EDPT 200 - Reactions and questions from chapter 5

“Too often, teachers present formulas used to calculate without teaching the process conceptually. This is why concept mapping is so useful”.

In chapter five Modeling with Technologies teaches us that there is a wide range of computer programs that can successfully and conceptually guide the learner. In this way, the programs such as, Semantica and Inspiration allow the learner to grasp the concept in a visually appealing way - opposed to a featureless verbal explanation. In today’s society, where symbols, letters and pictures make up more than 70% of our visual surroundings, it only makes sense that most people would benefit from a learning environment that encompasses a visual interactive medium. Thus, while these programs remain exciting and fun to use – they also set up a comfortable situation where they remain both learner-proof and teacher-proof, meaning the more you practice and explore with the program, the easier it becomes to manipulate. Further, one of the most important aspects of these types of programs is that in comparing concept maps it is interesting to see how your peers and teachers reflect their own visualizations in the program. Looking at how others conceptualize, model and represent their own structure of ideas can have a significant impact on your own model. For example; during the beginning of the class I was sceptical about having to move around and add/cut and clarify my peers work on the other computers, but by the end of the class and especially after reviewing chapter five I now realize how beneficial this type of exercise can be. Moving around from computer to computer gave me the opportunity to marvel at and critique what my peers around me had accomplished. Programs such as these truly help clarify an effective modelling thinking process – and can often act as a catalyst in conceptual understanding.

Answers to chapter questions:

2. Any carpenter will most likely tell you that, “each carpentry task is somewhat different, but most involve the same basic steps”. Surely, with the many tasks a carpenter performs there relates a perpetual theme of learning and reassessment. In this sense, carpenters must work in unison with their tools and so must be constantly learning the best ways to use them. With so many tools of different shapes, sizes on the market (thanks Black&Decker), every new tool presents both a challenge and a new adoptive way to complete their task. In taking this idea one step further – their tools in turn help them learn more about carpentry – and as they learn more about the powerful capabilities of their tools, they too can better ‘mind-map’ and conceptualize diverse ways to use them.

4. I feel like most people would agree that the more practice you have at teaching what you know, the better you come to know it. Often I and my friends will swap places teaching and relearning class concepts that we did not completely understand on our own – and after this exchange of ideas takes place it always leaves us better off. In terms of technology, certainly the more experience you have on both sides of the coin – teaching and learning – will probably amount to the most success in the end.

13. The nontechnological intellectual tools that students should learn and always carry with them should be: the ability to judge their surroundings, to interpret data in different ways, to take meaning and messages away from real life experiences, and most importantly to be able to take action and make definitive decisions.