Ch. 9 Reflection

The chapter begins by saying that because of the knowledge revolution and the alternate ways to learn with technology schools and learning are beginning to no longer be synonymous with each other. I disagree; I think they are still synonymous, but that there are other, newer avenues that are also beginning to be synonymous with learning as well. However, if the equivalent of Senate Bill 6 is passed in the Florida House of Representatives, this may no longer be the case in Florida because teachers will really teach to the test for fear of losing their jobs.

I agree with the book when it talks about parents worrying about their children playing violent video games for too long to the detriment of their health (i.e. sitting and playing a video game instead of playing outside). Obesity is a BIG concern for Americans in all walks of life, especially children because they can learn unhealthy eating habits young that can be very hard to break later in life. The book promotes video games because children can learn problem-solving and communication skills while playing them. This may be true, but this should not be the only time they are learning and practicing these skills. To “bridge the technological gap” between parents and children, the books suggests parents play video games with their children. I think this is a good idea, but parents should watch the clock to ensure that they do not spend hours doing this.

The book also suggests that parents should encourage their children to join online communities of people who share their interests. I do not think this is a good idea for young children—too many threats—without careful parental supervision. It does mention a community of children—if I were a parent I would research the community to make sure it was safe for my child and supervise the child before suggesting this.

The book tackles the issue of children playing video games and missing out on reading time by mentioning that video games can be used for vocabulary development in context. This may be, but can they teach children to read like books have proven to do? The book also says this new gaming generation may change the future workplace by having them include more virtual aspects–an interesting thought.

The author also brings up an interesting topic when saying that entertainment technologies developed pop culture and that now pop culture has become a “powerful economic engine” by generating many jobs and money worldwide. The author poses the question, “If pop culture can generate substantial economic growth around the world, how will familiarity with pay off?” (i.e. will sitting around the T.V. or playing video games turn into good jobs?). The author then lists several examples of participatory media, such as 24, Lost and reality shows. These spark viewers to create website to discuss plot twists, favorite characters, etc.

The chapter ends with the notion that changing schools’ core practices may not be the answer because researchers have not found the influence of technology in the classroom. Instead, outside forces (students, families and central offices) are pushing technology. The author also adds that schools may change their practices to receive increasingly scarce federal funding that other institutions which incorporate technology are receiving. I think that schools can change and incorporate technology into their classrooms. I know I will incorporate it into mine.