PLN 13

In “There are Always Consequences” by David Warlick, the author talks about how West Virginia is expanding Science, Technology, Engineering, and Mathematics. He goes on to talk about how just improving these are not the key to a prosperous future, and then says history teaches us that there are always consequences. I agree with the author’s idea. Every action causes change somewhere in someone’s life. An example is the two world wars. Because of how WWI ended, the stage was set for the rise of Nazism years later. This is what matters to me in David Warlick’s “There are Always Consequences.”

PLN 12

In “Google Apps for Education: Is It the Right Choice for Our Students?” by Karl Fisch, the author talks about the program Google Apps for Education and his problems for it. Like how it uses a domain, so when a student leaves a school district all their stuff is deleted, and they need to make a separate profile to do everything else on a Google account. I think that if Google added this to the profiles that are created, that it would be a good idea. Then students could take all their work anywhere there is an internet connection, which will soon be almost everywhere. This is what matters to me is Karl Fisch’s “Google Apps for Education: Is It the Right Choice for Our Students?”

PLN 11

In “School & Games Overlay” by David Warlick, the author talks about a game being released called Glitch, and that the cross platform technology intrigues him. He goes on to say that if a game could cause curriculum of different subjects to combine, school could be more effective. I think that this would be a great idea. If someone could create that type of game, school would be much more interesting. If that does happen, then school would touch students outside of school more, and better. This is what matters to me in David Warlick’s “School & Games Overlay.”

PLN 10

In “Seymour Papert on Generation YES & Kid Power” by Gary Stager, the author talks about a company called Generation YES that is committed to student empowerment, creativity, collaboration, and computing. Instead of selling multiple-choice tests challenging students to identify the parts of a computer, Generation Yes has a peer-to-peer computer literacy test called TechYES. TechYES starts from the premise that children are competent and can demonstrate their technological fluency through the creation of personally meaningful projects that impress their peer mentors. Why are there not more tests like this? If students were supported with this, instead of just multiple choice tests, school would be much more intresting. This is what matters to me in Gary Stager’s “Seymour Papert on Generation YES & Kid Power.”

PLN 9

In “Students Helping Students (video)” by Prof. Wesch, the author shows a video and talks about a program at Kansas State University where students give money to help other students when they need it. I thought that this was a great idea, and that more universities should have programs like it. Everyone goes through tough parts of their life, and the program, K-State Proud, gives money donated by other students when needed, like when a flood hits a house and takes away everything, or a tornado demolishes a house. This is what matters to me in Prof. Wesch’s “Students Helping Students (video)”.

PLN 8

In “Combating the Osmosis Myth - A Realistic Approach to Staff Development and Educational Change (1992)” by Gary Stager, the author talks about “the osmosis effect”- where people expect that computers will somehow just improve education. He then goes into detail for how computers can change education and steps to them. What matters to me in this article is that school districts just expect the computers to just improve education when teacher take a two-hour workshop. Everything needs time to change, it doesn’t happen overnight. This is what matters to me in Gary Stager’s “Combating the Osmosis Myth - A Realistic Approach to Staff Development and Educational Change (1992)”.

PLN 7

In “Play 60? Not in the USA!” by Gary Stager, the author mentions a commercial that he saw encouraging kids to play 60 minutes a day. He points out that the enemies of play are the people that turn classes into “joyless test-prepping sweatshops”. What matters to me is that some schools have removed recess from school. Recess is the best part of school for kids! Kids need reccess for developing friendships and using their excess energy so they can focus. Without it, schools might as well be sweat shops. This is what matters to me in “Play 60? Not in the USA!” by Gary Stager.

PLN 6

In “We’re Not Merely Wasting Talent. We’re Poisoning It!” by David Warlick, the author talks about how many successful, somewhat famous people did badly in school. He goes on to say that now if a student does badly on a test the repercussions will be worse than they would have been ten to twenty years ago, regardless of any talents. David also points out that talents ignored by high stakes testing are ones that are important in real life. What matters to me in this article is that school is supposed to help us, yet some people do badly in school and still become successful. What does this mean for people that do well in school? We should reform schools into a place where important talents are what are taught. This is what matters to me in David Warlick’s “We’re Not Merely Wasting Talent. We’re Poisoning It!”

PLN 5

In “The End of Textbooks (June 2003)” by Gary Stager, the author talks about how he is excited that Texas legislature is using text book funds to buy laptops for some schools. He was then disappointed when he found out that the laptops would be used as text books. Gary goes on to talk about his opinion that text books are made out of distrust for the teachers. I agree with his opinion. Textbooks too often “rule” classes, with just mindless reading instead of actual comprehension or practical application of what we read. Text books are just watered down facts, with the takeover of censorship to blame. This is what matters to me in Gary Stager’s “The End of Textbooks (June 2003)”.