Presentation Kit by Kei Kondo
Chapter 7 of Educating the Net Generation discusses the results of a 2004 student technology use survey at 13 selected institutions. How do the results compare with your own teaching and learning experiences? Do you think the focus on ‘information technology’ and the activities that represent them as defined in Table 1 replicates or rejects ‘traditional’ teaching approaches? And is that necessarily good or bad?
Chapter 9 of Educating the Net Generation takes up where Chapter 7 left off and explores some of the issues that arise when students who have had collaborative, multisensory, technology-enhanced learning experiences (inside and outside their school environments) arrive at college. It reminds me of the conversation we had last week when Nicole spoke of the kinds of learning scenarios her young nieces engage in at their schools. Does it make pedagogical sense to replicate the kind of learning experiences the Net Gen has apparently participated in or is there something to be said for a ‘traditional’ college approach?
I’m also interested in your reactions to Educause’s article on Google Jockeying and what this could mean for your future teaching experiences.
If you are interested in seeing how others use web-based presentation tools, head on over to Mark Wagner’s post on The Infinite Thinking Machine where he discusses the interactive presentation feature in Google Docs and provides links to examples of classroom use.
