DQC - Week 6

Writing is an incredibly difficult subject to teach. As a first grade teacher, I constantly found myself toeing the line of teaching writing conventions without crushing their interest in writing. 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… Read more DQC - Week 6

Week 6 response

I liked the Rogoff (1991) and Doise (1990) citations in Cassell (p. 78), where Cassell writes: “When two peers collaborate, the simple juxtaposition of their actions allows the peers to modify their understanding of their own actions, through appropriating the perspective of the other peer. That is, to apply Rogoff’s notion to emergent literacy, the… Read more Week 6 response

DQC Week 6 - Writing in the Wild

I’m curious about if and how the anonymity of the virtual affinity spaces affect motivation of children who use these spaces. Curwood et al. noted that motivation was increased when Sheena received “in-depth criticism”; however, I wonder for the general population- how often do these in-depth criticisms occur? I think these virtual forums do provide… Read more DQC Week 6 - Writing in the Wild

Week 5 Discussion

I’m a little late on my week 5 post, but I wanted to respond to the portion of the Granic article where growth mindset is referenced. I pasted the portion below my comment. I wondered about these different domains of cognitive, motivational, emotional, and social development that they were observing regarding playing video games. It seemed like some… Read more Week 5 Discussion

Week 6: Adults' role in guiding storytelling

Both articles mentioned the importance of peers in storytelling, both as co-creators and as audience. I was wondering what’s the role of adults, including parents and teachers, in guiding and teaching storytelling. It seems to me that storytelling happens so naturally that kids don’t need much guidance – but how might we design interventions can… Read more Week 6: Adults' role in guiding storytelling

Week 5 Response

I really enjoyed the Granic article, and am particularly interested in the research they cited in the section on the emotional benefits of gaming. I’m compelled by the potential implications for students who feel marginalized in the classroom (or society as a whole). In reading the citation on Russoniello et al., I wonder if gaming might be… Read more Week 5 Response

Week 5

The reading that was most surprising to me this week was the one by Isabella Granic. I have always viewed playing video games to be an unproductive activity. It was interesting to see video-games can actually develop important skills of cognitive, social, emotional and motivation. The fMri studies that they cited such as the one… Read more Week 5

DQC Week 5

I thought it was incredibly interesting that the University of Washington essentially crowd-sourced video gamers to manipulate and develop the genetic make-up of proteins to eventually find a solution to a monkey virus related to AIDS. This is clearly a lot of potential applications in other areas of medical research (which is currently being used… Read more DQC Week 5

Group Project

Marc Campasano No group yet Interested in math mostly, but willing to explore other traditional content areas. Interested in K-8. I’m a good writer, creative thinker, am decent at mocking up simple interfaces, and have a somewhat developed idea for my LDT project ready to go.

Week 5 response

I am curious about the “culture of simulation” that Squire mentions on the first page of his paper. I have read plenty of arguments that the introduction of computers has fundamentally changed our culture, but I have never encountered a critique from this approach. I wonder: What are the other significant simulations we encounter each… Read more Week 5 response