Author: ksmith-blackwell

A Change Towards Virtual Reality

Virtual reality has the potential to changeover educational systems in all levels. As we know, our educational systems aren’t the best in the world, but could be if there were a few changes made. Teachers often struggle with being able to actually teach and keep students attention. However, in Ready Player One by Ernest Cline, everyone lives in a world of virtual reality. Most importantly, every child is able to attend “online” school by creating an avatar where no one knows who you are or what you truly look like. Many students face issues at school, aren’t able to even afford attending school and in some sort, just rather not go. If our educational system adapted to using virtual reality, students would actively engage during class, have an increased attention span, and develop a better understanding of their class.

In Ready Player One by Ernest Cline, Wade attends in the virtual world of OASIS. He logs in to attend classes taught by a virtual teacher, just an avatar of a real teacher. In the virtual world, Wade travels all over the world, back and fourth throughout time in all his classes. Cline states, “…we traveled through a human heart…watched it pumping inside” (Cline 48).Wade also has traveled to the Louvre, all of Jupiter’s moons, Egypt in AD 1922, many places (Cline 48). Allowing Wade to travel to all these places over the world, gave him a better understanding and insight of the importance. Teachers often feel like they have to “spend most their time acting as babysitters and disciplinarians” (Cline 47). In virtual reality, the OASIS ensured that students remained quiet and always in their sits. Although Cline didn’t say this directly, it’s obvious to say that virtual reality provides one with a better understanding. When it comes to the topic of virtual reality and education, most of us don’t think too much about it. However, virtual reality has the potential to change our educational systems on all levels. Our educational systems adapting to virtual reality would deflate numerous issues in the classroom, such as lack of attention, negative grades, etc., making school more enjoyable. Furthermore, virtual reality can can turn well-known activities being used negatively in the classroom, such as multitasking into a good thing.

In the discussions of Olivia Goldhill, one controversial issue has been whether multitasking affects you negatively or positively. Goldhill acknowledges that, “When we attempt to multitask, we don’t actually do more than one activity at once, but quickly switch between them…this switching is exhausting” (Goldhill, paragraph 2). In the classroom, relating to school in general, most students find themselves multitasking everyday and actually don’t realize that we are just switching between multiple activities. In the classroom, often a student may be reading and taking notes, or listening to the instructor, taking notes, and sending one or two text messages while doing so, they seem to “develop a short attention span an begin to self-interrupt” (Goldhill, paragraph 10).  Multitasking isn’t used   in a positive manner in the classroom. Although some readers may object that multitasking isn’t used efficiently, I would answer that if our educational system adapts to virtual reality, multitasking would be used to its full potential. For example, if students would be able to travel to see the Louvre, like Wade did, it would benefit both the student and the teacher. More so, because the student would be able to actively participate in multitasking in a positive way and the teacher would have their students attention at all times and would be able to receive more feedback in class. After all, virtual reality can only move our educational systems in a upward formation.

In conclusion, our educational systems adapting to virtual reality can truly make a great impact in both the students and teachers lives’. Adapting to virtual reality would be a great way to reform our educational systems. Virtual reality comes with a lot of positive attribute and would minimize problems commonly in all schools.

 

Level 2: Provocation

At Ogden Morrow’s 73rd birthday, while Parzival and Art3mis are drink digital drinks, dance around in zero gravity, and listen to ’80s tunes. As we know, Parzival and Art3mis have a long distance relationship, so it’s obvious Parzival had started developing “real” feelings for her. During the party, Wade tells Art3mis, “I’m in love with you” (Cline, Ready Player One, 186). She ignores him at first, but then they get into a intense argument about whether it’s possible to love someone you don’t know. However, their argument is interrupted when the Sixers blow a hole in the club and invade, attempting to kill Art3mis and Parzival. The fight ends when Og comes out and blasts all the Sixers with magical red lightning bolts, instantly getting rid of them.

Will Wade become distracted from winning the prize because he’s upset with what happened with between him and Art3mis? Should Wade had went to the party? What would of happened if Art3mis got hit by one of the Sixers?

Laik

My avatar would be named Laik because its my nickname backwards. I would also name her this, because it’s hard to tell whether it’s a female or male. Even though, females typically don’t play video games, I wanted to go against that stereotype and create a female avatar. I gave her short hair and dressed her kind of girly and sophisticated. She looks very sophisticated because of the glasses and make her seem very intelligent. I decided to make her look like this because typically she would be underestimated by many. I think in the OASIS, many of the girls are looked over upon and not really seen as being intimidating. However, they don’t know that she’s game ready and determined to win the prize!

Figuring Out the Digital Age

Take a minute and ask yourself, how often do you find yourself multitasking. Most likely, you’re doing it, right now. In the digital age, humans multitask everyday of our lives. Even though we may not realize it, we do actively participate in multitasking. Relating to high school and colleges, multitasking is not always used in good ways or as productive as it should be. Multitasking brings fourth many distractions and causes negative effects on humans. As we know, when in high school or college, most students tend to cramp two projects or homework into one night because either they have forgotten about it or simply just kept pushing it off. In order for our educational system to adapt to the digital age, we should avoid multitasking all together, particularly in high schools and colleges, because we tend to miss the most important information, focus on the less important, and increase our lack of time-managing skills.

Multitasking causes you to miss the most important information because you’re trying to do too many things at one time. Students develop a short attention span when multitasking. For example, when I try to do Math and English homework at the same time, I tend to miss key components that need to be in my paper because I’m thinking about what equations I should be using. Also, I tend to lose interest as I try to focus on both activities. The point is, when you are trying to do two activities at once, switching between the two, you’ll find yourself thinking about one more than the other, missing important information. In the article, “Is Google Making Us Stupid?”, Carr says, “The more they use the Web, the more they have to fight to stay focused on long pieces of writing…” (Carr paragraph 5). This quote explains that the more one tries to use the web and read at the same time, the harder it is to focus and keep a larger attention span. Trying to multitask in schools is just as worst because it is harder to concentrate due to how many students are in the classroom. Students tend to get bored when undertaking numerous activities, such as reading an article and taking notes, or reading an article and highlighting. In the article, “Neuroscientists Say Multitasking Literally Drains the Energy Reserves of Your Brain”, Levitin says, “…people who take 15-minute break every couple of hours end up more productive…” (qtd by Goldhill). This quote illustrates that when you multitask, taking breaks makes you more productive. However, it is obvious to say that when you multitask and not take breaks, you end up losing all focus and miss all valuable information. Not only does multitasking cause you to miss crucial components and lose more focus, but it also forces you to pay more attention to the less important things.

When multitasking, you spend time on the less important things rather than what you really are supposed to be doing. In the twenty-first century, everyone has social media and actively participates on the Internet. As we know, in high school and college, the Internet is heavily depended on. The “advantages of having immediate access to such an incredibly rich store of information are many” (Carr paragraph 4). However, when multitasking as stated above, we need breaks in order to be productive, so students turn to the internet during these breaks. Even though, the internet is a great source, when multitasking it is not used in a positive fashion, causing unnecessary distractions. For me personally, I’m in college and when I need to take a break in class or from doing homework, I scroll the web or get on social media. However, I begin to focus more on what’s happening on Twitter then what is most important, particular classwork or homework. In the article, “Neuroscientists say Multitasking Literally Drains the Energy Reserves of Your Brain”, Goldhill says, “…online notifications deliver ever more distractions” (Goldhill paragraph 7). Goldhill states that the internet brings on even more distractions. In fact, a student will use the internet as a “get away”, only causing them to become even more distracted, in a sense. However, when surfing the web, one does not realize that they are spending more time on the internet and at the same time, bringing on more distractions. Not only when multitasking do you concentrate on less significant things, it also aids in lack of time-managing skills.

In high school and college, managing your time is an essential. Do you find yourself waiting till the last minute, thinking you can do two projects at once? According to, “Time Management”, 90% of college students procrastinate. Twenty-five percent of these become chronic procrastinators, many who end up dropping out of college” (“College Resources” paragraph 2). Avoiding multitasking, helps students better their time-managing skills. I think this because when students multitask, they tend to think they can squeeze two things into one chunk of time, when in fact they can’t, only worsening their time-management skills. According to Goldhill, “…give up on multitasking and set aside dedicated chunks of time for each separate activity” (“Neuroscientists say Multitasking Literally Drains the Energy Reserves of Your Brain”). This quote proves that in order to be successful in high school and college, you need to know how to manage your time wisely. This means, setting assigned set chunks of time for each activity, avoiding all multitasking. From past experiences, I have cramped two projects into one night and did not get any sleep because of doing so. However, I have learned that when I plan my projects and homework into their own time slots, I complete the work a hundred times better than before. Instead of avoiding multitasking all together, why not come up with solutions to fix the problem.

It’s time to make a change! We should start integrating technology in high schools and colleges in order be able to adapt to the digital age. We should start multitasking in a positive manner by planning ahead, finishing one task before we start a new one. We should keep focus by putting all our time into one activity at a time. In all schools, all students should create to-do lists in order to stay organized. When you are not doing anything, take time to do some of a task in that period of time. In schools, we should also emphasis reading books online and reading from a physical in hand. However, as our society get more and more advanced, it’s very important that schools adapt to the digital age. Not only should we adapt in schools, but our world is running by the evolution of technology. We need to expand ourselves by adapting to the digital age and not limiting ourselves to just our phones or computers because the world has a lot more to offer.

Works Cited

Carr, Nicholas. “Is Google Making Us Stupid?” The Atlantic. Atlantic Media Company. 27 Apr. 2017. www.theatlantic.com/magazine/archive/2008/07/is-google-making-us-stupid/306868/.

Goldhill, Olivia. “Neuroscientists say multitasking literally drains the energy reserves of your brain.” Neuroscientists say multitasking literally drains the energy reserves of your brain. Quartz. 3 July 2016. qz.com/722661/neuroscientists-say-multitasking-literally-drains-the-energy-reserves-of-your-brain/.

“Time Management.” Piedmont Technical College, 17 Mar. 2015, www.ptc.edu/college-resources/testing-tutoring-counseling/college-skills/time-management.

CARR MAKES HIS POINT

 

The article, “Is Google Making Us Stupid”, is by Nicolas Carr. According to his website, Carr writes about technology and culture (“Home”). Carr not only writes articles for The Atlantic, but according to his website, “…for the Wall Street Journal, the New York Times, Wired, Nature, MIT Technology Review, and many other periodicals” (“Home”). Carr holds a college degree and is a “…former member of the Encyclopedia Britannica’s editorial board of advisors” (“Home”). Based off of the information from his website, Carr is a trustworthy author because of his expertise on multiple topics, his education level, and his effectiveness throughout all his articles. This particular author addresses his audience in these ways.

 

In the article, “Is Google Making Us Stupid?”, Carr argues that the internet is causing humans to face troubles when reading from a book. The primary audience of this article is students, parents, teachers, or doctors. The secondary audience is anyone interested in learning how the brain works, or anyone who uses the internet, in general. The age group for this article could range from 16-65. The ads displayed on the web, suggest that the audience must be in high school or been through it and have some knowledge relating to them. In addition to the ads, Carr uses sophisticated word choice, only a person with reading experience

can read. Based off his word choice here,  “…still await the long-term neurological and psychological experiments that will provide a definitive picture of how Internet use affects cognition…” (Carr, “Is Google Making Us Stupid?”), it’s clear to say that’s true. However, it’s important to know why he wrote this article.

  Image of higher level word choice.

The purpose of this article is to inform the world that the internet is causing troubles when reading into a book, known as the “traditional sense”. However, Carr is promoting a message that the internet is forcing problems onto to humans we may or may not notice, but also mention the advantages of using the web. He says, “Our ability to interpret text… remains largely disengaged” (Carr, “Is Google Making Us Stupid?”). The internet is triggering unknown habits. Carr’s primary intentions is to inform the reader of the advantages and disadvantages of reading online. His secondary intention is to persuade the readers to read online, but also to continue reading on paper. He’s suggesting that you should read specific texts on paper and others online. Nonetheless, whether you read more online or not, it’s essential to know why Carr says what he says.

The article, “Is Google Making Us Stupid” was written in July/August of 2008. Typically, this article would be read in a classroom, on a computer, and/or a tablet or phone. This article would most likely be published in a magazine or at a school, or doctor’s office. This article may also be a link on social media. Carr formats his article in a way that keeps the reader’s attention. He uses images, such as interesting colorful ads after each couple paragraphs. Also, he utilizes highlighted words, names, phrases, and/or titles of texts.

Like other internet articles, this article contains, ads, pictures relating to the topic of the article, and highlighted words. The Atlantic magazine “…publish factual information that utilizes loaded words (wording that attempts to influence an audience by using appeal to emotion…” (“Left-Centered Bias”). Unlike other sources, this article really doesn’t display any bright colors, besides the pictures under the paragraphs. However, the picture where you first start reading the article is brightly colored and looks like it could be hand drawn or painted. The image displays a man, “internet patrol” giving another man a ticket. This picture gives an comical aspect to Carr’s article because it shows us how the internet controls our life.

The font of the title, subtitles, and captions, all use different fonts. In the opening page of the article, there is a big heading in bold text that captures the reader’s attention. The entire article is written in Times New Roman font, besides the subtitle, the author’s name, and the issue date. Although, the article was straightforward and easy to navigate, I wish the article wasn’t as long as it is because it did become difficult to keep my attention. In spite of that, Carr’s article did supply its readers with sufficient evidence.

To sum up, the article, “Is Google Making Us Stupid” was very convincing. I was convinced because Carr’s use of numerous sources to defend his claims, his expertise of this topic, and his effectiveness with making his claims. Carr’s article persuaded me because he was able to convince me to continue reading online, but also to keep reading on paper too.

 

 

 

First Step of Life

On December 19, 1999 at 6:00 p.m. in Southern Maryland Hospital in Waldorf, Maryland, in Prince Georges County, I was born Kail-La Smith. I am a seventeen year old female who attends Stevenson University. I am a sister of four brothers. When I was first born, my family was beyond excited. Growing up without a father who refused to be a responsible adult, my mother at the age of 26, became the “breadwinner” and my role model. Without having a leading male figure, besides my grandfather, “Mommy” was my father and mother figure. Till I was able to take care myself, my mother’s goal was to raise me into a responsible woman and make her proud. Her first step was finding a babysitter when I was about 6 months.

After all, I attended a babysitter every day. Mrs. Mary. Due to my mother, having to work and my grandmother also maintaining a job, Mrs. Mary was like my second mother and my second home. She was this little pale-colored woman who had gray hair that was in her late sixties. She lived in Seat Pleasant, Maryland in Prince Georges County, about 20 minutes from my grandmother’s house. She had a little brick house. As I remember, as soon as you walked in her house, she had these colorful rubber giant puzzle pieces that filled up almost her whole floor. As long as I could remember, every morning, she would feed me oatmeal. I can still remember the sweet smell of it. She would play the ABC’s on a music player. This was my first step to learn how to read and write. Mrs. Mary had a brown book shelf with lots of books on it. I remember she would also read to me, a Dora book, the Bernstein Bears, and Blue’s Clues. Even though, I had no idea what she was saying as a baby. She would sound out the words. As I grew older, old enough to write, she began teaching me how to write my name, my letters, and numbers. I would trace over the dotted letters she would write a piece of paper. By the time, I was two or three, I had knew how to write my name, letters and numbers, and knew how to read and sound words out.

Before my mother knew it, it was time for me to attend Pre-Kindergarten, also know as Pre-K. There I was walking into a school named Progressive Christian Academy in Temple Hills, Maryland, also in Prince Georges County. At this point, my mother was working at this school. I remember walking into the school for the first time and four of my mother’s coworkers sprinting up to me. I can hear them saying, “Aww, she’s so cute!” One of them was one of my teacher. Her name was Mrs. Thomas. She was this brown skinned woman with very long brown hair. She wasn’t very tall, but she wore black glasses. The classroom was very big. The tables and chairs were just my size. The tables were red, yellow, green, and blue. The chairs fitted under the table perfectly. In the classroom, there were cubbies that we put our stuff. I remember my mom let go my hand and let me sit in one of the chairs right in the front. Immediately, I met my first friend, David. He had curly light brown hair.We sat next to each other. I didn’t even notice my mother had left. Mrs. Thomas taught me a lot of things in that class. She gave me new words to learn to say everyday and more practice with tracing letters and numbers. Everyday, she would practice reciting and learning new words with the class. Each and every day, I began getting better and better at reading and writing. My mom was a teacher at this school, so I remember her coming pass the class. She would have the biggest grin on her face. I just knew I was making her proud.  However to be great, I would also practice at home.

Along with going to school everyday, my mom would read with me every night. I had the Disney Princess’s book collection. The Disney Princess’s book collection had eleven books in it. She would let me pick the one I wanted to read. I remember her sitting me on her lap after my bath and taking the time to read to me. After I tried to sound each word out, words I couldn’t say, she would help me sound them out and keep repeating them.

At age four, my aunt bought me my first Leapfrog. A leapfrog was a learning system that came with a backpack, the system, four set of books and the cartrigdes for each book. The system was blue and came with a red stylis connected to the front of the system. My first books for the system was Dora to the Rescue, Thomas the Train, Dr. Seuss, and Leap’s First Day. I took my Leapfrog everywhere, except to school. Along with my Leapfrog, I also watched some television. Every day after I came home from school, I would climb in my grandmother’s big bed and watch TV. My favorite shows were the Bernstein Bears, Dora Explorer, and Blue’s Clues. These shows allowed me to learn new words by pictures and by sounds. Watching television, also allowed me to expand my vocabulary.

My mother, my grandmother, my Leapfrog, my television, and my teachers, all furthered my understanding of how to read and write. I practiced everyday. These people and material objects, all really changed my everyday life and future. As I look towards the future, I know there will be more and more things, and/or people who will help me further my knowledge and understanding about life and more about reading and writing. Learning how to read and write, opened up many doorways and gave me many opportunities to become a better reader and writer. Without these people, places, and objects, I wouldn’t be where I am today. Each and every day, I remember that in the future, I can accomplish anything I put my mind to with practice and with people who aid in helping me learn important steps of life.

 

My mommy and I, only six months.