Barron, B., Wise, S., & Martin, C. K. (2013). Creating within and across life spaces: the role of a computer clubhouse in a child’s learning ecology. In B. Bevan et al. (Eds.), LOST Opportunities: Learning in Out-of-School Time (pp. 99-118). Springer Netherlands.
Reading Prompts: a.) Make sure to examine closely Figure 8.3 Graphic visualization of Luis’s learning pathway as a both a synthesis and representational tool, and think about how you will visualize the interview data you are collecting and the questions you will need to ask. b.) Also look the Notes on Methods section in the Appendix and notice how qualitative and quantitative methods are applied to produce these rich learning pathway depictions of interest development. REFLECTION DUE: 3/24 by 9am
Anne Kim
3/24/2016 00:52:01
Barron, Wise, and Martin discuss the ways that technological advances, combined with support from peers, parents, or teachers, can advance children’s learning. However, youth who live in communities of lower socioeconomic status often do not have access to technology at home or school to do much other than basic social networking, Internet searching, or “typing out a report using Microsoft Word” (100). This is important because having access to learning opportunities using computers can help children promote their own development of interests.
Edward Bai
3/24/2016 02:40:25
The paper by Baron et al. explored the influences of many different spheres of life that a learner may be involved in and related the people and events in these spheres with the learning process. This particular paper explored how the Simmons Computer Clubhouse, an after school learning facility, had an impact on Luis’s life and learning.
Yvonne Chen
3/24/2016 08:59:10
In their paper, Barron, Wise, and Martin discusses how technology and individual can affect a child’s learning throughout their entire life. It also claims that through the use of community resources, like a community technology center, the learning gap between high and low socioeconomic classes in terms of using technology can be decreased. However, this is dependent on the existence of a well-funded community technology center, the ability of the children to use such resources, and a strong support system, all of which are pretty large assumptions to make.
Samiha Dawalbhakta
3/24/2016 10:06:20
In order to successfully interview a person and find information about them that could benefit my study of sparked and fostered interests, I would need to ask them the right questions. I would also need to document the answers of these questions in a way that is easy to read and highly informative. The graphic visualization of Luis’s learning pathway succeeds in doing those two things. When I read it, I was able to clearly understand what Luis did related to his interest and at what age. The graphic visualization comprehensibly adds bullet point format snippets of information related to Luis’s activities on a table that had each year of his life, so I was able to find details about Luis and his involvement in activities related to his interests, while seeing which activities he took part in at which age of his life. Additionally, I was able to understand if the activities he took part in were in his home, school, or community. This information could also make a difference in understanding where his interests were sparked or fostered.
Amy Lin
3/27/2016 18:06:57
This paper depicted the story of one child’s experience learning at the computer clubhouse and how that process spilled over into his time at home and his time in school. His interests crossed into multiple settings and provided a unique learning experience. Looking at his life over many years rather than many days allowed us to chart the progress of his growing fascination with movie-making. While looking at the span of several years, we can see how his design process and his social network grew and evolved in a way that changed the way he thought. Encouraging the same steps he took and providing the same resources to be used are ways researchers believe we can build skills for the future.
Madeline Duque
3/27/2016 19:55:37
In this week’s writing, Barron, Wise, and Martin discuss the influence that different spheres of a child’s life has on their sustained learning potential. The spheres that the writing focuses on include a child’s access to technology, people who are willing to help them cultivate that interest, and having a “clubhouse” space during their free time. The paper appears to be relating back to the problems acknowledged in the previous reading and attempting to put a system into place that adopts that philosophy of learning. Children of a lower socioeconomic class are presented with a “clubhouse space” where they are allowed access to technologies they can use to create whatever they want, in addition to people who can help the children learn said technologies. Thus, the children are given a kind of “free learning space” as idealized in the previous reading. The case study in this paper is Luis, a kid who makes stop motion films. Luis didn’t have the town center community as stated earlier in the writing, but rather he had a kind of media induced grooming from his brother and the clubhouse. The case study here is Luis, a boy who likes making stop motion films. Luis, like the other children who the clubhouse is intended for, is of a lower socioeconomic status. Kids like him often do not use technology beyond the most basic of home and school uses, such as google searching or browsing social media. When he was younger, his brother taught him how to make stop motion films. From there, Luis made use of the Adobe products and camera in the club house in order to make stop motion films. He got better at making them, and would show them to his teachers. His teachers and family members would be very impressed with the kinds of films that he made. Luis’ path of sustained learning is represented in figure 8.3: it shows things that he did to cultivate his learning over time, and is marked with people and events in his life that supported it. Ultimately, the timeline forms a “path” within Luis’ 3 different spheres of learning environments: School, Home, and Community. I will have to fill out a template similar to this for the first assignment, but “Community” will become a broader “Informal” category, which basically covers everything that didn’t take place within school or home environments. Data collection for Luis’ learning was done both quantitatively and qualitatively: Interviews were performed in order to get a qualitative assessment of Luis’ growth from his own point of view. The people who were supposed to be the human catalysts for Luis’ learning were also interviewed. Quantitatively, vocabulary used by Luis was analyzed to measure his competency in the field he was learning: stop motion. If a child is appropriately using technical vocabulary to describe what they’re doing, one can thusly conclude that they must have grown more competent in their field of learning. These terms were collected and tabulated in Microsoft excel spreadsheets as a means of measurement.
Aliya Blackwood
3/29/2016 00:15:45
Aliya Blackwood
Christine Kwon
3/29/2016 01:35:45
Barron, Martin, and Wise dive into how technology can shape how a child learns with the help of his network of family, teachers, or friends. With the case study of Luis, readers were able to see who and what made an impact on Luis’ learning through the use of technology. It was very interesting to see Luis’ life not as a linear timeline, but a cluster of different interests and instruments that string along to shape who he is. Comments are closed.
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