for monday

I used my last blog post for this assignment. In reading this I can see that I did not have much metacommentary. I think I only used it twice when I said “The point here...” in the second paragraph and “Ohmann does not disagree…” in the last paragraph. Since I didn’t even have a title, I can’t say I give readers a clue about my essay. After reading this I went through and added three more examples of metacommentary.

Computers in the Classroom

The increase and use of computers in education are the core focuses of Richard Ohmann and WCER's articles. In Richard Ohmann’s article he explains the increase of computers in the classroom while the WCER article discusses ways to make those computers better educational tools. Both articles bring up the question, are computers used effectively in the classroom? Richard Ohmann thinks they are not. WCER thinks they are to an extent but could be used more effectively.
The point here, that computer use in the classroom is being debated, should interest those involved in our education system but should also speak to the entire society. Everyone has some involvement in education, whether it is taking classes, teaching classes, or just knowing a student or teacher. Anyone who cares about the larger issue of the affects of computers in education should care about how they are being used now.

Ohmann is quick to point out the statistics of computers in education by noting, “schools budgeting three times as much on technology in 2000 as in 1992; the typical college doubling its I.T. budget in the 1990s” (63). With this explosion of computers in schools the question of whether or not computers are being used effectively should become paramount in the minds of educators and parents. WCER believes that computers are effective teaching tools. They believe that video games can provide a type of education that has not been present in schools before computers. In other words, WCER feels computers can be an essential part of the classroom.

The education they think is so essential is namely, that video games can provide cyber worlds where students can learn practical applications of skills and interactions with others that are not possible to teach through books and lectures. Since schools cannot send students into the world as city planners or medieval characters in real life, these games can provide an opening to such experiences that is otherwise impossible.

Ohmann does not disagree that such games exist or that teachers are using these games. He does however point out that the majority of computer use in schools is not used to its full potential like it could be with games such as the ones WCER describes. Both articles agree in the idea that computers could and should be used more effectively. While Ohmann feels that this is a difficult battle involving a lot of reformation in the use of computers in schools, WCER suggests that it is much easier. The point is that to use computers more effectively they argue, we only need to take advantage of what they can offer us instead of getting distracted with the simplicity of their use.

page 97 #2

The increase and use of computers in education are the core focuses of Richard Ohmann and WCER's articles. In Richard Ohmann’s article he explains the increase of computers in the classroom while the WCER article discusses ways to make those computers better educational tools. Both articles bring up the question, are computers used effectively in the classroom? Richard Ohmann thinks they are not. WCER thinks they are to an extent but could be used more effectively. The point here, that computer use in the classroom is being debated, should interest those involved in our education system but should also speak to the entire society. Everyone has some involvement in education, whether it is taking classes, teaching classes, or just knowing a student or teacher. Anyone who cares about the larger issue of the affects of computers in education should care about how they are being used now.
Ohmann is quick to point out the statistics of computers in education by noting, “schools budgeting three times as much on technology in 2000 as in 1992; the typical college doubling its I.T. budget in the 1990s” (63). With this explosion of computers in schools the question of whether or not computers are being used effectively should become paramount in the minds of educators and parents. WCER believes that computers are effective teaching tools. They believe that video games can provide a type of education that has not been present in schools before computers.
This education is namely, that video games can provide cyber worlds where students can learn practical applications of skills and interactions with others that are not possible to teach through books and lectures. Since schools cannot send students into the world as city planners or medieval characters in real life, these games can provide an opening to such experiences that is otherwise impossible.
Ohmann does not disagree that such games exist or that teachers are using these games. He does however point out that the majority of computer use in schools is not used to its full potential like it could be with games such as the ones WCER describes. Both articles agree in the idea that computers could and should be used more effectively. While Ohmann feels that this is a difficult battle involving a lot of reformation in the use of computers in schools, WCER suggests that it is much easier. To use computers more effectively they argue, we only need to take advantage of what they can offer us instead of getting distracted with the simplicity of their use.

Synthesis for Monday 9/25

The increase and use of computers in education are the core focuses of Richard Ohmann and WCER's articles. In Richard Ohmann’s article he explains the increase of computers in the classroom while the WCER article discusses ways to make those computers better educational tools. Both articles bring up the question, are computers used effectively in the classroom? Richard Ohmann thinks they are not. WCER thinks they are to an extent but could be used more effectively.
Ohmann is quick to point out the statistics of computers in education by noting, “schools budgeting three times as much on technology in 2000 as in 1992; the typical college doubling its I.T. budget in the 1990s” (63). With this explosion of computers in schools the question of whether or not computers are being used effectively should become paramount in the minds of educators and parents. WCER believes that computers are effective teaching tools. They believe that video games can provide a type of education that has not been present in schools before computers. This is namely, that video games can provide cyber worlds where students can learn practical applications of skills and interactions with others that are not possible to teach through books and lectures. Since schools cannot send students into the world as city planners or medieval characters in real life, these games can provide an opening to such experiences that is otherwise impossible.
Ohmann does not disagree that such games exist or that teachers are using these games. He does however point out that the majority of computer use in schools is not used to its full potential like it could be with games such as the ones WCER describes. Both articles agree in the idea that computers could and should be used more effectively. While Ohmann feels that this is a difficult battle involving a lot of reformation in the use of computers in schools, WCER suggests that it is much easier. To use computers more effectively they argue, we only need to take advantage of what they can offer us instead of getting distracted with the simplicity of their use.

Syntesis Friday 9/21

Thesis: The increase and use of computers in education are the core focuses of Richard Ohmann and WCER's articles.
-OR-
Richard Ohmann’s article explains the increase of computers in the classroom while the WCER article discusses ways to make those computers better educational tools.

Outline:
Computers are in the class room more and more
Ohmann quotes + facts illustrating this

Computers are already changing the way we learn
WCER quote illustrating this, EX: army uses computer games to train

We need to incorporate this better with schools
Ohmann showing how computers are really used, WCER showing how games can be used

Computers and Technology

Summary
In Richard Ohmann’s article Computers and Technology the author discusses the technology boom of computers in the classroom. The author describes how in the last two decades computers have become a large phenomenon in education. He notes,
“schools budgeting three times as much on technology in 2000 as in 1992” and constant talk of a technology “revolution”.
Ohmann also makes mention of statistics showing school test scores skyrocketing through the use of technological advancements and of businesses trying to capitalize on situation. He goes on to say that these businesses are not making quite the profits they had expected. Ventures involving computers in education have not been as economically profitable as they have been educationally.
Mr. Ohmann then presents the thoughts that computers are actually not used effectively in schools. He says that teachers are not effectively incorporating computers into the classroom. He feels that schools have rushed to buy computers without knowing why they are buying. He points to student use of computers and says most students are not truly capitalizing on the computers. To support his opinions he adds a list of applications for computers in education.

Response
I agree with Mr. Ohmann’s points. I think schools have rushed into computers. I know that I myself have not participated in the “revolution” of school computers. I have used them but never in as extremely effective a manner as is lorded over by companies and educators. I would like to add that I personally do not feel that computers have truly advanced my education. I feel that outside of writing essays on a computer rather than a typewriter, I do not use computers for my education. I think this sentiment may be echoed by many students.

"Hidden Intellectualism" summary

In Gerald Graff’s article “Hidden Intellectualism” the author responds to a popular belief that students who do poorly in school are inherently un-intellectual. Graff suggests that this view fails to take note of the “street smarts” many student poses outside of school. He presents the idea that “street smarts” are no less intellectual than academic pursuits done in school but are rarely considered intellectual. Graff summarizes his belief that we have a cultural respect to institutionalized education and a failure to respect outside forms of intellectualism. He believes, “we associate those street smarts with anti-intellectual concerns. We associate the educated life, the life of the mind, too narrowly and exclusively with subjects and texts that we consider weighty and academic”. He is not in agreement with these associations and instead considers fields of non-scholarly thought intellectual as much as the thinking stressed in schools. Graff goes on to add the idea that “street smarts” can be used to spark student interest in academic pursuits with very positive results. Overall, Graff discusses "hidden intellectualism" in street smart students.



I think this strategy worked very well. I just tried to remain unbiased while presenting the things I wanted to write about. Graff goes into more detail with sports examples and magazines, but I do not care for either and do not want to respond to that part of his writing. Still, I think I presented his whole arguement. If I had to change this I would go further into detail with his examples, its just that his examples do not interest me.

If I was going to use this summary in an essay about changing how schools teach students, I would just add to this summary. I would elaborate on his ideas about teaching these students.

For and essay arguing that these street smart students are as "scholarly students" I would summarize and discuss Graff's personla experience. His childhood torn between tough and smart would be the baises of this summary.

Don't Blame the Eater Post

Summary 1: In author David Zinczenko's article, "Don't Blame the Eater", Zinczenko reports an over abundance of high calorie fast foods in the diet of youngsters. He notes his own childhood consumption of fast food and stresses the causes behind this were his lack of parental supervision and the reasoning that young people do not have the money to buy healthy foods when on their own.
Summary 2: In David Zinczenko's article, "Don't Blame the Eater", Zinczenko supports the opinion that fast food companies bear responsibility in the obesity of children. He notes how easy and inexpensive it is for a young person to eat at a fast food resturaunt, especialy when a parent can not be at home for mealtimes. Zinckzenko then presents further argument that fast food companies should play a part in future lawsuits for the obesity of these young people.

I think both of my summaries followed the templates the book provided pretty well. Both are very different though because they point out different parts of the author's arguments. By picking a few key points for each summary I was able to support two very differnt ideas with the same article. I think that the templates really helped me get a better idea how to summarize argument. I would not have been able to do this assignment so easily without this last section of the book.

BBC Jazz Blog

http://www.bbc.co.uk/blogs/jazz/2007/02/jazz_grammys_business_as_usual.shtml

This is a "blog" post about the current location of jazz's strongest scene. The article opens with
online author Alex Webb using a "they say/ I say" template. He says the "they say" is the opinion that the center of the jazz scene is moving from the United States to Europe. He follows this with examples of how this idea can be supported. Most of the musicians from the great eras of jazz have long since passed on to the great jazz club in the sky and the last remaining icons are in thier old age. Today's musicians are no longer the international super-stars that Miles Davis and Duke Ellington were, jazz has become less popular in the U.S. than it used to be. As a result European musicians have stepped up to the plate and are keeping the music much more alive than it is here. This is all the "they say" still."
After this summary he makes a second "they say" pointing out the other side of the argument. Webb notes the thriving jazz community in New York City. He goes on to say that the first ideas presented were from a European perspective and that there are different ideas on diferent sides of the pond. It is only after this that Webb delivers his "I say". Namely that the Grammy Awards do not reflect the movement of jazz to Europe. He names several European musicians he considers noteworthy that did not recieve Grammy nominations and a list of US ones who did. His they say is also a restatment of his earlier note that whether jazz is bigger in Europe or the US is a matter of opinion, not fact.