12 Matching Annotations
  1. Feb 2018
    1. if I can first correct my reading diet, remember how to read the way I once did.

      Would re-learning how to read be helpful? Do we need to know how to read differently for different formats?

    2. The words I write now filter through a new set of criteria.

      The criteria that he must meet, how much of them are self-imposed, and how much are results of other's expectations of his writing?

    3. it seems we have digested our devices; they can numb us, now, to the pleasure of patience.

      Patience is a virtue, but in a world of instantaneous information, the amount of patience expected in the first place is lessened. Staring at a screen for hours puts an individual in a complacent state, with little to no expectation of having to wait more than several seconds for any given input/output.

    4. a childhood spent immersed in old-fashioned books would insulate me somehow from our new media climate

      It would be wrong to say that I did not have this same mindset, although I grew up between the worlds of paperbacks and e-books. The brain must constantly adapt to the world around it, even if we do not want it to.

    5. I still believe that sitting down and reading a book is the best way to really learn something. And I worry that we're losing that."

      It is really telling of where the future of reading is going, when a former executive of the most popular search engine fears the loss of conventional reading.

    6. I scrounge, now, for the useful fact; I zero in on the shareable link. My attention – and thus my experience – fractures. Online reading is about clicks, and comments, and points.

      This is a common narrative now, with so many options as to where one can acquire information, diving into an ocean of sources to find one seashell of relevance and support. Online resources give us smaller pools to go through, making us feel like we are going through less, however it is only the ocean in smaller increments. We are hardwired to keep changing focus, and the internet provides us with this opportunity.

    1. "Yes indeed -- you are going to write about things you can drop on your foot, and people, too. Green peppers, ears of corn, windshield wipers, or a grimy mechanic changing your car's oil. No matter how abstract your topic, how intangible, your first step is to find things you can drop on your foot."

      This is a really good example of what "physical" writing is. It can be overlooked or presupposed that students already know certain information. As the teaching grammar, writing conventions and sentence structure are replaced by close readings and abstract ideas, the physicalities of the writing can become lost. It is important to teach both how to write and what to write about.

    2. "abstractitis"

      I see this a lot in papers I read from other students: reading far into a concept or topic, without giving an explanation of what the topic is. The "abstractitis" seeps in early on because students think because the professor or teacher set out a vague or broad topic, the response must be too.

    3. It goes against the conventional teacher wisdom that says students have to handle abstract ideas, and what the heck does writing physically have to do with that?

      Teachers should not make students handle abstract ideas, if anything, that may be what leads to students losing interest or misunderstanding what is being discussed. How can a student learn with nothing to relate to or translate abstract ideas into physical problems and results?

  2. Jan 2018
    1. whether available technology tools will enhance or detract from the learning experience.

      Each student learns differently, technology tools will definitely enhance or detract student learning experiences, but it is impossible to say which or to utilize technology in a way that only enhances learning. I think that it is about giving students a chance to find a medium that can be used by all of them.

    2. Faculty development.

      Physical spaces for technology-based learning do not have to be student-only spaces, and actually giving faculty the choice to use these spaces as well may keep the curriculum fresh, the faculty updated on what works best for the students and students interested and feeling like their learning needs and styles are being met.

    3. it also required elusive buy-in from administrators and a new approach to thinking about the classroom experience.

      There are benefits and drawbacks to such modern learning spaces. On one hand, the space(s) being used for technological advancement need to be designated, built/remodeled and shown to be used regularly by students, this process takes a long time and a lot of funding to perfect, which is what administration do not want to hear. Such spaces do not have to be used only for online courses and studying, which is a point made later in this article, it can be versatile and useful for all students if designed right. As technology improves, educators with more training in technology are becoming more widespread and students utilize online resources and technology more, the necessity of having these spaces increases.