A Williams Inq Proj3 2
- 1. Inquiry Project 3 Amy Williams CEP 806 11/18/2007
- 2. The Setting Amy Williams 6 th grade science teacher interested in integrating appropriate technology into my curriculum
- 3. Lost in Space What technology is appropriate when? Jay Chiat took the idea of a virtual workplace too far Did not consider that some tasks are best suited for certain modes of interaction Berger, W. (February, 1999) Lost in space . Wired. (7), 2.
- 4. The Inquiry 3 modes of interaction Face-to-Face Synchronous Asynchronous
- 5. Face-to-Face Egg Drop experiment “ Construct a package for an egg that will prevent it from breaking when dropped from 8 feet above a hard surface”
- 6. Face-to-Face Trials 1, 2, & 3 were unsuccessful
- 7. Face-to-Face Success on Trial 4
- 8. Face-to-Face Success on Trial 4 Clicking on the picture will take you to a website where the videos of the experiment are stored.
- 9. The Presentation of Self in Everyday Life “ Face-to-face interaction may be roughly defined as the reciprocal influence of individuals upon one another’s actions when in one another’s immediate physical presence.” Changed course of action due to Jamie’s input Goffman, E. (1959). The presentation of self in everyday life . New York: Doubleday. Introduction
- 10. Synchronous Tower of Pencils “Construct the tallest possible free standing tower”
- 11. Synchronous Tower of Pencils: Check point
- 12. Synchronous Tower of Pencils: Final Product Amy: 28 1/8” Dan: 25”
- 13. Like a Version: Playing with Online Identities “ When you’re online, there is no race, gender, disability” Agree that this isn’t always true, but does begin to level the playing field Special needs students, students from diverse backgrounds Burbules, N. C. Like a Version: Playing with Online Identities. Educational Philosophy and Theory, Vol. 34 No. 4 (2002): 387-393.
- 14. Asynchronous Catapult Challenge “Construct a catapult that produces the longest average distance on three consecutive throws”
- 15. Asynchronous Amy’s first attempt
- 16. Asynchronous Amy’s first attempt
- 17. Asynchronous Amy’s first attempt Trial 1: 5'3" Trial 2: 3'10" Trial 3: 1'2"
- 19. Asynchronous Amy L. & Karen’s results Amy L. Trial 1: 5' 5” Trial 2: 6’2” Trial 3: 6’6” Karen Trials ranged between 6’ and 9’
- 20. Asynchronous Amy’s Revised Catapults 2 nd Revision Final Catapult
- 21. Asynchronous Amy’s Final Results Trial 1: 6’0” Trial 2: 5’9” Trial 3: 5’10” Karen is the winner!
- 22. Ideas quickly exchanged Face-to-Face Synchronous Asynchronous Immediate feedback Clear communication Good for building personal relationships No real sense of partnership Requires more discipline Wait hours/days Possibilities for miscommunication Some sense of collaboration Wait seconds/minutes Can do science!
- 23. What’s appropriate? Face-to-Face Synchronous Asynchronous Best suited for activities that require a partnership; Extra set of hands Activities that have time constraints Manipulate on your own, but require feedback to progress Extended time period Work independently, but share ideas, results, & conclusions
- 24. What technology can I use? Face-to-Face Synchronous Asynchronous No technology required Computer/Internet Digital camera Video camera E-mail Chat Instant Messenger Video-conferencing equipment Computer/Internet Digital camera Video camera E-Mail Message board Blog Wiki Collaborative documents, i.e. Google Docs/Zoho
- 25. Looking Toward Cyberspace: Beyond Grounded Sociology Cyberspace and Identity Concept of “multiplicity;” “flexible self” “ ‘ Good parenting’ must shift away from an emphasis on confirming a child in a ‘core self’ and onto helping a child develop the capacity to negotiate fluid transitions between self states” Is this something for teachers to consider? More students are involved in synchronous & asynchronous interactions than ever before Prepare students to be thriving citizens in both real & virtual world Turkle, S. (1999). Cyberspace and Identity