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Journal 1,  2 May 2002

The first class was a good class. The syllabus was reviewed. Then, the class went immediately on the computer. A few things were checked on the syllabus on the computer. The portfolio activities seemed like a lot though. The student introductions a the end of the class was a good way to break the ice and listen to some interesting characters, i.e. Jim.
 The first chapter of Integrating Technology in the Classroom was quiet informative and very easy to read. This chapter discussed application software, the integration of computers in schools and curricula, and basic hardware devices. I am anxious to learn about hot to make websites. I think the book  is too expensive; but perhaps if it has information on constructing the websites, it might be worth it.
 

Journal 2, 7 may 2002

Chapter 2 is packed with computer terms affiliated with the internet. The chapter very clearly explains how the internet works, its operations from a personal computer, to its connecting services offered by regional and national subscribers. The diagrams, especially, provide a clear visual conception of how the internet can be accessed by telephone or through wireless modes of telecommunication.
 One annoyance, however, was the mention of k-12. This term was repeatedly present in Chapter 1 as well as the preface. For example, in Chapter 2, it is noted that: “The potential of the Web for improving the way to teach k-12 students is enormous, is still growing and will continue to expand for many years to come” (2.36). I do know that k-12 refers to pedagogy that integrates computer curricula; nonetheless it is still annoying that, even in the index, it is not comprehensively explained.
 One interesting point of contention is the use of the internet in scholarly research. One reason given in section 2.11 for using the internet is: “To access a wealth of information, news, research, and educational material.” Yet at the university level, there is still a preference for the use of journal articles and textbooks over electronic texts. Internet sources re seen as a less legitimate, less valid source of information. There is somewhat of a stigma attached to sources culled from the World Wide Web. Why? Some teachers have told me that websites can be easily corrupted without the researcher knowing.
 In the Kinesiology programme, emphasis is placed on library research, medical journals and practicums. Internet citations are considered a cope-out and the sign of mediocre research. My viewpoint is that all methods of research are important if the final outcome is to enrich knowledge. Perhaps a k-12 student would have problems using “old” research methods, being so used to the computer.

Journal 3, 14 May 2002

The course is going way too fast. So much work to do in so little time! The information on constructing websites is not at all in the book. Now I'm thinking maybe to resell it.
 Experimenting with Kidpix was fun, although the class was very noisy. I was thinking of what it would have been like to have computers when I was going to grade school. I would have been more technologically apt, yes, but does this type of learning affect social skills negatively? I think maybe it might improve them, since whenever I've had problems, I've asked Amelie or Sanjeev for help. Perhaps, then, myopia is the only drawback form computer learning.
 Chapter 3 was informative and overwhelming. It made me think that learning about computers is a never-ending process. The course, however, is paying off. At work, I have an easier time of using my computer station and fixing the printer!
 My major preoccupation right now—whether to get a new computer for home, since the old one is broken.

Journal 4, 31 May 2002

Chapter 4 gives a survey of some of the basics of computer language and an itinerary of computer devices describing how they function. Different types of keyboards, mice, joysticks, monitors, scanners and printers are discussed at length. This gives the reader clear picture of how computers and their input/output devices work. But more importantly, making it less intimidating and more accessible to the autodidactic user.
 Some of the devices discussed are things that I use at work. The computer station at my desk has a monitor, keyboard, mouse and hard drive. This is hooked up to a laser printer. Other types of computers available on Concordia's downtown campus are kiosks, some of which contain regular computers with a mouse and touch-screen terminals.
 The most informative segment of the Chapter was the revision on the basics of a PC and how they operate together. The motherboard, RAM, ROM, bits and bytes are aspects discussed at the beginning of a computer course; but having them divided and set apart reminded me that people construct and control computers, not vice versa.

Journal 5, 1st June 2002

The course is flying and I feel I will never catch up since I've missed a class. Chapter 5 on multimedia applications was very interesting, especially since I've used certain sites with medical information and diagrams for my personal training.
 Doing the spreadsheet in class demystified a lot of my uncertainty and ignorance about numbers, columns and calculations. Inserting the graph as part of the spreadsheet was also very helpful in visualizing what the numbers meant.
 Because of the pace of the class, I find myself now going to class and afterwards reading the chapter assigned for that date, instead of vice versa. It would be good to read the chapters for a background knowledge that would be expanded by classroom activities. All the same, no matter how chaotic my learning process is right now, I am acquiring new computer skills which is good for my morale and sense of independence.

Journal 6, 3 June 2002

I've missed one class, and on my return, I  find everything turned upside down. Amelie, who initially agreed to do all group assignments with me, was now partnered with Sandra and her note-taker. I felt like the third wheel. And they were sitting in my seat! Then, in the group, we had problems agreeing on a topic for our final project; and the note-taker who isn't even registered in the course was telling me what to do! Instead of blowing up in anger, I had a discreet discussion with Amelie and we decided that If the teacher okayed me working on my own, then I would.
 Regarding classroom activities, Hyperstudio was a joy to use and figure out. The only annoyance was taking the time to figure out where all the functions were before actually starting to create a document. Hyperstudio has made me think that computer animation is probably a more interesting way of doing presentations at guest lectures or workshops for Black History month.
 My little exercise in class on Hyperstudio  (Poetry Corner) looked, perhaps, as if a 4 year old had done it. It probably looked pathetic. Yet it still helped me to figure out how to organise and link the images in sequence.

Journal 7, 7 June 2002

I'm seeing other classmates in the lab more often now, outside of class hours. Some of them are a real help to me. Safia is a regular. When I go to the lab noontime to work on my site, she's already there. We usually ask each other questions on how to do things; but I feel I'm mostly asking her how to do things and link things up. I missed that one class on Powerpoint and realize that I have some catching up to do for the 4-points assignment.
 Sanjeev is also sick of me being  in the lab. He usually says very loudly that the lab will close at 8pm. But one night, I stayed with Layla, another classmate until 9:10pm! Sanjeev finally cam in with a broom to run us out of the lab! I think the pressure t finish assignments and finish them well, with quality work, is making everyone a little crazy!
 

Journal 8, 13 June 2002

Last class. The lab on Hyperstudio was fine. I got more from going over the booklet and the CD outside of class. I wish I could keep the book. I find it easier to learn how to do stuff by having the book, instead of going on-line to read the tutorials off the computer screen.
 The presentations on Tuesday were well-done. I was having major problems with cueing my music on the CD with my Powerpoint, and had to ask for Sanjeev's help. During the presentation, it didn't work. I will take the time to go over the Powerpoint presentation again to see what went wrong. And this I will send in a separate file, as well as link it to my website so the teacher can hear Barry White.
 The last chapter and the last crossword puzzle were done today, THANK GOD!!! This means I'll have more time now just to concentrate on fixing up my website. The chapter as usual gave lots of terms about security and viruses on the internet. Even in my brain-dead state, I found it interesting. After I finished the chapter and crossword, I edited my Powerpoint presentation again.
 I feel relieved about the new deadline, next Tuesday. All my outstanding assignments, which are 1) saving a kidpix animated image on the site, 2) my website and 3) the 4-point in class assignment for Powerpoint—seem doable. On the assignment sheet, there is a column which has "WP4." I'm assuming that this is a Word Assignment that is worth 4 points. I don't believe this was discussed in class, though.
 Anyway, hopefully all will go well. . .
 

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