Readings 2013

1) Hanlon, Bill (2012).  Teaching Struggling Students in Math:  Too Many Grades of D or F?  Lanham:  Bowman and Littlefield Education.

The author, the Southern Nevada Regional Professional Development Program director, outlines how teachers and school administrators might help students achieve in mathematics.  Building on the author’s Components of an Effective Lesson – introduction, daily review, daily objective, concept and skill development and application, guided/independent/group practice, homework assignments, closure, and long-term memory review – a model similar to others that the author neglects to attribute to past instructional designers like Madeline Hunter and Gagne and Briggs, the author stresses the importance of protocols and high expectations for student success, lesson preparation, effective use of instructional time, student note-taking, making homework assignments worthwhile, test preparation, test administration, and nurturing student, parent, administrator relationships which affect student performance.  The text includes examples of exercises that would enhance student learning and discussions on the appropriate uses of technology, variety and balance in the delivery of instruction, and the need to consider how student characteristics influence assessment.  The author suggests next steps – developing a department improvement plan, effective teacher supervision, and strong student-teacher relationships. The text would be enhanced by including a bibliography of research citations that support the practices discussed and links to further readings. 122212

2) Cuyjet, Michael J.; Howard-Hamilton, Mary F.; and Cooper, Diane L. (2011).  Multiculturalism on Campus:  Theory, Models, and Practices for Understanding Diversity and Creating Inclusions.  Sterling, VA:  Stylus Publications.

Articles reviewing the research on the history of ethnic groups in university and factors influencing achievement and interactions on campus.  Groups included are Latinos/Latinas, Asian American and Pacific Islanders, African Americans, American Indians, Biracial and Multiracial students, White College students, Men and Women, Lesbian, Gay, Bisexual, and Transgender students, Nontraditional Students, College students with disabilities, and religious and spiritual diversity.  The text concludes with an essay on moving towards cultural competence, which includes some media and text resources.  Read while in Jamaica.  013013

3) Colbert, Stephen (2012). America again : re-becoming the greatness we never weren’t.  New York : Grand Central Pub.

Of course satirical look at major issues in US life – medicine, taxes, getting a job, politics.  With 3-D glasses to add to the fun.  Read in February on snowy days.

4) Brown, Lester R. (2011).  World on the Edge:  How to Prevent Environmental and Economic Collapse.  NewYork:  W.W. Norton and Co.

Book selected for our environmental studies reading group.  Depressing first half about failed states, rising sea level, poor air quality, tempered by small steps in Plan B like mass transit, changes in light bulbs, and housing that might mitigated the coming changes.  Read while visiting DC on college tours.

5) Bender, W.; Kane, C.; Cornish, J.; and Donahue, N.  (2012). Learning to change the world: the social impact of one laptop per child.  New York:  Palgrave MacMillan.  220p index ISBN 0230337317, $28.00

The authors, leaders of the One Laptop per Child (OLPC) project of the Media Lab at MIT, present the foundations, implementation, and analyses of a project that provide over 2.5 million low-cost laptop to schools in Nigeria, Cambodia, Peru, Uruguay, Rwanda, Nicaragua, Paraguay, and in the US in Birmingham, Alabama, and Croton-on-Hudson, New York.  OLPC was founded on Papert’s constructionist learning theory, that “children learn more and better in a social context in which they are actively involved in shaping their own learning experience” (p. 15).  In 2005, Negroponte, Media Lab’s director, challenged the OLPC team to develop a powerful, low-power laptop for $100.  The text describes the needed technological, marketing, and distribution planning.  There is also detail about the development of Sugar, the software tools for the learning platform.  The authors conclude there is no single tool that will approve all of education, that students, teachers, school administrators, and community members need to be active partners in any school project, and that those interested in educational change need to remember that they are one among many “drawn to the work of inventing a better world” (p. 173). 042113

(busy season with lots of magazine reading – trial subscriptions from American Airlines miles – Time, New York, Money, The Economist, People, Sports Illustrated, Elle, Entertainment Weekly, InStyle, …)

6) Prothero, Stephen (2010).  God is not One:  The eight rival religions that run the world – and why their differences matter.  New York:  Harper One.

Professor Prothero (Boston University) suggests that religions articulate a problem, a solution, a technique, and an exemplar and then compares Islam, Christianity, Confucianism, Hinduism, Buddhism, Yoruba Religion, Judaism, Daoism, and atheism.  This is a good introductory text for a comparative religions course that clearly illustrates the diversity of images of the divine and religious practices, the lifestyle choices made that organize communities, and predictions for the future of religions.    Lent to me by Charlie Wynn, who is a student of the scientific analysis of religion.  060413

7) Wolfe, R. E., Steinberg, A., and Hoffman, N,, editors (2013).  Anytime, anywhere: Student-centered learning for schools and teachers.  Cambridge, MA:  Harvard Education Press.

Nicholas Donohue, President and CEO of the Nellie Mae Education Foundation, introduces this collection of commissioned research papers by the Boston-based Jobs for the Future, by noting that student-centered approaches to learning and “the systems necessary to nurture and manage them constitute the most promising route to achieving equity and excellence for all students” (p. vii).  These essays present core practices in student-centered learning and assessment, applications of digital media and the science of learning, formation of identity and literacy instruction for African American males, making mathematics matter for Latin@ and Black student, and prioritizing motivation and engagement.  Cervone and Cushman conclude that the core elements for student-centered learning include “strong relationships with students; personalization and choice in curricular and instructional tasks; appropriate challenge levels for each learner; support for students’ social and emotional growth and identity development; anytime, anywhere and real-world learning; technology that is integral to teaching and learning; clear, timely assessment and support; and practices that foster autonomy and lifelong learning” (p. 19).  Toshalis and Nakkula add that “to build student-centered classrooms, we need to build schools and school cultures that are teacher-centered” (p. 201).

8) Diamant, Anita (2003).  Pitching my tent.  New York:  Scribner.

Essays collected from Ms. Diamant’s weekly columns in the Boston Phoenix and Boston Globe.  Including reflections on living as an American Jew, reform community, midrash, children and holidays, marriage, friendship, … One of the last essay discusses her interest in building a mikveh for her community.  She became the founding president of a mikveh, Mayyim Hayyim, http://www.mayyimhayyim.org/ 071013.

9) Waks, Leonard J. (2014) Education 2.0:  The learningweb revolution and the transformation of the school. Boulder, CO:  Paradigm Publishers.

Professor Waks (emeritus, Temple University) defines Education 2.0 as “a networked, learner-centric model” with the Internet’s learningweb, with its “knowledgeweb”, open courses and textbooks, and informal learning, serving as its centerpiece.  He posits that current schooling has failed as a result of “academic underperformance and administrative inefficiency” and “social irrelevance and the loss of political legitimacy.”  With the advent of Web 2.0 tools that enabled creative self-expression, exchange, collaboration, and collective action, Waks calls for “a new network learning paradigm to replace the factory school” (page 127).  This network might include Breck’s Handschooling model, which envisions learning primarily on mobile devices,  and Bonk’s Education 2.0 vision (page 131-139),  with more personalized learning; teachers skilled in guiding eLearning emerging as a distinct professional group; educational settings chosen by the learners throughout the community; assessment becoming more authentic problem solving and product making; governmental policy supporting fee-free learning zones; and the aims of education focusing on a more generalist grasp of the knowledge map.  Waks concludes with action plans for young learners, parents, school leaders, school boards, superintendents, teachers, policy makers, and business enterprises that will enable a new educational synthesis. 092713

10) Kourouma, Ahmaddu (2006).  Allah is not Obliged.  New York:  Anchor Books.

memoirs of street kid, child soldier in the diverse setting of war-torn Liberia and Sierra Leone.  Story starts with many cultural references but as it progresses the language becomes clearer for the western reader

11) Davies, Julia and Merchant, Guy (2009).  Web 2.0 for Schools.  New York:  Peter Lang.

Professors in Sheffield, England reviewed the uses of blogging, YouTube, FlickR, last.fm, wikis, second life

12) Rohde, David (2013).  Beyond War:  Reimagining American Influence in a New Middle East.  New York:  Viking.

failure of civilian policies from Tunisia’s silicon valley, Turkey’s accommodations for diversity in religion and change, Little America in Afghanistan, misunderstandings between democracy and religion, needing more understanding by US leaders

13) Gore, Al (2013).  The Future:  Six Drivers of Global Change.  New York:  Random House.

1. interconnected global economy,

2. planet-wide electronic communications,

3. new balance of power,

4. rapid unsustainable growth,

5. new set of science technologies, and

6. new relationship between aggregate prover of human civilization and the Earth’s ecological systems.

14) Bain, Alan and Weston, Mark E. (2012).  The Learning Edge:  What Technology can do to Educate All Children.  New York:  Teachers College.

type-A vs. type-B education – type-B changed goals, curriculum, practices enhanced with technology, association and edge technology, policy changes,  from Australia

15) Ng, Eugenia M. W., Karacapilidis, Nikos, Raisinghani, Mahesh S. (2012).   Evaluating the Impact of Technology on Learning, Teaching, and Designing Curriculum:  Emerging Trends.  Hershey, PA:  Information Science Reference.

1.  Mitai from India – does technology uptake convert to effectiveness? – depends on learner’s perception of usefulness of content for job at hand, faculty – perceived usefulness of technology and incentives support continued intentions

2.  Hazari and Penland, University of West Georgia, USA – business education wikis – framework – content, structure, and collaboration will determine effectiveness

3.  Saade, Concordia University, Canada – technology acceptance constructs – user interface factors, learning factors, need to test design factors “relevant for different conditions such as gender, culture, program, and course nature.”

4.  Adams Bodomo, University of Hong Kong – interactivity in web-based learning and teaching – assess through critical thinking and log-on statistics, how does course design facilitate interaction

5.  Khe and Wing, National Institute of Education, Singapore – online discussion forums – groups of 10 produce “higher knowledge construction level occurrences in online discussion”, time is not as important a factor in producing higher knowledge

6.  Grimley, Allan, and Solomon, New Zealand – pre-teens’ digital engagement related to gender – males create multiple forms of content on the web, multi-tasking decreases sustained attention

7.  Wong and Khe, Singapore – “use of blogging and scaffolding can help improve pupils’ narrative writing ability among 1st graders

8. Cawthon (Austin), Harris (Walden), Jones (Fielding) – cognitive apprenticeship model – use of online lab for support

9.  Sarirette (Effat) and Chikh (King Saud), Saudi Arabia – SECI (socialization, externalization, combination, and internalization) model of knowledge, web technologies for managing communities of practice

10. Lavonne and George (Lyon, France) – Tutoring Experience Capitalisation – enables tutors to retrieve successful practices

11.  Nikolaidou, Sofianopoulou, et. al., Harokopio University of Athens, Greece – blended learning ecosystem in Greece – enhance student-faculty interactions inside and outside classroom, encourage students to participate in learning process

12.  Alsmadi, Jordan – automatic evaluation of website metrics and state – no strong correlations between structural metrics and popularity metrics, need to optimize navigability and structure

13. Kim, Yang  (Wisconsin), Nam, and Kim (South Korea) – determinants affecting distance education effectiveness – educational effectiveness, learner motivation, computer self-efficacy, pedagogical dimension, managerial support, continuous online learning culture, positive influences by face-to-face interaction, usefulness of content, ease of use;  e-mail interaction and managerial support did not have positive influence on learner effectiveness

16)  Moseley, Alex and Whitton, Nicola, editors (2014). New traditional games for learning: a case book.  New York:  Routledge.

The editors’ goals include demonstrating “how easy it is to design traditional learning games” for “more engaged students and more effective learning experiences”.  They note that “designing digital games to a standard acceptable to students … takes a long time, and requires skilled production teams – at great cost.”  These digital games may not be as “fit-for-purpose” because “the ability to create these games have been taken away from the teacher.” Educators from the UK, Ireland, Germany, Australia, Belgium, the USA, and Estonia describe their development and implementation of non-digital card,  board games, and  live-action role playing to supplement instruction in mutagenesis and evolution, astrobiology, antibiotic selection, chess for project-based learning, first aid competencies, mobile learning, preschoolers’ socio-emotional development and body management, teaching acculturation, adventure initiative games to build social competence, and college retention.  The settings for these games are also diverse – from pre-schools, elementary and secondary schools, universities, and to gaming conferences.  Two chapters also deal with the importance of artistic design in developing and marketing games, with a reference to BoardGameGeek.com, a prime website with links to over 59,000 board games, reviews, and discussion forums. 103113

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