Week #7-Chapter 2 "Place"

Search the internet for information about of a favorite local business. What kind of information do you find? Evaluate their online presence: website, social media, maps. Discuss how small businesses can compete with the giants like Amazon.com. Does digital technology favor certain kinds of local businesses? What would you prefer not to purchase online?


One of my absolute favorite local businesses right now is the Joe n' Throw in downtown Fairmont, WV located on Adams Street. It's a lovely locally-owned business that operates as a combination of a coffee house and pottery studio. The atmosphere has such a great vibe that can't be recreated on a commercial level, and it also brews some of the best exotic Mayan and Sumatran blends for the coffee connoisseur in mind.

The Joe n' Throw surprisingly has a prominent and reputable online presence, which I would attribute to the fact that the owners are on the younger side. However, they're also acutely aware that a viable social media presence can positively impact your business. They currently utilize Instagram, Facebook, and Twitter.

Small businesses face some added difficulty when attempting to compete with giant online businesses. For one, the price is probably the #1 reason why some consumers prefer to stick with the big guys-when you're a family on a budget you want to get the most that you can out of your paycheck. (And, as a college student that is something that I can empathize well with.)

When it comes to online purchases, I will purchase everything from clothing to appliances in order to avoid going shopping. (It's just not my cup of tea.) However, I don't shop for too much food online, unless it's something obscure that doesn't require refrigeration. (e.g., Chia seeds, protein powder, Goji berries.)

Search the internet to see if your local community has a “shop local” movement? What is the messaging the campaign uses to educate the public about the need to “relocalize” itself?

I currently live in Fairmont, and there is a grassroots "shop local" movement. Despite the fact that there isn't too much online marketing taking place, there's a small movement in the downtown area that has a few new shops, including an organic market that has all natural and organic foods. They sell local honey, meat, and produce from farmers here in Fairmont.

I've been to a few events this past summer, where the Veteran's Square would hold outings that supported local commerce with everything ranging from artwork to farmer's market produce.

However, we really don't have too much of a local campaign gong on here-it's basically small businesses teaming together in an effort to bring quality local business to our community. The small events supporting all local providers and businesses is a great start-we just need to see more of that in order to spread the word about the local movement.



Even though it gives exposure to a worldwide market, in what ways does the internet work against local business?

The internet gives preference to the big businesses by promoting their advertisements on search engines and even social networks. Obviously, these corporations have more funds to support their marketing ploys-something that smaller businesses just simply don't have. The larger commercialized businesses also have vivid and engaging advertisements as a result.


What are some ways the internet can be a benefit to local business, local activism or local culture?

Despite the fact that the internet is a decentralizing technology, it can still be of benefit to local business, culture, and activism. Particularly in regards to activism, the internet makes it possible for an entire nation to 'rally around an idea' as the author puts it. Rather than local activism ending at the local level, the entire world has the opportunity to see social injustices that are taking place.

In terms of local business, I believe that regardless of the amount of marketing that can be employed with the use of the internet, local businesses will still have a difficult time competing with "big box" retailer giants. Even though the local businesses now have the ability to reach out to consumers, they are nonetheless at a disadvantage because the larger corporations have more money to spend on marketing and advertisements. However, this isn't to say that we haven't made a move towards favoring local businesses despite this apparent disadvantage.


One result of the “delocalizing” nature of the Internet is the use of long-distance technologies when local and face-to-face interaction is possible. (Have you ever used an Instant Messaging Client to message a roommate, even though she was working on her computer in the same room?) What are two more examples of delocalization as a result of a networked existence?

There have been many times when I have sent a text to my sister or brother, when they were in the same exact room. Often times though, we would completely realize the irony of it all and laugh. (And many times we were texting about our parents, who were in that room. Clearly we're still kids.)

Another example of 'delocalization as a result of a networked existence' would be a lesson in school where students sit in front of computer monitors and interact with one another on a social network platform such as Edmodo. Rather than engaging with one another in real time in a real place, they use a method of decentralizing technology where we lose the essence of human interaction.

Another prime example of this could be where a group of friends are out to dinner and they are mindlessly scrolling through their news feeds-when they could be interacting with the people right in front of them. (Nothing irks me more than this! lol) What is the purpose of going to dinner, if you're not going to speak to the people directly in front of you?



Beyond the way we sometimes employ technologies for the gee whiz factor, or for convenience, do we sometimes utilize distancing as a “feature” rather than a “bug?” In other words, when do we like the fact that the person we’re communicating with is far away?

This question was kind of tough-I had to ponder it for a while, and I'm still not sure if I'm approaching this correctly. But I think this would apply to the instance where I mentioned that my siblings and I will sometimes talk about our parents (who are in the same room) via text. We wouldn't be able to do this without technology. (Well, I guess we could write our message on a napkin.) So, we obviously like that we can communicate in this way.

Another example of when somebody could use technology for the convenience factor, could be a mom texting her children that dinner is ready. Rather than walking up the stairs, we could just shoot them a text-since they're probably engrossed in their technology anyway.

Week #6 Program or Be Programmed

After recently dropping my phone in a toilet(for the second time), I was blessed with the opportunity to experience life "offline."

My first thoughts were worrisome-what would I do if there was an emergency?! What did people do for emergencies prior to the cell-phone era? After the initial fear and anguish I was able to collect myself and deal with the next few days that I would be without my beloved smartphone.

Over the next few days, my sense of immediacy & urgency (that Douglas Rushkoff references in his book) soon began to diminish. It was replaced with a sense of time & complacency-nobody could get a hold of me via text, facebook, or email, and I reveled in this new idea.

Granted there were times when it would have been convenient to have my smartphone device back; such as the missed opportunities for Instagram-worthy photos. But this new-found opportunity had given me the ability to stop and smell the roses-to truly stop and observe the world around me, which oddly enough left me feeling more connected.

Looking back, there are times when I truly wish I could simply do away with my cell phone altogether. As I look at it sitting here next to my laptop, I think of all the missed real-life opportunities and the many times I've sat down to read my latest literary obsession only to be engulfed in a plethora of text messages and mindless scrolling of various news feeds.

However, please don't mistake my opinions for a lack of appreciation for technology. Just as is the case with all matters, there is a time and place for everything. Technology and digital media serve a wonderful purpose for thoughtful and relevant discussion, as well as a powerful learning device for information seekers.

With this being said, I challenge everybody to participate in being "offline" for at least 24 hours. At the very least, the experience itself is invaluable and eye-opening.



When is it socially appropriate to be online?

We live in a state of perpetual online activity, but that doesn't make it right. In an era where we can almost be referred to as digital natives, we have lost the ability to discern when it is socially appropriate to be online and when it simply isn't.

With that being said, I can list the times when it is socially inappropriate to be online: when you're out to dinner, having a real-time conversation, and when something else is simultaneously demanding your attention. However, when it comes to a socially acceptable time to be online-I feel like this varies depending on the person. Some people are less social, and this is seemingly more acceptable when something else doesn't demand your attention.

In an ideal situation though, we would only go online once in the morning & once in the evening. As the author puts it, this would allow for deliberation and contemplation of responses, thus increasing the quality of those responses.

Why do we sometimes aimlessly surf the web?

Aimlessly surfing the web has become the new alternative to waiting to get off the elevator. Rather than speaking to other people in an elevator, we have reveled in the idea of aimlessly surfing through our phones in an effort to make it "less awkward."

Another reason for aimlessly surfing the web, is the simple fact that it's addicting. As the author explains,

"The possibility of one great email from a friend, or one good contract offer somewhere down in that list of unanswered messages keeps us compulsively checking our inboxes, iPhones, and BlackBerrys like classically conditioned gamblers at the slot machines." 

And we can't argue with him. We are all guilty of this-each one of us.

In an effort to connect with people long-distance, we neglect the connection with those right in front of our very eyes.

What does Rushkoff say about the nature of computer programming that causes digital technology to be biased away from continuous time? And what are some examples of the asynchronous (asynchronous means “not at the same time”) bias of digital technology?

The programming of our computers have been created with decentralized technologies that do not exist in a time at all. Whereas we as people, time is always ticking for us. Despite this, computers and the internet continue to exist regardless of time. The author notes that even though there is a ticking clock in the background of a computer, the computer doesn't recognize the passage of time from one keystroke to the next.

The author gives examples of how rather than keeping our email in an asynchronous holding bin, we connect our inboxes to our phones, and thus the vicious cycle of competing against the "timeless" bias of digital technology commences. I found the Douglas Rushkoff's following quote to illustrate this concept very well:

"We work against the powerful bias of a timeless technology, and create a situation in which it is impossible to keep up. And so we sacrifice the thoughtfulness and deliberateness our digital media once offered for the false goal of immediacy-as if we really can exist in a state of perpetual standby."

What prevents people from claiming their own time in the face of digital distraction? How are these interruptions and distractions any different from those that plagued us before we had cell phones in our hands or pagers on our hips?

I don't really have a coherent adult memory of the times devoid of cell phone usage. (I was in the 4th grade when my mom purchased her very first cell phone.) However, I feel that prior to the "smartphone" I was a much less distracted person. For instance, I have have become so accustomed to the sense of immediacy that it's now what I ultimately desire. That sense of urgency and immediacy is driven by the smart phone in my back pocket.

We always feel like we need to catch up with our technological devices, and I truly believe that this idea prevents us from claiming our own time in the face of digital distraction. The author hit the nail on the head when he said,

"We are like drivers trying to catch up with the image in the rear view mirror."


While the chapter focuses on the early, more asynchronous styles of communication on early networks, even newer technology such as streaming video and Facetime applications bring us onto each other’s screens in something like real time, or what we refer to as “synchronous” time. Do these new forms of digital communication negate the basic premise of digital non-nowness? Or do they simply hide a greater imposition on what we think of as time?

Live-streaming digital applications are offering something very new-something that allows us to participate in synchronous time "online." In my opinion, this gives us the ability to expand our idea of "time" in an online environment. It reinforces the concept of time in the here and now, while simultaneously creating the awareness of time as an "illusion" in the online world.

Cases & Summaries Week #5

Kaboom, Kaput!

This case study was written by a teacher candidate in an undergraduate teacher preparation program. The study begins with Ella sitting in class, when their science methods instructor informs the class that they are going to observe an "Eggs-citing Egg-speriment." Ella and her peers observe the instructor peel the shell off of a hard-boiled egg while she proceeds to light a piece of newspaper and quickly drop it into a glass jar.

The hard-boiled egg is placed on top of a jar, which appears to be much too small for the egg to travel through naturally. However, Ella and her university classmates watch intuitively as the egg suddenly wiggles and passes through the jar opening with a "Kaboom!"

Following the "Egg-citing Egg-speriment" we are provided with an excerpt from Ella's journal, in which she recounts the experiment and shares any lingering thoughts or apprehensions about presenting this activity to a group of K-1 children.

The following Monday, all of the university teachers are gathered in Ms. Kessel's K-1 classroom as they separate into groups to facilitate the activity. Ella soon observes that while the activity does not go according to plan, the children are thoroughly intrigued by the unnerving experiment. Soon the children begin chatting with one another, examining the safety goggles, and exploring materials; until the primary teacher intervenes in a successful attempt to get the class back on track.

Ms. Kessel redirects the children's energy and attention into the lesson by asking to hear a few questions. Excitedly, the children begin to raise their hands in an effort to voice their questions and opinions. Ms. Kessel responds by acknowledging the children's questions and prompting them for further hypotheses that will serve as the basis for a subsequent classroom experiment.

The case concludes with Ms. Kessel demonstrating what reaction takes place when fire comes in contact with water, and simultaneously investigating what the "black stuff " is that fire leaves behind. She leaves the class curious for the next science lesson by announcing that they will pursue the "black stuff" of fire the following day.

Help! How can I teach without supplies?

This open-ended case study begins by the author giving us a bit of background knowledge about the community in which she serves as a science teacher. While the elementary school is primarily composed of middle-income families, the school experiences high turnover due to a theological seminary that is located in the town. Typically, families will reside here for a few years only to pick up and migrate to another area eventually.

The narrator tells about her struggles as a science teacher that travels to various classrooms, when there are no funds specifically allocated for science materials. Because the funds are lumped together for all subjects, the science curriculum must take a back seat and continue their quest for funds outside of the school. Fortunately, this teacher has managed to acquire local community support from businesses and companies that generously offer donations for school activities. Throughout the years, the PTA and other national companies have supported the curriculum's materials through grant funding. 

Upon expressing the new found success of a science program that has inspired countless students and teachers alike, the writer introduces a recent problem that resulted from a teacher acquiring her own science materials. The teacher found her own resources and began to work collaboratively with the full-time science teacher to design projects and experiments for her own students. When other teachers heard of this, they naturally asked to borrow the materials to which the homeroom teacher generously offered. Little did she know that soon things were broken or missing, amongst other issues. 

As a result, the case concludes by explaining that this has caused tension among the teaching staff and she wonders whether or not she should intervene. 

Spider! Creating an Interdisciplinary Web to Support Science Inquiry.

This case opens by explaining the shift towards a more interdisciplinary approach to instruction, which focuses on the connections of thought and cross-curricular transfer of knowledge. 

The setting takes place in a kindergarten class that is encouraged to place an emphasis on reading, writing, and numerical concepts. However, the classroom teacher does her best to integrate science into the students' learning on a regular basis. 

In this particular case, the teacher first becomes aware of a spider in the boys' restroom that has caught everybody's attention. Upon returning to the classroom, the teacher takes this opportunity to stray away from her intended lesson in order to pursue a teachable moment about spiders. She reads the class a book about spiders, then constructs a KWL chart in order to accommodate and assimilate the children's knowledge about spiders. 

During workshop time, the teacher observes the children constructing learning that incorporates spiders. For example, children that migrate toward the reading center choose books on spiders  while other children run to the art station to create model spiders out of play dough. Much to her delight, the teacher even notices several students mimicking the way she taught them to count the spider's appendages. 

As the teacher reflects on the spider unit at the end of the case study, she realizes that her class is going to be slightly behind on the school curriculum. However, she is also acutely aware that teachable moments must be acknowledged and acted upon. The teacher wonders if she could possible incorporate bug families into the "My Family" theme in the following month.

Writing Cases From Your Own Experience

Feelings and personal values may sometimes get in the way when teaching-especially when working with a student teacher. I can empathize with Sandra when she witnessed her class getting out of hand and being borderline chaotic. As the primary teacher, it is ultimately Sandra's job to keep her class in line and promote learning.

Writing the case and discussing it with fellow colleagues is going to be extremely beneficial for Sandra, because she is going to gain outside perspective and insight, that she would've not otherwise had.

Whether or not Sandra should've allowed her student teacher to continue the lesson is a matter of personal preference and what you are comfortable with. By allowing Michelle to continue her ecology lesson, Sandra's student teacher could have had the experience of a failed lesson, thus learning what she should do instead for her next lesson. If it were me, I would've probably stepped in like Sandra, in order to model what was needed in order to salvage the lesson.

Sandra's feelings at the time of the lesson are a direct result of her initial reaction. Following the lesson, she was able to collect her emotions and look at the situation for what it truly was-a learning experience. Michelle's feelings were also a result of the failed lesson, and they distorted her perception.

In my opinion, Sandra had two options: She could have allowed the lesson to continue, or she could have reacted exactly as she had by ending Michelle's lesson early. Perhaps after gaining new insight from her fellow colleagues, Sandra will be able to have an open conversation with Michelle on a course of action for the future. Ideally, this will be a compromise of both sides. Maybe Sandra can allow Michelle to have entire control of a lesson-even if this means that things may not go as planned. As a student teacher, it is vital to have an array of experiences-both good and bad-in order to construct knowledge of how to provide proper instruction and classroom management.

Cases as Guides for Teaching

In terms of the structural perspective, I once encountered issues during my 75 hour clinical where I had the responsibility of giving a lesson and assigning a cumulative project. Looking back, perhaps I hadn't structured the lesson appropriately given the fact that some of the students were a bit distracted and confused about what was expected of them. Learners clearly need structure, but in an appropriate manner. Rather than supplying them with a project and acting as a facilitator, I should've provided more prior instruction with specific examples of what the end result should look like. Also, including a checklist for the students would have been beneficial, as they would have had the opportunity to self-monitor their progress. Sometimes, an authority figure is needed to provide explicit outlines and expectations to follow. 

Given that I don't have too much prior teaching experience, I cannot recall a time when I disregarded the human relations perspective. However, there was a time I was working in cooperation of a host teacher and I took special notice of the way she dismissed the energy and talent of a student who was immensely interested in music and and possessed serious musical ability. We were working on career projects and learning how to properly research and analyze information collected on a career, when this teacher suggested (to the student) that perhaps his selected career was a bit far-fetched and unrealistic. I could tell that the student's energy and interest plummeted after this interaction with the teacher. There were other ways to handle this issue without damaging the student's self-confidence and esteem. I would've suggested that the student explore several different careers in the music industry-such as producing and other more practical musical careers. 

In terms of the political perspective, I find it difficult to pinpoint a particular instance in which I experienced a power struggle of some sort. However, I know that from personal experience in the field of public education that 9 times out of 10 the teacher will have the final say. Rarely, if ever, is there a democratic approach in which the students are allowed to participate in a decision. I feel that if this was reversed and we gave students the power of choice in school that their interest and levels of motivation would increase exponentially. In fact, this has been proven through various practices. 

In terms of the symbolic perspective, I recall an instance that's very similar to the hat story in our reading. I was in a rural middle school, where boys liked to wear steel-toed boots. Some of the teachers saw this as a sign of danger, which I could completely understand given the reasons why somebody would wear these types of shoes. However, many of the students came from a family where their fathers and other family members worked in the coal mining industry, and the boots were worn as more of a cultural statement than anything. Interestingly enough, many of the faculty and teachers of this school proposed the idea of banning boots (including boots without steel-toes) altogether. To many of the students, this was interpreted as a way for adults to stop them from expressing their sense of individuality. Given the fact that middle school is a period of tumultuous adolescent experiences, this symbolic event was not a happy experience for the students even though the faculty saw it as a major victory against defiant behavior. 

There is a wealth of information that we can learn from cases, which tend to focus on more practical rather than theoretical knowledge. From reading this first chapter, I am now familiar with the four major perspectives that are present in case studies. While textbook knowledge is throughly informative and more than necessary, practical knowledge from experienced and veteran teachers will provide beginning teachers with the tools necessary to prepare them for a successful classroom experience, with information that cannot be found in textbooks. 

As an avid reader, I have read much non-fiction that includes memoirs and narrative works. To me, these types of works provide me with knowledge of the experience without actually having the experience itself. I read the memoir Orange is the New Black a couple years ago, and it left a huge impression on me. The author wrote of her experiences in a minimum security women's prison, while weaving in information about social injustice and mandatory minimum sentencing-which many women of minorities are subject to. Had I not read this book, I never would have had first-hand knowledge of the poor conditions and undesirable situations that many of these women find themselves in when serving their federal sentences. Reminiscing on these many works puts into perspective the idea of cases as guides for learning in the field of learning and teaching.