Chapter 8 Response

Overall I feel that Chapter 8 – Designing with Technologies – is way too advanced for the elementary school curriculum. In essence, I do feel that they would enjoy the product of these different design software. However, elementary students creating something so complex on the computer with so many different directions would be a bit overwhelming to integrate.

Learning by Designing In and Out of Schools
Jonassen makes a great point when he states that design prooblems are among the most complex and ill structured of all problems. He compares the two in four different ways. This book tends to focus on problem solving and technology. Students have to be familiar with technology in order to use it to solve problems. They should also see how problem solving and designing are correlated. I would explicitly discuss with my students about their similiarities. For example, in problem solving you define the problem. In designing you identify a need or and opportunity. Also, in problem solving you develop alternative solutions and select the solution. In Designing, you generate a design and plan and make a solution. I would also take out the time to point out the differences between the two. If I would have my students design with technologies I would use a low level software that would relate to the subject matter:
- Drawing Design Ideas with Computer Aided Design Software (physics – science/math)
- Testing Designs and Building Mental Models with Simulation Software (science)
- Developing Programming Skills with Designing in the Media Arts (social studies/history, science)
- Designing music with composition software (music)

Drawing Design Ideas with Computer-Aided Design Software
CAD stands for Computer-Aided Design. Developed in the 1960s, this innovative use of technology helps us visualize concepts that are visible and nonvisible to the naked eye. Jonassen addresses my concern for the complexity of the software programs that are used throughout the chapter. He states that today’s CAD systems are available in educational ‘lite’ versions tha schools get to llicense for free. The one he seems to advocate is Pro/DESKTOP:
- Design Mode – allows students to construct solid-modeled objects
- Drawing Mode – allows students to construct 2-Dimensional drawings
- Album Mode – allows students to displays their virtual ideas in high-quality illustrations.
Students are able to design anything that they want. This can be very useful in the classroom in a plethora of subjects. Students can design calculators, car assessories, etc. This method appears to be very savy for new generations that thrive on technology. Still, the possible capabilites of Pro/Desktop or even a similar program, SketchUp, can not be used to its full potential in an elementary classroom. The teacher would probably be able to create things using these programs and present it to the students would probably be almost just as effective. What we do not want to do as teachers is spend too much time giving instructions on how to use a program and no time for students to explore. We must make sure that we have the time to properly expose our children to this wonderful software without overwhelming the curriculum.

Testing Designs and Building Mental Models with Simulation Sofware
This section of this chapter is especially useful in the sciences. Jonassen begins this section discussing the National Science Foundation and how they use a number of materials to develop projects. They use a lot of simulations. Simulation does promote meaningful learning. It can build a student’s understanding of how physics and the different topics within it (i.e. forces) can influence a machine’s ability to function properly. For instance, an unsuccessful simulation means that your rollercoaster could have ended the lives of thrill-seekers. This book likes the Trebuchet Simulator. Jonassen mentions how one teacher used a simulation to oallow students to build an dtest a model of a catapult, use a simulation to produce early design plans, and to construct and test a working prototype. However, this was in a Junior High School. This engineering-like lesson would far to advanced for an elementary school classroom.

Developing Programming Skills while Designing in the Media Arts
This section of the book talks about the program Scratch. We use this program in EME4401. There programs are especially helpful for elementary school aged children. However, asking them to design a Scratch program can be a little difficult. Created Scratch projects can cover any subject are and be as easy or difficult for the user as the creater wants to make it. Scratch empowers its users to crete object-based programs that manipulate digitized video and audio in an environment, says Jonassen. This is true, in my opinion. Although, this program may look simple from the outside, when the user starts to put together their own program, they will realize the work it takes to form a great program. The book also mentions iStopMotion software. A teacher in the textbook uses it in his language arts and social studies classroom in the 6th grade. That is probably the earliest I would introduce the program.

Designing Music with Composition Software
There are many programs that students already use that design music. For instance, Garage Band, Audacity, Impromptu, and Musical Sketch Pad. These programs allow students to structure a tone with a given collection of ufamiliar blocks and create musical patterns that involve widely seperated notes. All of which allow students to enter/create, edit, and replay the notes of their compositions. Musical Education can do so much with these programs. These programs show that music can be created in so many different ways and avenues.