How to help someone use a computer

"Most user interfaces are terrible. When people make mistakes it's usually the fault of the interface. You've forgotten how many ways you've adapted to bad interfaces." "Whenever they start to blame themselves, respond by blaming the computer. Then keep on blaming the computer, no matter how many times it takes, in a calm, authoritative tone of voice. If you need to show off, show off your ability to criticize bad design. When they get nailed by a false assumption about the computer's behavior, tell them their assumption was reasonable. Tell *yourself* that it was reasonable."

I can use this information to respond to the questions people have more efficiently without them being discontent with the technology.

Information from http://polaris.gseis.ucla.edu/pagre/how-to-help.html

Copyright and Fair Use LR

Like I said before. As if Disney does not have enough money already. I understand the concerns of the company, they performed the work in the production of the movie and should be reimbursed for that. I would think though, since I am a purchaser of one of their videos that I would have the right to show it to whoever I want, whenever I want.

Copyright and Fair Use SR

2. I think this is reasonable. Does simultaneous mean at the exact same time? Being able to use software in this way is a major savings to school districts.

3. The ethical thing to do would be for the software company to send the school the older version. They should be held accountable to make software backwards-compatible.

7. I don't really understand this. Is is a password protected website the only certain parents and teachers can see?

8. Is it the student's fault if the media used does not really belong to him? How do you keep up on this stuff?

11. This answer was not really clear. Is it only okay when the show being used is on PBS? Are other cable or network shows alright with using their media?

12. Is there a law that can keep manufacturers from doing this?

14. As if Disney doesn't have enough money already.

15. I guess this makes sense.

Chapter 2: Respect, Liking, Trust, and Fairness

The student quote that stuck out to me the most was on page 21. Lauraliz talks about how she liked her Spanish teacher but she did not learn much from her because she was easily distracted. Then she talks about how she learned a lot more from her global studies teacher, he was very strict, but she respected him.

I guess the main reason why this passage stuck out at me the most was that it was funny, particularly the last few sentences: "He sticks to the subject. It wasn't easy to distract him. When he's done with the lesson he'll make one joke and the will be it--and it will relate to the subject." This helped me to understand that there are other students like me who appreciate this type of teacher. I want to be like Lauraliz's global studies teacher.

Chapter 1: Knowing Students Well

There was one part in the reading that stuck out at me. It was one of the suggestions on page 7 of how to get to know your students. The section tells us to have students keep a journal that is not graded.

I was taken aback by this suggestion because I have some personal experience with this method. In several English classes throughout middle and high school teachers made us keep journals to tell them about "just about anything." There was no grade given for these entries. The result was that the journal was either misused, or more often not completed at all.

My MEL Experiences

• Student/teacher relationship: The majority of my teachers in high school fulfilled these requirements, sometimes they were too fun and lost respect.
• Autonomy: In my English classes were given many choices of what we would read and how our assignments would look, it gave us a sense of being able to guide our own directions and that the teacher trusted us to make good decisions.
• Avoid rewards: Throughout elementary school I was often given rewards, often they were undeserved.
• Context: Making Personal: My math teachers and often social studies teachers seemed to make little effort in describing real world applications of their subjects.
• Hands-on: Hands on activities were almost an everyday occurrence, they rarely seemed to help reinforce anything though.
  

Type I and Type II Technology

The difference in Type I and Type II Technology can be defined that Type I could be done without a computer, whereas Type II is only possible using a computer.

Examples of Type I usage:

-Reading an online book
-Computer based Quizzes
-Talking onlince

Examples of Type II usage:

-Using graphic arts tools
-Helping students with auditory or visual handicaps
-WebQuests

"Type II Applications of Technology in Education: New and Better Ways of Teaching and Learning." 2005. http://www.haworthpress.com/web/CITS