2004: Chalk vs. Pixel: Human Development and Technology in the Information Age

  • 2004: Chalk vs. Pixel: Human Development and Technology in the Information Age December 2, 2015 - The adoption of all things Internet has raised America’s love affair with technology to a fevered pitch. No area of our daily lives is untouched by the rapid changes in technologies, but few are as important to our long term financial and developmental health as education. In this 10-month series, CHIFOO invites psychologists, educators, researchers […]
  • Whose Line is It Anyway: Innovation, Ethnography, and Improv – Steve Portigal October 1, 2004 - Customer researcher Portigal looks at two not-usually-combined-or-even-discussed-together approaches to direct experience: the theatrical activity of “improv” and participant-observer user research. As the “learner”, he shares some of his process and technologies for “learning.”
  • SimCalc: The Design of Software for Teaching More Advanced Mathematics in Middle School – Jeremy Roschelle, September 4, 2004 - The mathematics that people need to thrive in the 21st century keeps advancing in complexity, yet our schools keep falling farther behind. As a society, we need to make significant changes in this area. The SimCalc Project is tackling the problem of democratic access to more complex mathematics through an approach that brings together the […]
  • For the People, By the People – Anne de Ridder August 4, 2004 - The role of computer-human interaction in facilitating environmental awareness and activism De Ridder, an environmental steward and technical communications specialist, considers computer-based technology a suitable medium for facilitating discussion of community-scale issues. She describes how contemporary theories of awareness, activism, and adult education can inform the design of a web-based information center through which community […]
  • Communities of Practice Online: A case study, a perspective on learning, and design implications – John Smith July 7, 2004 - Learning in community can be powerful because it entails the acquisition of “the whole practice” rather than bits and pieces of disconnected information. Learning communities can also be the most effective way of generating new knowledge. Smith, a former higher education technologist and now consultant and coach to communities of practice, describes an online workshop […]
  • Using the Web as a Tool for Understanding Politicoscientific Controversies – Michael Flower, Ph.D. June 2, 2004 - New web mapping techniques may contribute to and facilitate significant participation in public debates of topics like global warming, the crafting of genetically-modified organisms, and the use of human embryos for research leading to stem cell production. Flowers, an Associate Professor at Portland State University’s Center for Science Education, outlines an approach to such web […]
  • Blocks of Wood: Leveraging Low Technology to Enrich the Growing Mind – Ginni Sackett & Cathy Newman May 5, 2004 - Can a simple block of wood promote a learning experience? Montessori lecturer, trainer, and Association Montessori Internationale (AMI) examiner Sackett joins Montessori lecturer and administrator Newman to show how this block can serve wildly variant ages and “learning styles.” The speakers raise the question: what how can digital technologies improve the experience?
  • VizAbility: Establishing Visual Language Capability for the Digital Age – Kristina Woolsey, Ph.D April 7, 2004 - Emerging visual technologies provide the opportunity to develop pervasive visual languages. Seeing, drawing, diagramming and imagining can be established as basic literacies to be developed in schools and to be used widely in the society. Kristina Woolsey, former director of the Apple Multimedia Lab and current board member of the New Media Center, explores these […]
  • Connecting or Disconnecting – The Growing Brain and Digital Technologies – Jane M. Healy, PhD March 10, 2004 - Computers and TV influence the developing brain,with learning learning-disabled students particularly vulnerable to their positive or negative effects. Moreover, many so-called “disabilities” turn out to be assets in a fast-changing electronic world demanding new kinds of thinking and reasoning skills.
  • 10 Myths About Learning and Using Technology – Katherine Stevens & David Drake, Ph.D. February 4, 2004 - Stevens, an instructional designer, and Drake, a specialist in change initiatives, strategic conversations, and coaching, uncover myths and assumptions about learning and using technology. When examined closely, these stories lead to a deeper discussion that can help us think more critically about technology and learning.

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