Looking Ahead: Next Steps in Research In our fast-changing world, as new tools make their ways into our lives and into our classrooms they impact how we communicate, create, share, learn, etc. These changes could either be positive or negative and their impact need to be researched and studied so that we can learn to utilize them efficiently. In part, that is what I want to do in my Master Thesis or Research project. I want to study how new high-end Virtual Reality systems such as Oculus and HTC Vive could be beneficial in improving deep thinking and creativity. References: Bransford, J., Brown, A., & Cocking, R. (2000). How people learn: Brain, mind, experience and school. Washington, DC: Commission on Behavioral and Social Sciences and Education, National Research Council. Chapter 11
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Teacher LearningI truly believe that: “We have to stop thinking of an education as something that is delivered to us and instead see it as something we create for ourselves” (Couros, 2015). My future is full of dreams and very ambitious goals. I want to finish my masters, teach like a boss, share my progress, become a principal, write a book, present in conferences, etc. This will not happen by chance I have a plan, a plan to influence positive change in order to make education more fun and relevant. I want to push people to think differently and empower them to see what they can do so that together we can make a difference. References: Bransford, J., Brown, A., & Cocking, R. (2000). How people learn: Brain, mind, experience and school. Washington, DC: Commission on Behavioral and Social Sciences and Education, National Research Council. Chapter 8 Couros, G. (2015). 5 questions to drive personal-professional learning. [Website]. Retrieved from http://georgecouros.ca/blog/archives/5338 Change AgentsThis week we studied Fullan’s article about teachers becoming change agents. I was not surprised to read the article as I have been studying Fullan and this concept for the last couple of years. Yet, what surprised me is that this article was written in 1993, and it is still very pertinent today. However, I wonder why we have not yet advanced further in this direction, since I feel it could positively impact our education system. Perhaps, as a colleague of mine Marius Bourgeoys says, “A change agent must be constantly changing.” Brief, this may take more, time, energy, and effort than I anticipate. References: Bransford, J., Brown, A., & Cocking, R. (2000). How people learn: Brain, mind, experience and school. Washington, DC: Commission on Behavioral and Social Sciences and Education, National Research Council. Chapter 7 Fullan, M. G. (1993). Why teachers must become change agents. Educational leadership, 50, 1-12. Learning EnvironmentsI really enjoyed this week's readings. While I have done quite a bit of work studying and reflecting on the learning environments this seemed to take a new approached. Our text mentions that books and education are often built to provide a substitute for thinking instead of a method of thinking. Perhaps, because we live in a society that privileges performance and it is easier to move students along a path than to evaluate abstract thinking or correct misconceptions. Yet, I think that we should get our students thinking and asking questions to get them ready to face the challenges that lie ahead. References: Bransford, J., Brown, A., & Cocking, R. (2000). How people learn: Brain, mind, experience and school. Washington, DC: Commission on Behavioral and Social Sciences and Education, National Research Council. Chapter 6 |
AuthorJoannie Girard Archives
December 2018
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