It's interesting to me how many of my contemporaries have expressed discomfort with the idea of jumping head first into the vast world of technology. After all, this generation is considered to be the most tech-savvy.
We've had to evolve to the many changes; had to learn how to function with the sudden appearance of cell-phones, mp3 players (succeeded by iPods, of course), and personal computers. For many of us, this technology has become second nature.
That said, coming into the EDIT 302 class has presented something of a challenge. So much of what we've learned is entirely new to most of us, and at times this can be overwhelming. There is a vast amount of material out there, not to mention the protocol that accompanies the use of such material.
After the lessons on copyright, I must confess that I feel somewhat like a delinquent. I've copied and pasted from Google images without too much thought to the legality of my actions. If images are out there, should it not be expected that they will be used? By putting something up to the scrutiny of the world via the internet, do we not automatically give our consent for its reproduction and manipulation?
These misconceptions were addressed, and thus, abandoned.
Though I might complain about the length of the class and the enormity of its scope, I find that I am learning things of value. Being able to use both the lecture and the lab component to work on the technological side is much appreciated, even if there is an awful lot of reading from the textbook afterwards. In a way it's almost like two classes in one: by having the lecture/labs be totally hands on application, I'm not having to worry about floundering in the big bad internet at home, instead I can work through the textbook, which has very little to do with the lecture component. The textbook work feels much more like the Education course that this class is represented as.
I understand that if a student in the Bachelor of Education program could not get into the EDIT course, it was suggested they take Computing as a substitute. I imagine the lab work much resembles ours, but what about the textbook? Are those students getting exposed to the same information about Bloom's Taxonomy and such?
As a final thought, I think it's important that I continue to grow in my knowledge of technology, but that I strongly disagree with many of its aspects. The whole "paperless" gimmick is a point of contention with me, but I'll save that for a another post. With the use of technology, personally or in the classroom, as with anything, balance is key.
Well first off- NICE BLOG. It is very eye applealing, I think.
ReplyDeleteWhen I was reading this I could not help but relate to some parts. I, as well, am a google theif it turns out. During my entire life I have copy/pasted off of google and many other sites. Along with you I thought that if you put something on the public internet and there was not a note saying that you had to pay, or something, then it was free game. I am really happy that I have learnt about this part of copy right....Even if it does mean that I have to pass on super cool pictures for a more limited selection. I also have to agree that it is nice that we have both lab and lecture time to work on assignments.