Some educators are beginning to incorporate principals of the Maker Movement in schools and believe in “the maker movement’s potential to transform how and what people learn in STEM.” Hands-on learning is a very popular way to engage students in activities. However, most schools do not have great reputations for creating truly engaging hands-on learning experiences. Instead, I believe, schools tend to draw boundaries and organize inauthentic experiences. Will schools be able to avoid drawing boundaries? If schools are to implement the Maker Movement, what will they need to consider while implementing? How will schools avoid watering down the experiences?

In homes and schools, how do we breakdown this gender gap once and for all? For my female classmates in STEM fields, do you remember what sparked your interest in STEM? Did parents or teachers speak to you in a particular way? How can we support the movement to open STEM fields up to more women? Does anyone think that a great deal has changed since the study was published in 2001?

Devlin argues that Everyday Math can be more efficiently represented on devices like iPads through mathematical games. Symbolic representation is abstract and devoid of meaning for students. Devices like the iPad allow games to represent a more meaningful experience with math. Devlin believes that these games require math mathematical thinking, children learn faster, and enjoy the experience more.

While I absolutely agree that games like Wuzzit Trouble have created a much more engaging and meaningful way to experience algebra I wonder, when do students make the transition into symbolic math to master higher level math (which Devlin does not believe can be well represented through iPad games)? If we transitioned to teaching all Everyday Math skills using games like Wuzzit Trouble, would some children never encounter symbolic math? Would equity issues in tracking students into higher level symbolic math courses arise?

In Justine Cassell’s article, Towards a Model of Technology and Literacy Development, SAM really intrigued me as a “Vygotskian more capable peer, seeming to push children to act at the top of their individual ability through the nature of their social interactions.” As a teacher I always wanted to push students to try new things and expand their writing skills, but I was often afraid of crushing their spirits. I believe that a peer has more leeway than an adult when it comes to giving advice and acting as a role model. Maybe it is easier for a child to imagine doing as other children do; other children might be more relatable than an adult.

I have two questions on the subject:

In what other subjects could SAM push students to “act at the top of their individual ability”?

Instead of SAM should we be using this information as an indication that schools should organize more opportunities for students to work with more capable [human] peers?

I thought the authors concluded with an excellent question, “what will become of formal schools if they are last to recognize the potential of this powerful medium?’

I would like to work on a project to make other topics more accessible to students. I was thinking art history would be interesting.

In Barbie Girls and Xtractaurs: Discourse and Identity in Virtual Worlds for Young Children, it was incredibly disheartening to read about the language disparities between Barbie Girls and Xtractuars. I remember often playing with toys aimed at girls as a child, and now I wonder what I may have missed that my brother was learning while he playing with toys aimed at boys.

What would it require for toy companies to create only gender neutral toys? Would that have positive or negative results? Maybe both? Are there potential unintended consequences of creating only gender neutral toys? Or, rather than gender neutral toys, how could we persuade toy companies to provide boys and girls with equal academic experiences through their gender specific toys?

URL: https://www.raz-kids.com/

Focus: Literacy

Grade Range: K – 5

Description: Raz-Kids is a subscription based e-book library with a wide selection of leveled books and reading comprehension quizzes for elementary aged students. On the website both family and classroom subscriptions are available.

Elizabeth Anderson – Assignment 1

Throughout the paper Takeuchi reminds readers that many parents report a desire for their children to grow up experiencing a childhood similar to their own. Parent express worry over lack of exercise due to digital media use and digital media interfering with healthy development. Ironically, few parents believe that their child spends too much time with digital media.

I think the concerns parents expressed to Takeuchi are very intriguing.  Specifically, that their children should have the same childhood experiences that they remember. Given the pace at which the world of digital media is changing and becoming integrated into our daily lives, I do not think that is realistic. For example, Gabriella’s parents want her to play with her neighbors across the courtyard in their apartment complex because they played outside as children. While I definitely agree that children should go outside and get exercise – I wonder which is closer to the childhood experiences of Gabriela’s parents: playing in a confined courtyard with only the children who live in her complex (because her parents do not feel it is safe for her to leave the apartment complex alone) or the freedom websites like Club Penguin give children to explore unknown spaces and interact with an ever growing number of users? Can digital media create authentic experiences involving freedom, independence, and curiosity?