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Emergent Codes

Co-design

Customize

Identity

Manipulation

Well Ordered Problems

Pleasantly Frustrating

Cycles of Expertise

Information on Demand and Just in Time

Fish Tanks

Sandboxes

Skills as Strategies

System Thinking

Meaning as action image

Well-Ordered Problems & Cycles of Expertise

  • “I think what I said for Principle 7[cycles of expertise] holds true here in a similar fashion. I had to use skill sets that I had previously acquired through my schooling or previous use of Logo to create the quilts. It was sort of like completing a bunch of homework problems; they do get repetitive, but in the end you develop a skill set that will ultimately allow you to complete problems that require those skill sets on future exams.”

Pleasantly Frustrating

“By the time I got to making my quilt I was getting frustrated at myself for making multiple errors in a row .... I feel like I was challenged throughout the assignments and it kept me from giving up because I could tell that they were doable. If the challenges were too hard I would have been complaining and might have just skipped it entirely … Although I felt like there were a few times that I was stuck, I was able to work my way through those difficulties, and the end result was feeling good about myself because I found a way to interpret the things that I was having problems with.”

Building Knowledge

“This is also important in the classroom because everything you learn should build upon things from previous lessons, especially in math. Having that structure to where things build on each other will help engage students to use their previous knowledge to figure out problems.

The Role of Feedback

“When I did something wrong, I did not get counted off because I had that chance to learn from my mistakes in order to complete the process the correct way, which helped me understand how to use Logo a lot better.”

“Whatever command I place in the listener window, there would be some type of feedback. Either the turtle moved the way I wanted him to or not.

Active Agents & Producers

“I very much felt like an active agent with the Terrapin Logo activity. Whatever command I place in the listener window, there would be some type of feedback. Either the turtle moved the way I wanted him to or not ... it encouraged me to produce simple patterns of my own design and then even more complex designs.”

“It truly seemed that I could manipulate whatever I was doing in Logo to fit whatever I wanted … given more time, I would love to play around with trying to create circles with certain radii, areas, or circumferences … I felt that I was sort of transported to the world of Logo, where a turtle was endlessly walking (at a fast pace, of course) and drawing in the sand ... I really enjoyed being transported into the world of Logo where I was in control of what was drawn and colored in

Customization & Learning Styles

“I feel that these assignments fit into the principle that is listed with Customize. There were different ways to think about which way to rotate to make shapes and it seemed like the assignments made students use several different ways of thinking to look at the problem and complete it. I think the biggest reason that these assignments fit into this principle can be found in the education section. Are students encouraged to try out different learning styles and different problems solutions without risking a bad grade? I feel that the quilt assignment encourages students to try out different solutions and lets them be creative and show off what they have learned to do.”

Role of the Student

“This program would be great for young minds learning because they can have their own, unique work.”

“I think in schools this could be really effective to enhance learning. If students could choose the medium through which they learn best of how they want to learn I think they would be more apt to try harder in the classroom.”

“[The use of Terrapin Logo] allows students to better develop their understanding by doing exactly what this principle says, giving meaning to a concept as an “action image”. In order to learn a concept, students can experience an action and see an almost immediate result of that action, all of which is leading to the ultimate result of adding more meaningful “meaning” to the student’s mental framework associated with the concept. I personally think that this feature of technology is reason enough for teachers to utilize more technology in the teaching and learning, especially in regards to the teaching and learning of mathematics.

Role of the Teacher

“took on the identity of a future teacher. As I was using the program, my mind would reel with possible lesson plans or activities for my future classroom

“Logo isn’t a “plug and chug” activity – it requires students to apply what they know to make the program work, and that’s every teacher’s dream

The tasks weren’t so easy that I got bored, and they weren’t so difficult that I wanted to give up. This is very important as a teacher. You want to put your students out of their comfort zones but not overwhelm them. You want them to be in a good state of disequilibrium so they are forced to learn new things in order to get back to their equilibrium.”

* model appropriate uses of a variety of established and new applications of technology as tools to develop a deep understanding of mathematics in varied contexts; (Niess, 2005)

* allow teacher candidates to explore and learn mathematics using technology in ways that build confidence and understanding of the technology and mathematics;

MATHS 331

Kathy Shafer PhD

Learning by design: Good video games as learning machines

Empowered Learners

James Paul Gee

Problem Solving

Understanding

Research Question:

Which module had an impact on teacher candidates TPACK?

Weekly Reflections

Technology Summary

Blog Posts

(Miles & Huberman, 1994)

Learning Styles

Producers

Active Agents

Building Knowledge

Feedback

Co Design (10)

Pleasantly Frustrating (10)

Customize (6)

Theme #1: The sequence of tasks in the Logo module supported knowledge construction as students received immediate feedback from the technology.

Well Ordered Problems (7)

Cycles of Expertise (7)

Teacher Role

Student Role

THEME 3: Learning by design with technology such as Terrapin Logo had teacher candidates seeing beyond their own learning to the learning of their future students in their future classrooms.

Theme 2: The Terrapin Logo Module allowed for student centered experiential learning by empowering the students’ identity.

Dr. Kathryn Shafer

kgshafer@bsu.edu

Aaron Bruewer

acbruewer@bsu.edu

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