial Opinion Still Relevant

 

 

What alternatives are there to PowerPoint?

Reference

Paul Ralph, August 25, 2017. Universities should ban PowerPoint. It makes students stupid and professors boring. Retrieved from https://www.businessinsider.com/universities-should-ban-powerpoint-it-makes-students-stupid-and-professors-boring-2015-6

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Weekend Ed. Quote ~ February 8th

“Every act of conscious learning requires the willingness to suffer an injury to one’s self-esteem.”  ~Dr. Thomas Szasz, Professor, State University of New York, (b. 1920- d. 2012)

 

 

 

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More Weekend Ed. Quotes

 

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Weekend Ed. Quote ~ February 1

Instructions for living a life. Pay attention. Be astonished. Tell about it. ~Mary Oliver

 

 

 

 

 

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More Weekend Ed. Quotes

 

 

 

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