education

meganholt's picture

the end of the beginning

I have been pleasantly surprised by the amount of time we have dedicated to discussing the "social justice" issues that technology raises. I don't think I was anticipating this being as much of a part of the class as it is, but I find it really fascinating and important to discuss these issues of technology and education, especially when we consider the process of lifelong learning. I have always thought about the place of technology in formal school institutions, but I think that considering the role of technology in other, less formal, but equally as important settings, and what we can do, both as teachers and as members of society, to use technology as a tool for bettering the opportunities that all individuals have access to, is incredibly inspiring.

One thing that I would like to do more of, is to experiment more with different forms of technology and online resources and tools.

aamer's picture

Ed, Tech and Society: Unit 1

I felt like this unit was a good introduction and laid down the foundation for the class: defining the terms and posing the big questions to contemplate over the course of the semester. It has encouraged me personally to engage with and explore technology that I have been reluctant to experiment with in the past, including prezi and instagram, and I am excited to continue to learn. We have also established initial contact with our pen pals in Ghana and while we are uncertain about the development of that relationship at this point, I am excited about the possibilities. The prospect of an undeveloped structure to this part of the course is exciting but at the same time, a bit anxiety provoking, and so I hope we can help future participants by laying down some sort of structure for them.

nina0404's picture

A Rose and a Thorn

At the end of the thrid week I have to say that what I have truly enjoyed is learning more about my own interests and uses for technology. I am very excited to start my field placement which I feel will be very grounding on the subject of tech and education and to continue exploring twitter and blogs for articles and comments in the field.

Something that I had trouble with was our assignment to analyze a question from Selwyn's book. I had a lot of trouble with this analysis and could not get into the paper I was writing. I think most of the troubled stemmed from my own uncertanties with the question and lack of observations and knowledge. I am hoping at the end of the course I can come back to this paper and truly reflect on this stage of the class and where I was in my thinking. I feel with my field placement and further reseach I will be better equipped to analyze the question: Does technology make education fairer?

For the class I hope we continue to incorporate digital media into the class and that I personally can keep up with my explorations on my blog.

nina0404's picture

Interesting Article on Technology in the Classroom

I found this NYT article on Twitter and I feel like it links to our conversation on "effective" uses of technology in the classroom as well as the teacher vs technology debate.

http://www.nytimes.com/2013/09/15/magazine/no-child-left-untableted.html?pagewanted=7&_r=1&smid=tw-nytimes&partner=rss&emc=rss&

alesnick's picture

Reimagining the Disrupted Classroom

Reimagining the Disrupted Classroom, by Katie McCormick, Bryn Mawr College, 2013

Introduction and Description of Context

This proposal was inspired by my work this semester at El Centro de la familia.  I spent Tuesday mornings working with a group of mothers whose children attend a preschool program at the center.  The mothers, all of whom are recent immigrants to the U.S., participate in informal English language classes while their children attend preschool in another part of the building.  The reason for this setup is three-fold.  First, it helps enrich the educational experience for the preschoolers because it gives parents the tools they need to support their children’s learning and academic success.  Second, it benefits parents by helping them develop their English proficiency, addresses parenting and  work-related skills, and focuses on computer literacy.  Third, it removes the legal barrier of running a preschool without certified teachers by keeping parents onsite during school hours. 

CFS's picture

CFS Faculty

Bryn Mawr Faculty

Ann Brown

Ann Brown (Education)
Program Coordinator and Student Adviser
Bettws-Y-Coed 305, Bryn Mawr College
abrown@brynmawr.edu
(610) 526-5376

Kim cassidy

Kim Cassidy, Ph.D. (Psychology)  

Provost, Bryn Mawr College

kcassidy@brynmawr.edu

(610) 526-7383

Interests: Desire understanding, theory of mind and aggression, name phonology

Jody Cohen

Jody Cohen, Ph.D. (Education)
Senior Lecturer in Education
Bettws-Y-Coed 303, Bryn Mawr College
jccohen@brynmawr.edu
(610) 526-5214

Srucara's picture

The Science, Ethics, and Politics of Water - a Curriculum

Hi everyone, please download the following files for my curriculum and my rationale.

Betsy Biernat's picture

Multicultural Education in Mathematics

My inquiry project looks at how one can incorporate a multicultural/diveristy/social justice perspective in math classrooms.

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