Meaningful Learning Story
Maghen Learns to Drive
Turning sixteen is known to be the birthday of all birthdays. Why else would it have the nickname Sweet Sixteen? Let me tell you why. If you can pass the driver’s test, then it is sweet, but I would rather call it a Bitter Sweet Sixteen. Learning to drive was one of my biggest challenges for many reasons including both of my parents yelling for me to turn the wheel one way, brake, speed up, turn here, and I am casually trying to pretend I didn’t just hit a soccer cone that I used when I was eight that is now being used to set up a “parking space”.
As hard as learning to drive was, I knew I had to learn to do it so that I could seek other adventures and be able to go do things with my friends. I learned to drive not only because it was a tradition of fifteen/sixteen year olds but because I wanted to be like every girl you saw in the movies: hair in the wind, radio on and boasting, and driving down the open road. It all seemed so easy until I started to learn.
For every cone I hit, I can remember I would want to just give up and just buy a bicycle. However, after my parents yelled at me, they confidently and understandingly told me they had gone through the same thing. Learning new processes, facts, and skills are hard but once you learn them and master the concepts, the rewards are never ending.
Driving is now one of the most important concepts I have learned. For me to get to class, the grocery store, chapter on Mondays, and home on the weekends, I need to know how to drive my car sufficiently and safely. If I didn’t take the time and effort to learn to drive so that I could receive my license, I would not have been able to go to the Georgia-Florida game my freshman year or to Gulf Shores for Spring Break.
After thinking about the meaning behind learning to drive, I also found that learning to drive the right way is helpful as well because driving a car is dangerous. As most everyone knows, most people can drive but not a lot of people can drive safely. Not only is learning to drive meaningful in getting you from point A to point B, but it is also helpful in taking the time and making the effort to learn to drive the safe way to keep you and your friends safe behind the wheel.
In conclusion, learning to drive is a tradition known almost everywhere. A licensed driver takes you to an abandoned parking lot and sets up parking spaces and cones for you to practice before the big test. You may hit a couple of cones, or like me 43 cones, but once you master the concepts, the rewards are never ending. Also, the effort you put into learning to drive is most important because that is what will keep you safe in serious situations behind the wheel. Learning to drive was meaningful to learn because it not only gets me from point A to point B or keeps me safe, but because it was a stepping stone in my growth as a person in society. With lots of time, effort, and a few tears, I received my license and it’s safe to say that, even 4 years later, my license still means a lot to me.
Turning sixteen is known to be the birthday of all birthdays. Why else would it have the nickname Sweet Sixteen? Let me tell you why. If you can pass the driver’s test, then it is sweet, but I would rather call it a Bitter Sweet Sixteen. Learning to drive was one of my biggest challenges for many reasons including both of my parents yelling for me to turn the wheel one way, brake, speed up, turn here, and I am casually trying to pretend I didn’t just hit a soccer cone that I used when I was eight that is now being used to set up a “parking space”.
As hard as learning to drive was, I knew I had to learn to do it so that I could seek other adventures and be able to go do things with my friends. I learned to drive not only because it was a tradition of fifteen/sixteen year olds but because I wanted to be like every girl you saw in the movies: hair in the wind, radio on and boasting, and driving down the open road. It all seemed so easy until I started to learn.
For every cone I hit, I can remember I would want to just give up and just buy a bicycle. However, after my parents yelled at me, they confidently and understandingly told me they had gone through the same thing. Learning new processes, facts, and skills are hard but once you learn them and master the concepts, the rewards are never ending.
Driving is now one of the most important concepts I have learned. For me to get to class, the grocery store, chapter on Mondays, and home on the weekends, I need to know how to drive my car sufficiently and safely. If I didn’t take the time and effort to learn to drive so that I could receive my license, I would not have been able to go to the Georgia-Florida game my freshman year or to Gulf Shores for Spring Break.
After thinking about the meaning behind learning to drive, I also found that learning to drive the right way is helpful as well because driving a car is dangerous. As most everyone knows, most people can drive but not a lot of people can drive safely. Not only is learning to drive meaningful in getting you from point A to point B, but it is also helpful in taking the time and making the effort to learn to drive the safe way to keep you and your friends safe behind the wheel.
In conclusion, learning to drive is a tradition known almost everywhere. A licensed driver takes you to an abandoned parking lot and sets up parking spaces and cones for you to practice before the big test. You may hit a couple of cones, or like me 43 cones, but once you master the concepts, the rewards are never ending. Also, the effort you put into learning to drive is most important because that is what will keep you safe in serious situations behind the wheel. Learning to drive was meaningful to learn because it not only gets me from point A to point B or keeps me safe, but because it was a stepping stone in my growth as a person in society. With lots of time, effort, and a few tears, I received my license and it’s safe to say that, even 4 years later, my license still means a lot to me.
Reading Response: Chapter 1 Howland, Meaningful Learning with Technology
During my reading of the first chapter, I found that the main arguments of the article were to transition learning from standardized testing into a form of technological engagement into real world situations. The chapter discussed how teachers should actually help students “learn how to recognize and solve problems, comprehend new phenomena… and regulate their own learning.”
To provide evidence and situational data, the writer explained that certain attributes of meaningful learning help fulfill the needs of students. For example, active learning allows for students to learn as they go in real life situations. The book gave a great example that explained children playing sandlot baseball. The kids are not there for lectures on the amount of force placed upon a home run ball, but rather they’re there to play a game of pick up baseball where they will learn as the go along.
Other attributes include learning through experience, goal-oriented learning, real-world situational learning, and cooperative learning where students aren’t held to an individual standard but rather they can learn while interacting with other students and devices.
In school, I can remember all the standardized testing that was supposed to check my knowledge of a certain subject but I can relate to this article. The writer explains that students learn just enough to prove that they understand so they can pass. I was that student who learned just enough, but now that I am in college, I can’t remember things I was meant to learn because of the way I was taught.
This reading changed my idea and opinion about learning with technology by its supporting paragraphs. I never thought about technology as a partner rather than teacher facilitated, however, now that I do think of the relationship between me and technology, I’ve learned that I provide a meaningful attitude and contribute more to my learning with my technology not because of my technology. Another reason I changed my opinion was the point of saying technologies are “intellectual tool kits” rather than the outlet with all the answers. As a student, one must use the technology but also put forth effort into the relationship.
After reading chapter one, I changed my opinion on learning with technology and learned more about the importance of technology in education. When the writer explained that technology is “representing and stimulating meaningful real-world problems, situations and contexts,” I being to think about the ways in which my learning and knowledge of certain subject would differ if I was taught strongly with technology. I agree with this chapter and found their arguments and explanation of attributes to be persuasive and appealing
To provide evidence and situational data, the writer explained that certain attributes of meaningful learning help fulfill the needs of students. For example, active learning allows for students to learn as they go in real life situations. The book gave a great example that explained children playing sandlot baseball. The kids are not there for lectures on the amount of force placed upon a home run ball, but rather they’re there to play a game of pick up baseball where they will learn as the go along.
Other attributes include learning through experience, goal-oriented learning, real-world situational learning, and cooperative learning where students aren’t held to an individual standard but rather they can learn while interacting with other students and devices.
In school, I can remember all the standardized testing that was supposed to check my knowledge of a certain subject but I can relate to this article. The writer explains that students learn just enough to prove that they understand so they can pass. I was that student who learned just enough, but now that I am in college, I can’t remember things I was meant to learn because of the way I was taught.
This reading changed my idea and opinion about learning with technology by its supporting paragraphs. I never thought about technology as a partner rather than teacher facilitated, however, now that I do think of the relationship between me and technology, I’ve learned that I provide a meaningful attitude and contribute more to my learning with my technology not because of my technology. Another reason I changed my opinion was the point of saying technologies are “intellectual tool kits” rather than the outlet with all the answers. As a student, one must use the technology but also put forth effort into the relationship.
After reading chapter one, I changed my opinion on learning with technology and learned more about the importance of technology in education. When the writer explained that technology is “representing and stimulating meaningful real-world problems, situations and contexts,” I being to think about the ways in which my learning and knowledge of certain subject would differ if I was taught strongly with technology. I agree with this chapter and found their arguments and explanation of attributes to be persuasive and appealing
Abstract FabLab Classroom
In “The Fablab Classroom”, professors discuss the up-coming popularity of a classroom where 3D technology such as printing allows for students and instructors to study small, intricate pieces of a whole. For example, a picture in the article describes how 3D technology allows for the construction of the Wright flyer to be examined with rotating capabilities. 3D technology changes the way objects, ideas, and theories are examined by allowing for 3D, digitized models to be created and even brought to life.
The article also discusses the Smithsonian partnership with the University of Virginia in initiating 3D technology in the classroom in order for deeper studies. The beginning of deeper learning has started with Samuel F.B. Morse’s journal entries and the Morse-Vail telegraph. By recreating models and artifacts such as the telegraph students are working hands-on and making learning meaningful by exploring the possibilities of engineering.
Before reading this article, I lacked knowledge of 3D technology besides the fact that 3D printing had been discovered, created, and used. However, after reading about the topic of a 3D learning environment, I began to assess the capabilities of 3D technology in the classroom. Being able to work hands-on with math and science discoveries and artifacts and being able to apply these theories in real-life situations would create more meaningful learning as we discussed in class. Most students learn better with hands-on learning as was discussed and put into perspective in our earlier reading of chapter one. The example of children playing baseball came to mind as I read this article. Students want to work cooperatively and hands-on with what they are learning rather than hearing countless lectures on words they are not aware are there. A 3D classroom and technology-based classroom would allow for this meaningful learning to take place.
For K-12, the Fablab Classroom will allow for meaningful learning. Students will be able to see what they are learning in lecture and in books providing the knowledge that can be put into real-life situations and testing situations. Students will be able to better retain the information in class as they have the memories, technology, and experience with the information at all times. As for instructors, 3D technology will give them the information and tools to allow for a breakthrough in the classroom. Using the information they have at hand and placing it within the students will make for a healthier yet more complex learning environment for both the teacher and the students. Both instructor and student will benefit from 3D technology from the vast information, hands-on experiences, and intricate detail of 3D digitization that will all allow for deeper learning.
From the reading, I have gained certain knowledge about 3D technology in the classroom, however much access will students receive? Will lecturing be replaced by this technology or will it be combined with this technology? I began to answer these questions with my own answers. I feel that students should receive access to these technologies in a timely manner. In class and some out of class time will benefit the students in allowing them to learn and experience in their own time as well as in addition to classroom time with an instructor. However, even with these basic questions about the classroom, I am still a bit confused on exactly what this technology entails. The article explains the abilities of these technologies well and descriptively, however, the money and time of these operations will be tough for most schools to comply with and be able to receive. My real question is whether this can happen in near time or if this will call for a generous amount of time for it to be claimed by K-12.
Works Cited
Learning & Leading Through Technology - May 2014. (n.d.). Retrieved January 15, 2015, from http://www.learningandleading-digital.com/learning_leading/may_2014#pg12
The article also discusses the Smithsonian partnership with the University of Virginia in initiating 3D technology in the classroom in order for deeper studies. The beginning of deeper learning has started with Samuel F.B. Morse’s journal entries and the Morse-Vail telegraph. By recreating models and artifacts such as the telegraph students are working hands-on and making learning meaningful by exploring the possibilities of engineering.
Before reading this article, I lacked knowledge of 3D technology besides the fact that 3D printing had been discovered, created, and used. However, after reading about the topic of a 3D learning environment, I began to assess the capabilities of 3D technology in the classroom. Being able to work hands-on with math and science discoveries and artifacts and being able to apply these theories in real-life situations would create more meaningful learning as we discussed in class. Most students learn better with hands-on learning as was discussed and put into perspective in our earlier reading of chapter one. The example of children playing baseball came to mind as I read this article. Students want to work cooperatively and hands-on with what they are learning rather than hearing countless lectures on words they are not aware are there. A 3D classroom and technology-based classroom would allow for this meaningful learning to take place.
For K-12, the Fablab Classroom will allow for meaningful learning. Students will be able to see what they are learning in lecture and in books providing the knowledge that can be put into real-life situations and testing situations. Students will be able to better retain the information in class as they have the memories, technology, and experience with the information at all times. As for instructors, 3D technology will give them the information and tools to allow for a breakthrough in the classroom. Using the information they have at hand and placing it within the students will make for a healthier yet more complex learning environment for both the teacher and the students. Both instructor and student will benefit from 3D technology from the vast information, hands-on experiences, and intricate detail of 3D digitization that will all allow for deeper learning.
From the reading, I have gained certain knowledge about 3D technology in the classroom, however much access will students receive? Will lecturing be replaced by this technology or will it be combined with this technology? I began to answer these questions with my own answers. I feel that students should receive access to these technologies in a timely manner. In class and some out of class time will benefit the students in allowing them to learn and experience in their own time as well as in addition to classroom time with an instructor. However, even with these basic questions about the classroom, I am still a bit confused on exactly what this technology entails. The article explains the abilities of these technologies well and descriptively, however, the money and time of these operations will be tough for most schools to comply with and be able to receive. My real question is whether this can happen in near time or if this will call for a generous amount of time for it to be claimed by K-12.
Works Cited
Learning & Leading Through Technology - May 2014. (n.d.). Retrieved January 15, 2015, from http://www.learningandleading-digital.com/learning_leading/may_2014#pg12
Personalized Learning Reading Response
Maghen Moore
January 27, 2015
EDIT 2000
MWF 12:20-1:10
Reading Response
Each student and person has a unique way of learning. In the article, A Step-by-Step Guide to Personalize Learning, the author explains the stages of learning, roles, and each unique understanding of the way students learn in a personal fashion.
In the first half of the article, the author explains that one’s first focus should be on the learner. An experienced learner will k now and understand the ways in which he or she learns. One of my favorite sections was the “Where Technology Fits In” and how the author explains he benefits and uses of technology in personal learning. The article explains that technology fits in in these different sections: Personalization, Differentiation and Individualization (Learning & Leading with Technology, 14). The author explains that personalized learning is not driven by technology nor based on it but rather based on the learner’s motivation, engagement and voice (14).
The main point of the article was the six-step process to personalized learning. Step one is to understand your learners (16). Understanding your learners is important because you must determine each student’s needs and ways of learning in order to form a learning relationship with your students. For example, not all students learn in one way so only using one way to teach the weekly curriculum will not register with all students. Step two is design a stage one personalized learning environment. It is important to know yourself as the instructor and your student but to also use that knowledge to create an environment for personalized learning to take place (17).
Steps three and four are developing a universally designed lesson and facilitate driving and supporting questions. These two I believe are strongly correlated in that you must have a universally sound lesson in order to reach all of the students but also questions that will help the ones who may not register and understand the lesson quickly to figure out the meaning of the lesson (18-19). Also, with these questions, students can think of their own goals for personalized learning and make the lesson and assignment their own (19).
Step five is to choose tools, resources, and strategies for learning and teaching. This is important because it allows students to use their own personal preferences and resources to complete task in a personalized learning classroom. For example, the article uses a Personal Learning Backpack as a tool for students that can be filled with sites and other resources that may help them better understand their personal learning (19). Step six is use assessment as learning. This final step allows the teacher to transition into a facilitator so that he or she can help guide students into making their own goals, monitor their own progress, and self-direct themselves into the lessons (19)
January 27, 2015
EDIT 2000
MWF 12:20-1:10
Reading Response
Each student and person has a unique way of learning. In the article, A Step-by-Step Guide to Personalize Learning, the author explains the stages of learning, roles, and each unique understanding of the way students learn in a personal fashion.
In the first half of the article, the author explains that one’s first focus should be on the learner. An experienced learner will k now and understand the ways in which he or she learns. One of my favorite sections was the “Where Technology Fits In” and how the author explains he benefits and uses of technology in personal learning. The article explains that technology fits in in these different sections: Personalization, Differentiation and Individualization (Learning & Leading with Technology, 14). The author explains that personalized learning is not driven by technology nor based on it but rather based on the learner’s motivation, engagement and voice (14).
The main point of the article was the six-step process to personalized learning. Step one is to understand your learners (16). Understanding your learners is important because you must determine each student’s needs and ways of learning in order to form a learning relationship with your students. For example, not all students learn in one way so only using one way to teach the weekly curriculum will not register with all students. Step two is design a stage one personalized learning environment. It is important to know yourself as the instructor and your student but to also use that knowledge to create an environment for personalized learning to take place (17).
Steps three and four are developing a universally designed lesson and facilitate driving and supporting questions. These two I believe are strongly correlated in that you must have a universally sound lesson in order to reach all of the students but also questions that will help the ones who may not register and understand the lesson quickly to figure out the meaning of the lesson (18-19). Also, with these questions, students can think of their own goals for personalized learning and make the lesson and assignment their own (19).
Step five is to choose tools, resources, and strategies for learning and teaching. This is important because it allows students to use their own personal preferences and resources to complete task in a personalized learning classroom. For example, the article uses a Personal Learning Backpack as a tool for students that can be filled with sites and other resources that may help them better understand their personal learning (19). Step six is use assessment as learning. This final step allows the teacher to transition into a facilitator so that he or she can help guide students into making their own goals, monitor their own progress, and self-direct themselves into the lessons (19)