All Discussions Tagged 'psychology' - Classroom 2.02024-03-28T17:13:15Zhttps://www.classroom20.com/forum/topic/listForTag?tag=psychology&feed=yes&xn_auth=noiPad for the right age?tag:www.classroom20.com,2011-10-18:649749:Topic:7631922011-10-18T16:40:01.838ZMr Stuhttps://www.classroom20.com/profile/MrStu
The iPad and tablets allow for incredible new forms of learning. They can help us increase engagement and creativity and comprehension. The touch-screen model makes programs like iBook act so real, and the interface is so intuitive that it almost seems like we're reading a real book. And this is where I keep going back to my Ed psych 101 course with questions.<br />
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Isn't there a stage in early childhood development where kids don't know the difference between abstract notions and real objects? For…
The iPad and tablets allow for incredible new forms of learning. They can help us increase engagement and creativity and comprehension. The touch-screen model makes programs like iBook act so real, and the interface is so intuitive that it almost seems like we're reading a real book. And this is where I keep going back to my Ed psych 101 course with questions.<br />
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Isn't there a stage in early childhood development where kids don't know the difference between abstract notions and real objects? For example, one where they think the apple on the page is a real apple, or that if they close their eyes they really do become invisible?<br />
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Which leads me to, does learning about objects and physical phenomenon in a virtual world (iPad) translate to understanding in the real world? Is it better for a kid to learn about shapes by playing with virtual blocks or real blocks? If they learn in a virtual world, can they then do that in the real world? It seems that these types of questions will help us determine if there is such a thing as the "right" age to start kids on computers, tablets, smart phones, etc.<br />
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Of course, the bigger question is, with all of the "work" we all do on computers, using the computer's processor to enhance our own capabilities, which then produce real objects (i.e. computer-aided drafting and design, statistical analysis, etc.), is work done on a computer just as "real" as work done in the physical world?<br />
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This is a great group of educators, and I would love to hear your thought on any of these questions.<br />
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Stuart Are there any online quizzes out there that help students identify themselves (or others) as being prejudiced?tag:www.classroom20.com,2010-03-19:649749:Topic:4512312010-03-19T03:19:33.792ZDenise Stewarthttps://www.classroom20.com/profile/DeniseStewart
I apologize for the long question. I am about to start teaching my ELLs about the Civil Rights Movement. Though none of them see themselves as prejudiced, I have heard that there are quick assessments out there that kids can take that will help them identify their biases, confront them, and deal with them. <br></br><br></br>I vaguely remember taking one where you looked at a series of pictures quickly after you read the accompanying scenario. Example..."The man is young with sagging pants, a…
I apologize for the long question. I am about to start teaching my ELLs about the Civil Rights Movement. Though none of them see themselves as prejudiced, I have heard that there are quick assessments out there that kids can take that will help them identify their biases, confront them, and deal with them. <br/><br/>I vaguely remember taking one where you looked at a series of pictures quickly after you read the accompanying scenario. Example..."The man is young with sagging pants, a sleeveless shirt, and dark glasses. He is standing behind you in a line in a store. You..." At this point, alternating pictures of young men of all ethnic groups appear on your screen where your reaction time is counted. Long story short, longer stares generally meant a prejudice of some type.<br/><br/>If you know of any type of online self-analysis, I would be eternally grateful if you would share it.<br/><br/>Thanks.<br/><br/>Denise<br/><br/><a href="http://www.ellteacherpros.com">www.ellteacherpros.com</a><br/><br/><a href="http://www.teachingsuccesseswithells.blogspot.com">www.teachingsuccesseswithells.blogspot.com</a><br/><br/> Need creative, out-of-the-box, zany ideas on teaching a unit on SURVIVAL to Intermediate ELLs:)tag:www.classroom20.com,2010-03-04:649749:Topic:4427422010-03-04T14:47:01.643ZDenise Stewarthttps://www.classroom20.com/profile/DeniseStewart
I am about to launch a unit on survival with my high school intermediates (kids who "sound" fluent, but struggle with reading and writing). I want to enhance the lesson with practical information that they will be able to remember and most importantly link to other disciplines: math, science, English, PE, etc.<br></br><br></br>The unit includes an abridged graphic novel on Shackleton's Expedition, basic survival tips if lost in a forest, surviving natural disasters, etc. This is all great material,…
I am about to launch a unit on survival with my high school intermediates (kids who "sound" fluent, but struggle with reading and writing). I want to enhance the lesson with practical information that they will be able to remember and most importantly link to other disciplines: math, science, English, PE, etc.<br/><br/>The unit includes an abridged graphic novel on Shackleton's Expedition, basic survival tips if lost in a forest, surviving natural disasters, etc. This is all great material, but I want kids to remember the material beyond my class. Think of this goal as one of etching the information forever in their brains:)<br/><br/>I want to infuse memorable websites into the lesson and any other web 2.0 approaches that will stay with them beyond the class:) Any ideas?<br/><br/>Thanks.<br/><br/>Denise<br/><br/><a href="http://www.ellteacherpros.com">www.ellteacherpros.com</a><br/><br/><a href="http://www.teachingsuccesseswithells.blogspot.com">www.teachingsuccesseswithells.blogspot.com</a><br/> Avatars, Social Networking and Stages of Developmenttag:www.classroom20.com,2007-10-30:649749:Topic:684062007-10-30T13:28:07.633ZAlecia Berman-Dryhttps://www.classroom20.com/profile/AleciaBermanDry
Back in college, we all learned that children go though the "identity" stage of development (<a href="http://www.childdevelopmentinfo.com/development/erickson.shtml">according to Erikson</a>) around the ages 13-20 years old. Has anyone seen any reasearch ANYWHERE about how developing an online personality--an avatar, a myspace page--can effect that stage of development? A superficial look at it might generate the notion that children would be more likely to develop pseudo-schizophrenic…
Back in college, we all learned that children go though the "identity" stage of development (<a href="http://www.childdevelopmentinfo.com/development/erickson.shtml">according to Erikson</a>) around the ages 13-20 years old. Has anyone seen any reasearch ANYWHERE about how developing an online personality--an avatar, a myspace page--can effect that stage of development? A superficial look at it might generate the notion that children would be more likely to develop pseudo-schizophrenic identities. But in the same way that their brains are adapting to completing multiple tasks at once, perhaps their conciousness is also developing a healthy way to deal with having two separate personalities...one online and one in "real life." Has anyone seen anything ANYWHERE having to do with this?