Cycle Reports
Below are some open ended cycle questions that evolved from my cycle reports:
- If I develop a computer use/behavior code of conduct for the youth how will this impact that social interaction between the youth and the elders?
- Using the ratio 2:1, if I partner youths with an elder, how will this affect the confidence of the elders to use computer and the skill of students as teachers?
- If I devise and expand relevant projects that reflect their ideology, that tie into computing, how will this better engage and encourage student participation? Will my students show greater interest, and thereby use technology for empowerment?
- If I create opportunities that extend the learning engagement to a social environment outside of the classroom, How will this influence student bonding, communication and appreciation?
- If I train elder students to be TA’s, how will this increase the interaction and help improve peer to peer learning and how will this increase lifelong learning, and what will be the impact of my student learning from each other?
- If I create a platform for social engagement to gain more tolerance and understanding of each other, how will add value and how will this relate to student bonding?
In regards to my cycle questions initially concerning training teacher assistants (TAs), I was able to train four of my students to help me. I had a five year- old and two seniors as my TAs. I learned that it is possible to create an intergenerational learning environment that welcomes and engages older students, stimulates the interests of the youth and fosters interaction between these two age groups. To achieve this, I cautiously constructed projects that embraced and unified the two groups while simultaneously allowing students to assist one another. In addition, I took into account issues that may arise when older students use technology, like impaired vision, hearing problems, mobility/ dexterity problems, and limited exposure to technology. I also provided the youth with projects relevant to them, such as the use of social media, access to gaming, listening to music on the computer and using the computer to create art. I also implemented a rewards system, which entitled students to win prizes based on their contributions to help others in the class. I introduced technology to my students from the standpoint of its usefulness in their daily lives, as well as its ability to empower its users. For example, the older students expressed a sense of loneliness and isolation in their lives. Using technology helped to fill such voids as they learned to use it for communicating with others, keeping abreast with news and current events, conducting on-line banking, ordering products like medication and groceries, renewing their driver’s license and assisting with other necessities. As for the youth, they learned the power in using technology to search and apply for jobs, apply to colleges and seeing the world outside their limited scope of South Los Angeles.