Our two chapters of Davidson’s book for Monday give us provocative case studies of how educators might use new technologies to produce new, different kinds of learning, and to encourage their students to engage in that learning fully and actively. For Davidson, technologies like the iPod and video games allow for a kind of learning that has all kinds of possible uses in the classroom and beyond.
Since one way to approach the third paper is to expand Davidson’s thinking into new areas, to jump-start your thinking on that, for this blog post I’d like you to try imagining some possible new applications of technology in the classroom (or in a college/university environment more broadly) and think about how they might fit into Davidson’s theories. While the paper will ask you to research and analyze actual real-world examples, you don’t need to do that for this blog. Instead, be creative—imagine or invent a use of technology that would enhance or change your learning processes here at Temple in important, meaningful ways.
The “important and meaningful” part there is crucial to coming up with a strong response to this question. Don’t just come up with an idea that would make class or homework faster, easier, more entertaining, etc. Those are all important, but for Davidson, the technologies she discusses aren’t just convenient or engaging gadgets—they transform the very nature of how students learn. Your suggestion should shoot for that too!
One obvious first thought here is something using mobile technology like the iPhone or iPad, and there are certainly lots of potential apps and uses of those devices that might address these issues (many of which have already been developed). But think more creatively too—how might we use texting, Facebook, Twitter, phone cameras, or any of a number of other technologies to change the way we work in our classrooms?
To get full credit for this blog posting, you should quote, sandwich, and explain a passage from chapter 3 or 5 of Davidson’s book, and explain how your technological idea illustrates or addresses that passage—in looking for material to quote, remember to think of bigger-picture conceptual moments in her writing rather than narrative anecdotes.
Good luck, be creative, and have some fun with this—who knows, you might see your inventions in a classroom next fall!
Reminder: your response should go in the comments section for this post. It is due by midnight on Sunday, April 6th, the night before our Monday class, and should be at least 150 words. If you have any questions, let me know via email.