TOOLS FOR THE MIND

Tools for the Mind

There is a lot of validity to what the author of this article is saying. For example the idea that most of the computer use by students is limited to research based projects. There is definitely an abundance of going to the computer lab, and just finding some information on something, and using Word to write about it. And then, of course, there is plenty cutting and pasting going on too. I’m coming from a language arts base so there will always be more research type computer use in language arts.
The author is right on about this lower level thinking process that is going on with computer use, and I think she is right in saying that we need to move beyond that to developing some high order processes with computer use. But there are some big steps to take to get there.

Reference Points:
• It’s true that most computer use in schools requires only lower order thinking.
• Higher level activities for computer use will take much more time and energy than the lower order activities.
• Critics should start offering solutions instead of just pointing to our panoply of problems.


I think this article would have greater impact if the author would give us more of the “how to,” instead of “where to.” She has astutely recognized the problem, but it would be nice to see some more details on how to get where we need to be. The really tough part is mentioned, but somewhat brushed aside. The author mentions that the higher order tools are not as user friendly, and they are time intensive to use and to learn, and this is a major factor contributing to the stuck in the muck of the lower order thinking levels with computers. In the end, I have to completely agree that it’s time for more analytic skills to be brought into the computer room. I guess I just didn’t want somebody to remind me that there is even more work to do.

Power Point Presentation on Energy
Self Critique

One of the first things I noticed while watching my video was that I managed to break the Cardinal Rule of talking in front of a group, and that was chewing gum, yuk, at least the video is a little bit dark so you can’t see it too much, because it is a little embarrassing. Also I think it would have been nice to have some kind of a pointer instead of using the video remote as a pointer. Also I need to work on voice projection, maybe if I didn’t have that big wad of gum in my mouth I would have sounded better.

Another big thing is that I was not as prepared as I should have been to actually give a presentation. I knew the material, but when you get up to do a presentation just knowing the material isn’t good enough, at least not for me, I know I’m not any good at “winging it”. I thought I could follow along with the PowerPoint and it would all go smoothly. It did go all right, but it wasn’t good. It actually makes interesting material boring if all you do is follow along with the presentation without making those interesting interjections that you should be doing as a presenter.

Valuable Lessons Learned:

• Don’t speak dumb – get rid of the gum (I just now made that up, I kind of like it)

• Follow the Boy Scout motto: Always be prepared

Click here to see this PowerPoint presentation on Teacher Tube.