On the last Saturday, my mood was very nervous and stressful when I was on the way to UM because haven’t finish my assignment of doing the learning contract and I also did not finish reading the article given by madam Ng last week. To me, the time really passes so fast, without completing all the work given, I have to attend for the second lesson. Luckily Madam Ng is very kind and she allow us to finish the learning contract in class and help us a lot while we were doing it. I couldn’t complete the learning contract in the given time,so I tried to complete it after the lesson in home. I took about 3 hours to do it and finally i had completed what I have to put inside the learning contract, but when I tried to edit it in the goggle docs, I was so frustrated because on the half way of doing it the window will appear a message and say that ‘trying to reach to goggle’. At first I thought It was due to the line problem but after a few trying, the same thing happened and happened, at the end i was fed up and I post the word doc in the spectrum. After reading Monica’s blog, then only I knew the correct way of uploading the document. For the article ‘Do generational differences matter in instructional design’ by professor Thomas C Reeves, I do agree with so of the points sharing by him. In his article, he mentioned that ‘Although it is clear that middle and upper class Millennials are more likely to possess and use the latest high tech gear such as iPods, video phones, and game boxes, there is also evidence that their information literacy, especially with respect to judging the quality of information obtained on the Internet through search engines such as Google, is unacceptably weak (Oblinger & Oblinger, 2005).’ Actually I am also the one of the so-called millennial, I do feel the same as mentioned above. The youngster nowadays posses all the technology devices like iPhone, iPad, and etc, they are very good in playing with all these devices but when asking to judge the information obtained from the internet, they would think all the information are correct without any doubt. One of the example is when teacher ask the students to do research about something, the students will just copy some of the information giving in the internet, edit it and hand in as their assignment. They won’t really sit down and read one by one to find the best one because there are too much of the information given and they don’t know how to judge it.
In the article, there is a highly respected literacy and applied linguistics professor from the University of Wisconsin, James Paul Gee (2003), has concluded that playing contemporary video games has positive outcomes with respect to many cognitive skills. To me, before I read this article, I think playing games is such a time wasting activity, I am not the one who likes to play games, but I do agree with the professor after I read this ‘Games force you to decide, to choose, to prioritize. All of the intellectual benefits of gaming derive from this fundamental virtue, because learning how to think is ultimately about learning how to make the right decision: weighing evidence, analyzing situations, consulting your long-terms goals, and then deciding. (p. 41)’. Since gaming has so many benefits, therefore I think we as the educators should design our instructional by inserting games in the lesson so that the students enjoy while learning.
I appreciate a lot for the web sites given by madam Ng regarding the web tools we can use to design our lesson. I will use them to make my lessons more interesting.
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