Distributed Cognition Comic & Essay #2

This comic strip represents the other classroom that I observed in this semester. My mentor teacher, Ms. Manzuk, teaches seventh and eighth grade social studies and language arts. The lesson depicted in the comic integrates technology swiftly and efficiently into learning, while also touching on the concept of distributed cognition, which states that intelligence can come from multiple different systems, including our mind, as well as other artificial and technological systems (Martin 89). An example of distributed cognition would be using paper and pencil to complete a math problem, as this is a resource that helps enhance our intelligence.

For the lesson shown in this comic strip, the eighth graders in my observation classroom were working on a presentation of one of the thirteen colonies. Each student selected a colony to center their presentation around and on the day she introduced the assignment, my mentor teacher went through each component and the rubric, which was all posted on the class’s Google Classroom page. First she went over the rubric and instructions and then she moved on to her example template, where she had a sample Google Slides presentation where she laid out what information the students needed to include in each slide. With everything being organized in one place, the students could go back at any time to reread the instructions, review the template, and eventually turn their work in there as well.

Each student in the class has their own personal Chromebook, which definitely helped make this assignment much more efficient. However, despite their Chromebooks being a vital component of this assignment, they are not doing the work for the students. If the students solely relied on their Chromebooks to do everything for them, that would be off-loading, which Martin expands on further, “One of the chief uses of technology is to perform tasks that are tedious, difficult, error-prone, or time- consuming. This is the function of off-loading” (Martin 94). Despite their Chromebooks being the device their presentation will be created on, the students still have so much of this assignment that comes from them and their own creativity. They have to do their own research and decide which sites and information will be helpful to them. Also, they are responsible for making their presentations visually appealing and ensuring that all of the required information is included.

Moreover, this presentation assignment relates to the concept of translation related to distributed cognition that Martin described, “The function of connection, whether technologically enhanced or not, always involves some translation of information” (Martin 92). By making a presentation on their selected colony, the students are first translating information by putting it in their slides in a visually appealing way, but then also translating it orally when they present their slideshow to their classmates.

Source: Martin, L. (2012). Connection, Translation, Off-Loading, and Monitoring: A Framework for Characterizing the Pedagogical Functions of Educational Technologies. Technology, Knowledge & Learning, 17(3), 87-107.

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Distributed Cognition Comic & Essay #1

This comic strip represents one of the two classrooms I had the opportunity to observe in this semester. My mentor teacher, Ms. House, teaches fourth grade at Hilltop Elementary and one of the classes she teaches is a Writing Enrichment course. Using many different passages from a variety of genres, the students learn to respond to different style prompts based on the passage. Last week, while the students were working on their writing, Ms. House showed me the “Go Guardian” software she uses where she can see the screens of her students’ Chromebooks. This program allows for her to not only make sure the students are staying on task, but she can also see what they are writing and make comments to assist in their writing process. She told me that she really likes using this program because it can make it much more efficient to assist her students when they are writing because rather than walking around to look at everyone’s work and interrupting their writing, she can look at everyone’s screens from her computer and write in comments and suggestions for them.

By utilizing the program “Go Guardian”, the monitoring function of technologies is being performed. Martin explains the monitoring function further, “Information from a monitoring technology can be used by one or more of the systems themselves in real time, as when a word processor flags spelling errors, or in a summative fashion, as when software delivers a score for an end of unit test. The feedback can also be used by a third party, such as a teacher, to assess a student’s progress” (Martin 95). “Go Guardian” allows for my mentor teacher to assess the students’ progress as they are writing. She can also monitor her students’ work on their Chromebooks by looking at everyone’s screens to make sure they are staying task and also provide comments and feedback for them. Furthermore, this system helps advance the function of translation, which is a factor whenever people are communicating in any way. No matter what method of communication is in place, information is always being translated amongst one another. With the “Go Guardian” system though, translation becomes more technologically involved and advanced because my mentor teacher is able to translate information to her students as they are working on their writing.

I believe that this classroom example shows how technology can be used to make things more efficient, while not letting it do the work for us. Martin explains this concept further, “One of the chief uses of technology is to perform tasks that are tedious, difficult, error-prone, or time- consuming. This is the function of off-loading” (Martin 94). Off-loading in this situation would be if the teacher had a program that reviewed and revised her students’ work for her. Instead, she uses technology to make her own personal revising more seamless and efficient for her students.

Source: Martin, L. (2012). Connection, Translation, Off-Loading, and Monitoring: A Framework for Characterizing the Pedagogical Functions of Educational Technologies. Technology, Knowledge & Learning, 17(3), 87-107.

Observing Technology Blog Post #2

As I expanded on in my first observation blog post, in the eighth grade classroom I observed in at St. Dominic every student has their own Chromebook to utilize under their teachers’ instruction. After asking my cooperating teacher more about the school’s technology system, I learned that in grades 5-8, each student gets their own Chromebook and in the younger grades, iPads are brought into the classroom as needed. In the eighth grade classroom I was observing in, the students were old enough to be held responsible for bringing their Chromebooks to class working, charged, and using them appropriately. Obviously things happen and problems arise, so my teacher did have charging stations in the back of the classroom. One day a few weeks ago, a student was having trouble with the connection on her Chromebook, so she went to see the technology instructor for help. In order to ensure technology is being used appropriately and safely, St. Dominic utilizes the “Go Guardian” software to observe students’ screens when necessary. This helps make sure everyone is staying on task and using the technology for its intended purpose.

As a whole, St. Dominic begins technology lessons early on. All K-8 students participate in a cross-curricular technology course that is led by the school’s technology instructor, who works closely with the teachers. There is a group effort by the staff in ensuring that content learning and technology lessons are intertwined with one another. In the younger grades, technology class consists of lessons concerning the basics: keyboarding, Internet basics, etc. As the students get older, lessons progress into using the many features Google offers, like Google Docs, Slides, Classroom, etc. The technology instructor also assists teachers and students with any technology problems that may arise. Furthermore, to ensure efficient and easy learning with technology, St. Dominic frequently updates their WiFi and has a fully stocked computer lab with updated technology.

Observing Technology Blog Post #1

My first observation placement of the semester was in an eighth grade classroom at St. Dominic Catholic School in Shaker Heights. A major aspect of the classroom is that each student has their own Chromebook to utilize in their learning under their teacher’s directions. The subjects I observed were social studies and English, so I observed the purposes of Chromebooks in those subjects. However, for any subject, the grade’s Google Classroom page was accessible through their Chromebooks and was a major aspect of technology in the classroom. For example, my cooperating teacher was introducing a social studies presentation project and everything related to the project was posted on the Google Classroom social studies page. The students could go back at any time to reread the directions, look at her example template for reference, and eventually submit their presentation all in the same place. The use of Chromebooks in the classroom also helped maximize class time on this assignment because everyone could work individually on their own device. I have also seen the students utilize their Chromebooks in social studies through students doing their own research if they are not sure on answer, want more clarification, or are especially interested on a certain topic. Ultimately, the use of Chromebooks in the classroom is useful for the students to be able to take their learning into their own hands. Furthermore, it helps hold students accountable for their education because their Chromebooks make everything easily accessible for them.

My cooperating teacher uses her own personal MacBook laptop in the classroom and will hook it up to the projector so that anything she is wanting to present to the students appears on the screen for them to easily see. MacBooks are very efficient for this because there are so many different softwares available on them that she can utilize in her teaching, like Microsoft, Google Docs, Google Slides, and Google Classroom as a whole. Many times, she will outline all upcoming assignments and assessments on a Google Doc and project it while she goes through it with the students. In English class, she will use her computer and speaker to play the audiobook of whatever book they are currently reading so the students can follow along while it plays out loud. All in all, my cooperating teacher utilizes technology in the classroom to ensure an efficient and creative learning environment.

Google Docs Digital Story Link

Digital Storytelling Assessment Tool

Digital Story Assessment Traits

ED 386

Morgan Garan, Julia Skubik, Bridget Wazevich

4 Criteria Assessed:

Project planning

Content understanding

Economy

Flow, organization, and pacing

Rubric:

Criteria:	10 (meets)	5 (approaches)	0 (does not meet)	Score:
Project planning	Evidence of solid planning in the form of story maps and scripts. Evidence is clearly developed and follows logical organization. Planning storyboard and script is included along with the final production to serve as evidence for this criteria.	Evidence of some planning in the form of story maps and scripts.  Planning storyboard and script is included along with the final production to serve as evidence for this criteria. Could use more development to solidify evidence. Lower effort on planning materials is evident.	No evidence of planning in the form of story maps or scripts.  More development needs to be done to present evidence. Planning storyboard and script is not included along with the final production to serve as evidence for this criteria. No effort in planning materials is evident.	__/10
Content understanding	Digital story showcases a clear understanding of students learning with technology.  At least three specific examples are given to prove understanding of learning with the respective technology.	Digital story showcases a rudimentary understanding of students learning with technology. Less than three examples are given to prove understanding of learning with the respective technology.	Digital story does not showcase an understanding of students learning with technology. No examples are given to prove understanding of learning with the respective technology.	__/10
Originality, voice, and creativity	Production has clear evidence of creativity and new ideas not before mentioned in class examples.  Student brings a fresh perspective to the project and extensively ties in personal voice by including how the technology personally connects to their experience. Student incorporates ways of dialouge to propel the story along.	Production has some evidence of creativity and new ideas not before mentioned in class examples.  Student brings a fresh perspective to the project and briefly ties in personal voice by including how the technology personally connects to their experience. Student incorporates ways of dialouge to propel the story along.	Production has no evidence of creativity and/or uses ideas mentioned in class examples.  Student’s perspective is commonly used, does not tie in personal voice, and does not include how the technology personally connects to their experience. Student does not incorporate dialouge to propel the story along.	__/10
Flow, organization, and pacing	Video had clear storyline that flowed well from part to part without causing disorientation. Overall, storyline was clear and easy to follow along with.	Video had a storyline, but it was unclear at times and there were some bumps and caused some disorientation along the way. At times, storyline was hard to follow along with.	There was no clear evidence of a storyline and the video caused disorientation throughout it. It was hard to follow along and there was evidence of disorganization.	__/10
				Total: __/40

Digital Storytelling Script and Storyboard

https://docs.google.com/presentation/d/1EjLTpF_eS5naCS7jgLABZbdCa_8z6AfEyn9QGt2oVmE/edit#slide=id.p

Digital Storytelling Comic Strip

Article Read: Miller, S. et. al. (2012) A Literacy Pedagogy for Multimodal Compositing. In: Suzanne Miller and Mary McVee (eds.). Multimodal Composition in Classrooms: Learning and Teaching for the Digital World. pp. 114-129.

Video Game Experience Blog Post #2

After further exploration and analysis of the video game “MissionUS”, I have found a couple more of Gee’s principles to be present. As I explained in my first blog post, identity is definitely the most obvious one, given that a major aspect of the game is becoming a character and making decisions. After further thought, I have found Gee’s principle of Customize to also appear in Mission. When you first sign up for the game, players can enter their age/grade range to get information presented to them that best fits. Furthermore, one of my favorite aspects of the game was the fact that players are able to decide which historical time period they would like to play with. If students are playing this game just for fun, then they can choose whatever time is most interesting to them. However, the customizable aspect of this game also serves as a great tool for teachers because this game would be a great extra activity for students to do with whatever unit of study they are on in history class. Say that a class is studying World War II, their teacher can assign them to play the “Prisoner in my Homeland” component so that they can get a different perspective in the war in an engaging way.

Moreover, Gee’s principle of Sandboxes is also seen in Mission. As stated in his article, Gee defines and describes the concept of Sandboxes further, “Using the term metaphorically, sandboxes are good for learning: if learners are put into a situation that feels like the real thing, but with the risks and dangers greatly mitigated, they can learn well and still feel a sense of authenticity and accomplishment” (Gee 39). Mission definitely encompasses this principle because the simulation style of it and incredible design elements puts players right into the action and makes the game feel very real. Also, with it being a choose your own adventure game, Mission allows for players to make their own decisions without the pressure of “winning” the game. There is a lot of room for exploration and I like that this game can turn out differently for everybody who plays!

Article link: https://dshutkin386.files.wordpress.com/2022/08/gee2007goodgamesgoodlearning.pdf

Video Game Experience Blog Post #1

Over the past few weeks, we have been exploring different video games in class, whether they be different in game play style or subject matter. After much consideration and exploration, I choose to more closely examine the game “MissionUS”, which is an American History based game intended for middle and high schoolers. In this game, players are able to create a free account and enter in their grade range and then explore through the variety of time periods that Mission has for students to choose from. While I was learning how to play the game, I choose both the Great Depression and World War II games, but some other choices include the American Revolution, the experience of immigrants in the early 20th Century, and the Civil Rights movement.

I found this game to be very engaging, interesting, and easy to navigate and figure out. Once you choose a time period, you then are introduced to the fictional characters and can read their descriptions. Then the game begins, where it becomes a simulation style and you take on the role of one of the characters. Identity is a major aspect of this game since a large part of the game is the fact that you take on the role of a character. James Gee discusses the positive aspects of incorporating identity into games, “Good games offer players identities that trigger a deep investment on the part of the player” (Gee 32). Mission definitely encompasses this, as I was soon feeling very connected to the characters whose roles I was assuming. The game tells you what the characters are feeling and you make decisions based off of it, so very quickly you feel immersed in the game.

The game is split into different sections: Prologue, Part 1, Part 2, Part 3, and Epilogue, which cover different aspects of the chosen historical time period, and you can earn badges in each one. For each section, you must make decisions as the character, so it is like a choose your own adventure game, which I really liked because your fate is in your own hands and it also puts you in the position of ordinary people during these time periods who were faced with hard decisions. I really liked the actual setup of this game because the simulation style provided engaging characters and backgrounds, but there were also actual photos from the time period added as well, which I felt created a great balance of active gameplay and learning history firsthand. This game taught me things that I had either forgotten or didn’t learn in history, along with giving me an immersive and engaging experience. I also liked that the game covered topics that dealt with racism and other injustices. It is important for students to learn about these topics in history so we can teach them how to learn from it them and treat everyone with kindness and respect. For example, the World War II aspect of the game covered Japanese internment camps. This is a part of World War II home front history that is often glossed over or not even covered, so it was a nice change from the typical things covered. Furthermore, the game was very easy to figure out. There is a “5 Things to Know Before You Play” icon, which was helpful, but this is a game that can be figured out easily as you’re playing it.

Photo credit: https://www.mission-us.org/

Article source: https://dshutkin386.files.wordpress.com/2022/08/gee2007goodgamesgoodlearning.pdf