Quote: According to Thomas and Seely Brown (2011) "knowledge is becoming less a question of "What is the information and more of "Where is the information? (loc. 1231) I have to disagree with the authors on this point, I believe that knowledge is becoming more of how can you tell if the information is correct. I see it all the time in my classroom, my students believe what the internet tells them without critically analyzing the source of the information.
Question: My question is and I think is a valid one, is static information still relevant? I believe so, when people were asked to find Iraq and they weren't able to that still needs to carry some weight. It can just be what google puts in front of us, what if that information is incorrect.
Connection: I find it refreshing that the authors pointed out that evaluation of the where question is very important. As I pointed out in the quote section of this chapter, we need to teach our students to evaluate information since now information is so easily attained.
Aha: This is not necessarily an "AHA" moment but Thomas and Seely Brown (2011) mentioned that we need to learn in a new way. That since information does not come with a seal of approval anymore it is critical for us to be able to evaluate information and I completely agree with them. I think this will be the biggest challenge for teachers, teaching their students who and what to believe and why.
For this particular chapter I am going to change the format of my response. In this chapter Thomas and Seely Brown (2011) discuss that there are three levels of "play" that people can interact in. The first is the "hanging out", then "messing around" and finally "geeking out". One usually follows another and the build on each other. I can see how this is relevant to teaching because when students are in a classroom they usually learn those stages. Well in all honesty they learn the first stage, which is how to belong to a community. As Thomas and Seely Brown (2011) point out "What is my relationship to others? (loc. 1420). If you really think about it as teachers that is all we really teach, we never go beyond that. Few of us have discuss with our students the social impact they could and can have on their communities. Even a fewer number have discussed how they can use that power and knowledge to connect with other like minded individuals to create a global change.
Quote: "Finding an environment like that sounds difficult, but it sin't. It already exists, and in one of the most unlikely places: a new generation of games" (Thomas and Seely Brown,2011, loc. 1499).
Question: What are some examples of this in the classroom?
Connection: In some ways this is like Performance Task which the student knows some information but they do not the question or outcome. This could be an interesting flip on that where the students create the inquiry questions and they choose groups to research them.
Aha: Kids need to be challenge at the level that they enjoy, for some getting an A is abstract but if you break down the significance of each grade they are more likely to want to achieve it, So in a rubric you don't give them 1-4, you give them rubrics that are 1 and 4.
Thomas, D., & Brown, J. (2011). A new culture of learning: Cultivating the imagination for a
world of constant change. Lexington, KY: CreateSpace Independent Publishing