cesquivel+journal

=Cesquivel's Journal=


 * Describe your background and history with video and computer games.

 I have played video games for as long as I can remember. I started off playing Atari games, such as Pong, Packman, Tank War, etc. These games were very primitive and not filled with a great deal of graphics. In 1985, I went to Los Angeles Trade Tech to study computer maintenance. Hard drives were very small and floppy disks were still in use. The game I mainly played at that time was video chess. I was only able to beat the game on novice and even then I lost a lot. When I joined the military I did not have time to play any computer games. Since then I play games sparingly and it takes me up to two years to finish a game.


 * What are some of the real and/or virtual ‘identities’ you take on?

 I have to say I take on virtual identities everyday, not in the computer but in my mind, every time I am bored, tired. mad, overworked, overwhelmed by relationship problems, etc.  My identities are driven by my idea of perfection. For example, if I am having a relationship problem I imagine myself being somewhere else and in total control. My identities do not have a name or face. I guess my identities can be called Mr. Perfect, Mr. In control, Mr. Irresistible and so on.


 * What impact might James Paul Gee’s definition of ‘literacy’ have on your teaching?

 Paul Gee’s definition of literacy has shown me that the virtual world is a reflection of our culture more then I imagined. Most games I have seen are very competitive, goal driven ,and non-social. This may seem like a bad thing; however, it is these attributes that have forced the world to become globalized. This means that my culture, as well as others, will no longer exist in isolation. This means that we are not alone and need to be able to teach how to communicate in more then one cultural zone to survive.

 It is very difficult to see literacy in the future not being driven by a network of world wide computer translators that will allow everyone in the world to understand each other and share ideas. This will change the whole aspect of teaching into one based on openness, acceptance, and will create a global culture that can be interchangeable, compatible and user friendly.
 * What experiences have you had learning in new ‘semiotic domains’?

 I find myself in a new semiotic domains everyday. In my opinion, everyone has a cultural mental state that they only understand. My own mental culture sees things differently; different even from those who live with me. It is amazing that people can even communicate. Even with the children I am raising I have cultural communication problems. The worse part is that I was once part of that culture. Just going to the doctor puts me in a new semiotic domain. The world is moving so fast that by the time I learn the newest cultural phase or semiotic domain it has changed.

Cesquivel's Journal 3/11

1. How might virtual and projective identities be important in your teaching?  Virtual identities have always been a part of the classroom environment. Roll playing games allow students to better understand a characters or historical persons point of view. Virtual identities also allow students to problem solve and get more involved with the educational process. Technology allows the student to do the same thing as roll playing does and gives the teacher more time to be involved with each student. Projective identities have always been with us, however computers make it possible to live out other lives in a safe environment and allows the student to be more involved without felling embarrassed or pressured while doing a roll playing activity.

2. Describe an experience you’ve had in teaching a student with a “damaged” identity.  Every student in their educational life has to deal with a damaged identity when they cannot bridge between understanding and concepts. Concepts are what are though on the chalk board or in lecturers. I have had student lose their group identities during math. Student that does not get math concepts as their fellow students do feel left out and make math the enemy. It takes time to help students to regain their identity in the group and they must gain confidence though making gains in what they are learning. Students always come to a classroom with some kind of damaged identities. That is why it is so important to create an inclusive learning environment values the identities of all students. The educational environment may be the only place a student may feel safe. Giving them encouragement when they make mistakes and helping them to use their natural ability to learn to guide them is one of the best ways to help them have a better classroom identity. 3. Give an example of a situated meaning in your content area, and describe how you might help students gain a more embodied understanding of it.  Situated meanings based on shared experiences and shared cultural models. We all have had experiences with money. In an elementary classroom banking system can be set up to help students understand fractions, the economy, and many other math skills. Students must learn how to live in their classroom buy being buyers, seller and all for them will be consumers. They must identify their needs and learn to live within their means. Each student will have an allowance of play money. Workers will get a fixed amount of money and vendors will have a set of objects to sell. Vendors must set prices and grow their money. The vendors and workers must rely on the teacher to be banker and supplier. To be successful the students must create an economy that is self-sustaining. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">4. Describe a recent learning experience that involved using the probe, hypothesize, re-probe, and rethink cycle. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">This class has been a learning experience that involves the probe, hypothesize, re-probe, and rethinking cycle. Just playing the games and making a link to literacy has been a probing experience. After reflecting and thinking about the first class meeting I found that video games can be useful in the classroom across all content arrears. After going through more of the games I have re-probed my way of thinking and even though these video game have taught me a lot about classroom literacy; I am not sure how they would work in a classroom. Now my hypothesis is that video game can be a very important part of the classroom environment. I just need to visually see this hypothesize in practices to see if it works or not.