Showing posts with label education. Show all posts
Showing posts with label education. Show all posts

Reach: Building Communities and Networks for Professional Development Review

Reach: Building Communities and Networks for Professional Development
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Reach: Building Communities and Networks for Professional Development ReviewI bought this book after watching him speak at a state technology conference. The book was well written and brought up a lot of great points. It is one that you will want to read and keep on your bookshelf as a reference. I highly recommend the book and even following him on his site: [...] as his posts and reflections are captivating and thought provoking. His work is very motivating and inspiring!Reach: Building Communities and Networks for Professional Development OverviewBuilding learning communities and networks online means reaching beyond the walls of your classroom, the walls of your school, and even the walls of your own state, country, or continent to create connections. Once you reach out and make connections with other educators, professional learning like you have never experienced before starts to flow your way. You will soon find yourself in a state of continual learning. Taking advantage of the constant stream of information available today on the web at any given moment and using it for your own professional growth is what it means to learn in today's digital world. It is the ability to connect to the information and people you want to learn from. It is literally having the resource that is the Internet at your fingertips when you need it.This book will walk you through how to get started in joining online communities and creating learning networks tailored to what you are interested in learning about. Learn how to use Twitter for your own professional learning and use Facebook with students to communicate and engage them in learning beyond the walls of your classroom.By building a custom learning landscape for yourself, you will become more confident and help your students do the same. As you become more comfortable with using online communities and networks for your own learning, you will be able to pass your new knowledge on to your students and help them to reach out and create learning networks of their own.

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The Unofficial Tourists' Guide to Second Life Review

The Unofficial Tourists' Guide to Second Life
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The Unofficial Tourists' Guide to Second Life ReviewAs a 35-year veteran of online worlds, everything from irc to chat to the Palace to the Sims, I was skeptical about Second Life. Whatever fancy technology is involved, people are still people, and I figured it was in essence a chat room with new bells and whistles. And it is that--the core behaviors of online chat have not changed much in 35 years--but I was pleasantly surprised to discover that there is much more to Second Life than chat. I was helped in this discovery by the authors of this book. The official book from Linden Labs mostly tells you how to do things. This book goes another step, and suggests things to do. The news media seem mostly focused on commerce and sex in Second Life. And there is that. The people in Second Life are similar to the cyber-denizens you will find anywhere online. The real difference here is the places: the worlds that people have built. Even if you never talk to anyone else, you can have amazing experiences simply exploring: a mystical forest, a sinister cathedral in the sky, an amusement park where you can ride a roller coaster, a Victorian village, an urban wasteland, and romantic sunset beaches are among thousands of places imagined and created, not by the owners of Second Life, but by its "residents." This guide helped me find all of them, giving hours of enjoyment even to this ancient cyber-skeptic.
I also appreciate that the authors have taken some time to bring readers up to speed on the culture of Second Life's residents. In any online community--well, any community really, online or off--there is always a subtext that new people struggle to understand, consisting of previous events and interpersonal struggles. The authors have shed light on this history for us in a most amusing way. In short, I'm grateful to have read this book at the beginning of my Second Life experience; it was very, very helpful and has increased my enjoyment of Second Life considerably.The Unofficial Tourists' Guide to Second Life OverviewImagine an enormous, breathtaking virtual world to explore, where land can be bought for less than a dollar and new construction is limited only by your imagination. An online tourist destination where you can shop for virtual designer clothes in a shopping mall atop a live volcano, teleport to an underwater gig by U2, before taking a new friend back to your personal spaceship for virtual coffee or...well, you get the idea.

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A Beginner's Guide to Second Life version 1.1 Review

A Beginner's Guide to Second Life version 1.1
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A Beginner's Guide to Second Life version 1.1 ReviewWhen I first tried Second Life, I was a little overwhelmed by the complexity of it. Sure, there are help files and forums and such, but I really needed a step by step guide to help keep me from running around naked with a box on my head. This book was just what I was looking for. I highly recommend it. I think I'm going to buy an island today.A Beginner's Guide to Second Life version 1.1 OverviewMillions and millions of people from all over the world have discovered the new virtual universe of Second Life. There you can meet new people, make friends, conduct business, build empires, whatever your imagination can conjure.This easy to use Beginner's Guide takes you step-by-step through the process of going from embarrassingly unprepared "Newbie" to a seasoned resident in no time.Learn how to design an Avatar for your new appearance. You can look like anyone or anything you desire. Buy land, build a house, a fortress, or even an entire city. Buy and island. Create new products and services and sell them to other residents for Linden Dollars, which can be converted to real US dollars. This book shows you how, with step by step exercises, examples, loads of illustrations, everything you need to get started and having fun.

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Cybertypes: Race, Ethnicity, and Identity on the Internet Review

Cybertypes: Race, Ethnicity, and Identity on the Internet
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Cybertypes: Race, Ethnicity, and Identity on the Internet ReviewWithin the field of cybercultural studies no single writer is as widely recognised for exploring the oft-ignored categories of race and ethnicity in cyberspace(s) as Lisa Nakamura. Her writing is mandatory for any undergraduate course exploring identity online and her new book Cybertypes: Race, Ethnicity, and Identity on the Internet finally collects all of her articles under one cover. Of the five main chapters, each is based upon one or two previously published articles or chapters, although most have been reworked to some (usually minimal) extent. The additional framing elements of the introduction and conclusion, while brief, do contextualise and historicise Nakamura's work in important ways and provide important signposts for future work.
The first chapter, `Cybertyping and the work of race in the age of digital reproduction', opens with an introduction of the term `cybertype', built upon the nineteenth century word stereotype, which originally referred to a machine which could easily mass reproduce specific images. Nakamura uses cybertype since `identity online is still typed, still mired in oppressive roles', and expands the term `to describe the distinctive ways that the Internet propagates, disseminates, and commodifies images of race and racism' (3-4). The chapter then deals with a number of cybertypes-including Indian Silicon Valley workers (cybertyped as efficient and cheap immigrants)-and also examines the theory that access to the internet equals equality online, a theory touted in much of the US government's `digital divide' rhetoric. Nakamura also reworks and deploys some provocative terminology: for example, she uses the term `remastered', which in technical terms describes the process of converting analogue media into digital, to mean the transference of previous racial stereotypes from the offline world into online contexts.
Chapter two, `Head-hunting on the Internet' looks at three specific online environments: the text-based LambdaMOO and graphically oriented chat spaces The Palace and Club Connect. Nakamura examines how race is represented in these spaces, and specifically how racial identities are maintained or performed both by those people who are portraying their `real' identity and those who are presenting their digital selves differently to their material lives. Nakamura discusses two main features of online identity: `passing', whereby netizens can pass as having a different racial (or gender or class) identity online via avatars and textual descriptions; and `identity tourism' which specifically looks at white users who `try out' other racial identities online, thinking they have experienced being `other', but have really done nothing of the sort due to the different ways race operates online and in the material world. While Nakamura's points are well made, she makes the unfortunate choice of comparing avataristic identity online with the television programmes Fantasy Island and Quantum Leap. This unproblematised cross-medium referencing detracts from Nakamura's very medium-specific insights about race online, and is hampered more so by an erroneous summary, explanation and thus analogies drawn from Quantum Leap (58-59; for example, describing Sam Beckett's body leaping as a purposeful `quest' when it was actually caused by an error during scientific experiments).
Chapter three, `Race in the construct and the construction of race: the "consensual hallucination" of multiculturalism in the fictions of cyberspace' examines four cyberpunk works-Blade Runner, Neuromancer, Snow Crash and The Matrix-and the racial politics of these cyberspace-related works. Nakamura argues that in the first two works from the 1980s there is an evident `techno-orientalism', whereby figures from the Japanese past become signifiers for a supposedly hip multicultural future. However, Japanese and other Asian characters still end up in peripheral or supporting roles, suggesting that cultural appropriation by no means ensures equality. The latter two texts are analysed as presenting more complex ideas of race and Nakamura's analysis of The Matrix, which still ultimately installs a white messiah above all else, is particularly strong. However, Nakamura's readings of Neuromancer and Blade Runner are both very straight forward, offering little new to readers familiar with cyberpunk criticism, making this the least inspired chapter of the collection. In direct contrast, the following chapter `"Where do you want to go today?" Cybernetic tourism, the Internet and transnationality' contains a much more focused reading of advertising campaigns for software and technology during the mid-nineties. Nakamura's argument for the paradoxical nature of these advertisements, which presented an image of digital boundlessness where race no longer matters while simultaneously using the exoticised other as something Western computer uses could digitally visit, is made precisely and powerfully. With some disappointment, it is also the shortest chapter in the book.
The final chapter, `Menu-driven identities: making race happen online' looks at specific ways that race happens on the web and then compares these findings with certain emailing practices. The drop-down menus and clickable boxes that are all too often used to categorically define `race' online are traced back to the fact that race is a key marketing category. Along with gender, age and income, information about race is sought by websites in order to target advertising. Commerce is rapidly becoming the main regulatory backbone of life online. Moreover, Nakamura argues, rather than becoming more complex, these categories either perpetuate the status quo or try to simplify `race' even further to establish an easily manageable and database-driven identity for marketing efficiency. In contrast, email is argued to still allow the greatest flexibility online. Email still facilitates flexible communication and rhizomatic formations, such as group emails and even email forwarding (which Nakamura focuses upon).
Cybertypes is not a perfect collection. Some of the material examined, especially secondary popular culture texts, is not mastered allowing poor analogies to occur. Also, some of the material reads as slightly dated, mainly due to the original publication dates of some of the article being in the mid-nineties. However, as an introductory text on race and racism online, Cybertypes is still strongly argued and easily accessible. A plethora of cyberspaces are examined, and a host of useful ideas and concepts are deployed. While Nakamura argues against simplistic menu-driven identities, it is safe to say that in Cybertypes she has provided a smorgasbord of tools and perspectives with which to further examine race online.Cybertypes: Race, Ethnicity, and Identity on the Internet Overview

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Junana Review

Junana
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Junana ReviewIn a society quickly shifting into an age of hyper-connectivity, Junana is a timely read. The narrative is as fast-paced and complex as our supermodern technosocial lives. Caron creates a world so vivid and omniscient that one wonders if Caron is simply reporting on something that is already happening. Caron effortlessly handles multiple perspectives, social classes and age groups. Junana should appeal to educators, marketers, programmers and anyone who is a critical thinker looking for something unique and rich for their cranium to bite into. Junana is an important work that provides a lens with which to greater understand the rapid change we're currently experiencing.Junana OverviewJunana tracks the arc of a new society in an alternative present time, using concepts and technologies that are mostly available today. Junana displays the future of education that many top scholars in the field are beginning to discuss. The eventual convergence of Internet gaming and education will put powerful learning tools into the hands of teens. In Junana we follow several of these teens as their world explodes through their Game experiences. In Junana the future is now, and we are all gamers. Junana is the beginning of a series of books that lead the reader into this new present. The next book, Junana: Game Nation, explores the impacts of a new society of gamers creating the first non-place-based polity. This could mean war.

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Empower English Language Learners With Tools From the Web Review

Empower English Language Learners With Tools From the Web
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Empower English Language Learners With Tools From the Web ReviewLori Langer de Ramirez's EMPOWER ENGLISH LANGUAGE LEARNERS WITH TOOLS FROM THE WEB shows how web 2.0 tools can help English language learning, and comes from a nationally known expert on ESL teaching and curriculum development. Classroom strategies explored here provide step-by-step guidelines for using a range of Web tools and activities and make for a powerful survey.
Empower English Language Learners With Tools From the Web OverviewAligned with TESOL standards, this research-based guide shows how teachers can use today's Web tools to help their English language learners build language proficiency.

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Teaching With the Tools Kids Really Use: Learning With Web and Mobile Technologies Review

Teaching With the Tools Kids Really Use: Learning With Web and Mobile Technologies
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Teaching With the Tools Kids Really Use: Learning With Web and Mobile Technologies ReviewThis book is aimed at educators (school administrators, teachers and support staff) who are situated at the entry or early adoption levels of Information and Communication Technology (ICT) use in their schools and classrooms. The central premise of the material presented is easily stated: there is a range of mobile technologies and Web-based tools that have yet to gain widespread acceptance in mainstream education. But this proposition is little appreciated and often misrepresented and/or misunderstood. Fortunately, there is a technology-based revolution in teaching and learning just waiting for chances to occur and the author, Brooks-Young, positions herself on the frontier between ignorance, prejudice and enlightenment to play a part in bringing it about. The description of emerging technologies provided is well structured. Each of the substantive chapters features introductory/contextualizing and background remarks to selected hardware and tools, outlines of common objections and concerns relating to usage, numerous practical suggestions and discussion points.
This is an approachable book and discussion starter. However, in my opinion, there are two broad aspects of the overall exposition that impact negatively on the practicality and acceptability of the ideas expounded. These points relate to: (i) a highly questionable assumption in the introduction, and (ii) an underspecified statement of pedagogy throughout.
First, a central productivity-based building block in Brooks-Young's argument relates to the effects of globalisation. I nearly didn't get beyond page one when I read: "Students who live in industrialized nations around the world are increasingly disenchanted with the education programs provided. They view educators who use traditional teaching methods as being out of touch. They rankle at completing the same projects and assignments their parents and even grandparents did when they attended school. They believe that the technology tools that are banned on campus are, in fact, the keys to success in their future." This is an astonishing and disturbing scenario that would be very difficult to substantiate empirically. Indeed, leaving aside the imprecision associated with the term "industrialized nations", I have heard tech-savvy high school students say they don't like having access to ICT in school because it distracts them from high-stakes academic work. Furthermore, they respect their teachers (just like their parents did, I suspect) and no doubt trust their methods and programmes. Who or what is mistaken here? A little later, Brooks-Young proposes: "It may be that what we really need to grapple with is the fact that our current system of education no longer helps all students flourish" (page 8). When did any educational system allow all students to flourish equally?
Second, Brooks-Young works from what she claims is a thinly populated base where there are few good examples (models) illustrating exemplary practice with emerging technologies. As is the case with mobile telephones and MP3 players, for example, all teachers can do is "set expectations" and "seize opportunities" but on what basis? The author's rationale for recruiting students' technologies into classroom work is not a question of proven effectiveness. Rather, it's founded on provision and relevance. She states, "... it is incumbent upon educators to create engaging learning environments that mirror the real world and to ensure that students acquire the skills needed to function in these settings ... So what we need to ask is whether our schools are serving students well by providing up-to-date, relevant tools for learning the skills they need to lead successful lives" (pages 2-3 and also compare with page 121). To my mind, policymakers and administrators often use the "keep-yourself-relevant" argument in the absence of strong theoretical and pedagogical support for their technocratic predilections. Further, what teachers and students really need is a pedagogical undergirding that allows them to make robust, informed choices based on theories of learning. Brooks-Young mentions project-based learning and constructivism in the chapter on Netbooks but does not elaborate. For anyone interested, Cummins, Brown and Sayers in their expansive "Literacy, technology and diversity: Teaching for success in changing times" (Pearson, 2007) do a far better job in showing how meaningful, theory-driven learning can and does occur with technology both inside and outside classrooms.
This is a book with a limited and limiting focus. It concentrates mostly on classroom uses of technology and homegrown matters. Overall, I think it fails to properly engage a serious issue in contemporary learning--educators' resistance to the shift of epistemic authority from formal to informal contexts mediated by access to ICT. This is a deep-seated cultural, social, historical and political dilemma that will truly require a revolution in *all* parts of the world. Brooks-Young's book is an entry point into a conversation that will have to be sustained by other thinking that goes beyond simple, unquestioned 21st-century folklore about what the *real* world is or could be idealistically.Teaching With the Tools Kids Really Use: Learning With Web and Mobile Technologies OverviewThis resource helps educators integrate Web and mobile technologies and tools into classroom instruction and offers a model for selecting appropriate tools and technologies for K-12 settings.

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Rewired: Understanding the iGeneration and the Way They Learn Review

Rewired: Understanding the iGeneration and the Way They Learn
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Rewired: Understanding the iGeneration and the Way They Learn ReviewI haven't written a book review on Amazon in over 8 years, but I am motivated to come out of retirement for this one. Please don't waste your time on this book. It does offer some good gems of info, such as the teacher who couldn't get his students to discuss a book in English class, so he created a Facebook group for the class, and asked them to post their thoughts on the book there. These useful anecdotes are unfortunately hidden in a wash of manure. The book is full of gross generalizations about today's youth and their media and technology habits. You've read these facts in a number of news publications, or you probably know enough from kids you spend time with. We get it. Kids use technology. So does everyone else. Kids use it more. Got it.
The author makes a federal case out of multi-tasking, as if no previous generation has had the TV on and been gabbing on the phone while doing their homework. He actually wastes paper defining what an avatar is, and describing how Wikipedia works. At one point he even states that youth "use all capital letters to denote strong emotions such as I AM ANGRY AT YOU." If you're really that clueless, maybe this is the book for you.
The book also discusses how much kids like shallow bursts of information, and states that "even Sesame Street now has more cuts than ever before." Problem is, the article he cites is from 1980. He doesn't disclose this, but I knew this example was outright false, so I took the time to find the referenced article on Google Scholar. The truth is, Sesame Street has been using longer segments, and making fewer cuts per hour episode since about 2003. In another chapter, he shows video and audio podcasts as examples of technology that are more immersive than books. Really? That's so incredibly subjective to the content. I know he wants to push technology, and I do too, but the medium is largely irrelevant there. Just look at how many kids became immersed in Harry Potter books. You can craft an immersive experience in many ways, with many tools and mediums. A great teacher could craft an immersive experience with no physical resources at all.
Those aren't the only instances in this book where he's just making things up.
You could read much better education and technology information on the internet. Please do.Rewired: Understanding the iGeneration and the Way They Learn OverviewLook around at today's youth and you can see how technology has changed their lives. They lie on their beds and study while listening to mp3 players, texting and chatting online with friends, and reading and posting Facebook messages. How does the new, charged-up, multitasking generation respond to traditional textbooks and lectures? Are we effectively reaching today's technologically advanced youth? Rewired is the first book to help educators and parents teach to this new generation's radically different learning styles and needs. This book will also help parents learn what to expect from their "techie" children concerning school, homework, and even socialization. In short, it is a book that exposes the impact of generational differences on learning while providing strategies for engaging students at school and at home.

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