My initial thought on the iTunes article was that of agreement in regards to the legal reasoning that is discussed. Sharing music in a manner which teeters on the line of legality and not, the article is able to formulate a type of understood reasoning between what is okay to do and what is not. Showing iTunes as an exception to the rule, yet showing this “digital jukebox” as simply a place to organize, share, listen as well as do a type of “judging” of other’s digital jukeboxes.

Hey everyone,

I want to apologize to you all for my absence these last two classes. In a nut-shell, I had a family obligation back home that I felt needed tending to this week (reason for missing class earlier this semester as well).
Obviously I feel a bit behind, and would appreciate it if someone would fill me in on what I’ve missed in regards to the discussions (and/or final projects). If not, I’m sure I’ll be able to catch up through blog posts.

Thanks a lot.

Zack

Shaffer discusses in chapter one the fact that video games may be more of a thing that isn’t supposed to be fun and rather that of repeating certain characteristics of the game in order to come to a level of complete contentment. He also recognizes that we as gamers enjoy the overall time spent playing video games rather than the “fun” level that is initially thought of when referring to video games.

While playing games growing up, I didn’t view that as a learning experience in any way, simply a means of fun and time to escape from everyday activities that had become a bore. I’m at a loss to relate my experiences directly to those that have always viewed games as tools in which to not only better them but also to show society that they are the “better” (in regards to the U.S. military). As an individual gamer, I’ve found the outside rewards to be exceptionally larger than those in which I wouldn’t normally receive having not played games.

Sullivan discusses in Labor, Writing Technology in Part 3 that E-learning has effects not only within the teachers and students but as well as on a larger scale, such as monetarily and politically. Political in the sense that the decision to incorporate online teaching at the college level comes only when the money received from classroom students falls below an average that is seen through facts and statistics from other schools incorporating online learning.

At the end of part 1 of Takayoshi & Sullivan, “The Work of Assessment” goes into detail about assessing students and all the behavior that goes along with their actions in the class verbally as well as non-verbal actions such as appearance, demeanor, gender, etc…and states that that we as instructors are unable to proceed with teaching without doing these “assessments.” Assessing students in accordance to learning and teaching is one thing, but when it becomes more than assessing and more of being judge mental that’s when the line becomes stretched to the point of brokenness.

I just wanted to add a bit more to our discussion that we had today regarding html teaching practices. Having only been in the graduate program for a little less than a month and having not taught any classes obviously, it’s difficult to relate to all of you. I do however bring recent experience of being a “student” in the classroom (obviously so do all of you, but I’m confident I’m the youngest of the bunch). I’m a recent learner in html coding and such. Even up until a year ago I had no idea how coding worked.

The course that Daisley is trying to stay seems to be un proportional to her initial argument of playfulness and gamelike qualities exhibited from computer conferencing formats. What is looked into as a way for Daisley to pick out these characteristics are in actuality the approved format for communication among a younger generation. Although the ages aren’t apparent it’s seen throughout the examples the usage of generational slang. Regardless of this obvious verity, it seems that the author uses too much analytical exaggeration. Especially in the beginning text:

Although it was the overall topic of “Integrating Computers into the Writing Classroom”, I found the most appealing part of this essay to be the exact realization of the more analytical side to computer usage. Students being hesitant or edgy when using computers to create, revise and complete writing assignments is prevalent in any beginning composition course. Remembering back to my first year comp. classes I can say that being new to college was enough pressure yet alone putting our thoughts on a screen to be graded for what they were: words on a screen.

The article that really grabbed my attention this week was the one in which Kalmbach suggested various ways in which today we can relate our works within computers to the past with typewriters. It is interesting to take into account how technology gives a cover to work that may need further review.