Journal Questions, Summer 1999

Journal Question of the Day
(List and Archive)

IMPORTANT: When e-mailing your journal answer, please make sure the subject line
begins with the phrase 9932 Journal followed by the date. Example subject line:
9932 Journal, 6.21.99 This way, I can easily program my e-mail client to auto-sort
the incoming email and deliver it to the appropriate mailbox in my system. Thanks.
(Remember, I have 33 students in the PM class, plus you guys!)

Fri. July 30 Over the last dozen or so years that I've been observing young people of your generation (as students, mentees, or just plain friends), I get the odd but distinct feeling that somehow your childhoods have been "accelerated" somehow, that you've developed and matured in a significantly different way than have previous generations. And that in some way, the Internet, digital culture and information technology has played a significant role in that acceleration.
I think that, in a sense, you've "grown up faster" in certain ways (intellectually, psychologically, sociologically and yes, even biologically*) than human beings in the generations before you. Help me try and understand why, by simply responding to this seemingly outrageous claim.
<DIGRESSION:ON>
* While I am nowhere near being an expert on neurobiology, I know enough in general about the field to be reasonably sure that the kind of stimulus you kids typically get, in the form of exposure to digital media and entertainment -- often in simultaneous arenas (think about your own personal spaces, where the TV is on, as is the computer, as is a video game, as is the phone and you may be engaged in all of these things all at once or at least juggling them rapidly and with astonishing ease) -- to suspect that the adolescent brain and neuronal structure develops certainly differently, and perhaps more rapidly than it has had to before the advent of all this enveloping digital soup. Whew. What a mouthful. Long sentence, eh? Sorry. So there. A few shorter ones. ;-)
<DIGRESSION:OFF>
Of course, your response may in fact refute this claim, but that's okay too. I really do want to know HOW you think, and one key to this is in the journals you've written me this summer. Taken in the aggregate, looking at them all as a cluster of thoughts and ideas, and not just as randomized, individual potshots, they make sense in a "bigger picture" kind of way.
But if none of this is making any sense to you right now, don't sweat it. Just tell me then, this one thing: do YOU think that you think differently from your mom and dad, or a relative in his or her late 20s or early 30s? That is, speculate about how they might have been like when they were exactly your age. Do you think they saw or "thought" things differently than you do now? Why or why not?
Thanks for your time, you guys and gals. It has been a blast. I know I'll see you in c-space again, in no time flat.
As always,
Lloyd.

Wednesday, July 28 If you were thinking about a career that had to do primarily with information technology, in what area might it be? "Infotech" is basically anything having to do with computers -- computer science, programming, graphics and multimedia, website design, artificial intelligence implementation, systems administration, database management, being a teacher of computers/CS/Internet, etc.
If, on the other hand, you were already planning on some other career, in what field of endeavor is it in? Was this something you've always known you wanted to do, or something you've decided upon only recently? How did you come to this decision?

Monday, July 26 Technological advances in computing and communications over the last decade have helped the US economy grow at a phenomenal rate (particularly in comparison with other countries in Africa, Asia, Europe and Latin America). In your opinion, has the average American benefited from this growth? Do you think the average person benefited from computers and the Internet? Is the Internet revolution "leveling the playing field" or is it increasing the disparities between rich and poor? Consider this question from your personal and family perspective and make sure you justify you answers.

Friday, July 23 Games. I can bet that we're the only class in the entire ATDP that plays this much! (Not that you can't play games in Algebra 2 or AP Bio or Architectural Design, but it's a safe bet that those classes require more traditional "work" than this one. Not that our work is slacker stuff either, because it isn't! CSS2 and XML aren't exactly easy, right...? ;-) Anyway, the purpose of this little preamble is to say that I happen to believe in games and gaming as an excellent learning and socializing (bonding!) tool -- and learning not just about computers and computer games, but about things such as strategy and tactics, cooperation and competition, etc. etc. Which is why you guys can get away with this much "fun" in an ATDP class. And it's also summertime, for crying out loud, eh?
OK. So take your mind and brain off of game mode for an extended moment, and think lucidly about the process and experience of your game playing in this class, as you consider these questions:
(1) What is it about computer games (particularly the network or online ones) that you find appealing? (Or not?) Which games appeal to you most, and why? Is it the technology (multiplayer, 3d, multimedia, etc.) of the games that make them fun to play, or is it the actual game-playing experience?
(2) Do you think that playing computer games helps you as a student? Do you feel that your learning skills are enhanced or improved by being a good game player? Do you think your game playing experience might come in handy in a traditional classroom situation? Why or why not?
(3) As a consequence of the Columbine High School shootings, many media and political talking heads bashed video games (like Doom, Quake, etc.) as one of the things that causes kids to be desensitized to violence. People began claiming that kids who played these games a lot were more likely to act out, such as the two teenagers in Denver, and harm others. What are your thoughts on this? Does this seem like a realistic assessment to you? Be honest.

Wednesday, July 21 Does it matter to you what operating system (MacOS/Windows/unix) and hardware system (PC vs. Mac) you use? Are you passionate about what kind of computer you use? Another way to look at this question is: do you 'love' your computer? If so, why, and if not, why not?
Why do you think many people who use Macs seem to be rather fanatical about their favorite computer platform? Do they have a screw loose somewhere, or is there actually some substance to their devotion?
Lastly, do you think it's a good thing that Microsoft and Intel rule the computer universe as it stands right now? Do you think the "Wintel" monopoly has a positive, or negative, effect on innovation in the computer industry? Is it a good idea for the computer industry to be dominated by one or two major companies, and for the rest of the companies to be merely niche players? Why or why not?

Monday, July 19 On the Internet you can be anyone you want. Put another way, the Internet makes it easy to lie about your identity. In chat rooms people pretend to be older or younger than they really are. Boys pretend to be girls, girls pretend to be boys. People invent imaginary occupations and life histories.
Some people have celebrated this ambiguity, believing that the Internet provides a safe place for people to explore new identities. They believe that on the Internet, race, gender and age do not matter, and that this creates an opportunity for new freedoms.
Others have criticized the same aspect of the Internet. They claim that it encourages people to be dishonest, it creates opportunities for perverts to prey on children, and it encourages people to live in a fantasy world instead of facing up to the challenges of real life.
What do you think? Have you ever modified your identity on-line? If so why? Do you think it is wrong to lie about your age on-line? Why or why not? Do you think it is wrong to enter fake information when you register for on-line services like free email? Why or why not?

Friday, July 16 Think about the many science fiction movies that have been made about artificially intelligent computers, such as Hal in Space:20001 or, more recently, The Matrix.
Here's a link to visit: talk to computers! In your journal response, comment on the "intelligence" or lack thereof, of these artificial life forms. Would you ever mistake one of these "personalities" for a real person?
Do you ever think that computers will become more intelligent than humans? Do you think that it is possible to program a computer to have real feelings and emotions? Why or why not? Do you think that it will ever be possible to have a regular conversation with a computer? Would intelligent computers be good or bad for humankind?
HOMEWORK for Monday, 7/19:
Prepare a small database, for conversion into XML. This can be anything at all. Examples:

your friends' names, addresses, and other biographical data
your collection of Magic (or other RPG) cards
a list of the courses you've taken in high school (including subject name, grade in course, teachers, and other relevant criteria)
a database of your family members or clan (names, addresses, phone nos., whereabouts, etc.)
a database of your book or library collection at home
a database of your music CD or games CD-ROM collection
a list of your MP3 collection
a catalogue of the software on your computer
the coolest movies you've seen in the last few years
use your imagination!
Have at least 15 items in this database. (You can have more, though... it's entirely up to you.) Also, have at least 3 categories in the database. Bring the database to class as a text or spreadhseet file. (Can be tab-separated, or in columns.)

Wednesday, July 14 Now that you've been formally exposed to XML, even if it's only the very basics so far, what do you think of it? Do you think there's substance beyond the hype I've given XML in this class? What do you think of the "language" itself -- is it even a language in the same way that HTML is? In your own words, tell me what the major differences are between HTML and XML.
Finally, think clearly and carefully for a few moments before you respond to this question: do you have any ideas as to how XML can be useful, and in what sort of Internet applications? Or, put another way: What do you think XML can be good for?

Monday, July 12 In your elementary, middle or high school years did you have a favorite teacher, or a teacher who made a really deep impression on you? Did this teacher happen to be teaching your favorite subject? If the subject was not your favorite one when you had this teacher, were you "turned on" to the subject because of the way he or she taught it?
What do you think were the qualities that made this person a really good teacher? (Note: this "teacher" might not necessarily have been a school teacher; he or she could have been your piano teacher, judo sensei, soccer coach, or even your own mom or dad.)
HOMEWORK for tomorrow, 7/14:
Read this article, XML and the Second-Generation Web in the
May '99 issue of Scientific American.

Friday, July 9 In the last hundred years, medicine, architecture, filmmaking, and finance have been transformed by technology. Yet most teachers still use the tools that teachers used a hundred years ago: a chalkboard, lectures, textbooks, and written tests. In the last few years, this has started to change. Teachers are beginning to use technology and it is still unclear how this will change the field of education.
How have your teachers used technology? Ten years from now, how will teaching and learning be different? Do you think technology has the potential to improve education? If so, how? What academic subject do you think would benefit most from the use of technology (history, Math, English, science, etc)? Do you have any other thoughts on this issue?

Wed. July 7 Visit Amazon.com, the Gap.com, Dell.com and other on-line shopping web sites. How does the experience of shopping at these web sites compare with the experience of shopping at a regular store or shopping mall? What are the advantages and disadvantages of each? Overall, do you think online shopping is making the world a better or worse place? Have you (or your parents) ever purchased anything online?
HOMEWORK for tomorrow, 7/8:
Read Chapter 22, Introduction to Javascript, p. 379.

Fri. July 2 Speculate about the notion of "work" in a techno-centric world. These days, just about any job or career is heavily influenced or affected by technology. There already exist entirely new categories of jobs, based primarily on information technology. Do you have any sense or idea of what YOUR job or workplace might look like, when you enter the workforce many years from now? (I realize this is a very open-ended question, and it also does not assume you know what you would like your career to be in; I just wanted you to speculate freely. Or free-associate, fantasize, whichever...)
HOMEWORK FOR TUESDAY, JULY 6: Read the two fascinating essays I'm handing out in class today. Come prepared to discuss them in class. Have a fun, safe and relaxing 4th of July weekend! And yes, if you were able* to see the South Park movie, tell us all about it, ok?
* (i hear they've been carding kids at the theatres!)

Wed. June 30 From what you know of the current state of information technology, what do you think the future of the Internet is going to be like? If you can, speculate about 5, 10, 20 and 50 years from now. Don't make this an exercise in science fiction--base your speculations on what you know about what exists today, and what is being developed today.
HOMEWORK:
Re-read chapter 23, Cascading Style Sheets particularly Positioning With Style Sheets, on p. 418.

Mon. June 28 There are now millions of web pages--literally--on the Internet. What value do you think YOUR web page brings to the Net? What community or audience do you think will benefit from your website? What do you think of the idea of an Internet "community" in the first place? Is this something that's important to you, or does it not make a difference in how you view the Net? (By "community" I mean just about any group whose primary identity is found ONLY online--such as gaming communities, topical forums on IRC, or even AOL buddy lists.)
Finally, do you think there is a good potential for this class to be an ongoing online community, once the session is over? Are you making connections here, or is this classroom just like any other you've had all your life? (Be honest. I want to gauge the "uniqueness factor" of this kind of classroom, for future purposes.)
HOMEWORK:
Read or scan chapter 23, Cascading Style Sheets

Wed. June 23 The best websites out there blend design and content perfectly (or, almost perfectly). Though, yes, there are some sites, like the one Tom showed us today on movie and tv reviews, that have lousy design but great content. What matters more to YOU? If a site's home page is badly designed, are you still inclined to look for content on it?
Think a little bit about your personal web and Internet use habits. Do you find yourself going back to favorite sites because they are well designed, or because they have content you want and need? Finally, consider this hypothetical situation: you've got a chance to engage in a web project (for pay!). What would YOU rather do: create the design and layout, or focus on developing content?

Mon. June 21 (Part 1)
Would it make a difference in your education if the Internet as we know it did not exist? Has the Internet become a vital aspect of your education... or could you live without it? Cite examples and/or scenarios in your response. (This question is particularly interesting to me with regard to those who have been in my other Internet Classrooms... your answer last year or two years ago may be radically different from that you have today.)
(Part 2)
What are your expectations of this class? What do you expect to learn during the six weeks? What do you expect of me? Of your TA, Mr. Liao? =] (btw, i've asked one of your classmates, Tom Fletcher, who was in the pioneering Internet Classroom in 1996, to pitch in as a volunteer TA. Thanks, Tom!)

Fri. July 30	Over the last dozen or so years that I've been observing young people of your generation (as students, mentees, or just plain friends), I get the odd but distinct feeling that somehow your childhoods have been "accelerated" somehow, that you've developed and matured in a significantly different way than have previous generations. And that in some way, the Internet, digital culture and information technology has played a significant role in that acceleration. I think that, in a sense, you've "grown up faster" in certain ways (intellectually, psychologically, sociologically and yes, even biologically) than human beings in the generations before you. Help me try and understand why, by simply responding to this seemingly outrageous claim. <DIGRESSION:ON> While I am nowhere near being an expert on neurobiology, I know enough in general about the field to be reasonably sure that the kind of stimulus you kids typically get, in the form of exposure to digital media and entertainment -- often in simultaneous arenas (think about your own personal spaces, where the TV is on, as is the computer, as is a video game, as is the phone and you may be engaged in all of these things all at once or at least juggling them rapidly and with astonishing ease) -- to suspect that the adolescent brain and neuronal structure develops certainly differently, and perhaps more rapidly than it has had to before the advent of all this enveloping digital soup. Whew. What a mouthful. Long sentence, eh? Sorry. So there. A few shorter ones. ;-) <DIGRESSION:OFF> Of course, your response may in fact refute this claim, but that's okay too. I really do want to know HOW you think, and one key to this is in the journals you've written me this summer. Taken in the aggregate, looking at them all as a cluster of thoughts and ideas, and not just as randomized, individual potshots, they make sense in a "bigger picture" kind of way. But if none of this is making any sense to you right now, don't sweat it. Just tell me then, this one thing: do YOU think that you think differently from your mom and dad, or a relative in his or her late 20s or early 30s? That is, speculate about how they might have been like when they were exactly your age. Do you think they saw or "thought" things differently than you do now? Why or why not? Thanks for your time, you guys and gals. It has been a blast. I know I'll see you in c-space again, in no time flat. As always, Lloyd.
Wednesday, July 28	If you were thinking about a career that had to do primarily with information technology, in what area might it be? "Infotech" is basically anything having to do with computers -- computer science, programming, graphics and multimedia, website design, artificial intelligence implementation, systems administration, database management, being a teacher of computers/CS/Internet, etc. If, on the other hand, you were already planning on some other career, in what field of endeavor is it in? Was this something you've always known you wanted to do, or something you've decided upon only recently? How did you come to this decision?
Monday, July 26	Technological advances in computing and communications over the last decade have helped the US economy grow at a phenomenal rate (particularly in comparison with other countries in Africa, Asia, Europe and Latin America). In your opinion, has the average American benefited from this growth? Do you think the average person benefited from computers and the Internet? Is the Internet revolution "leveling the playing field" or is it increasing the disparities between rich and poor? Consider this question from your personal and family perspective and make sure you justify you answers.
Friday, July 23	Games. I can bet that we're the only class in the entire ATDP that plays this much! (Not that you can't play games in Algebra 2 or AP Bio or Architectural Design, but it's a safe bet that those classes require more traditional "work" than this one. Not that our work is slacker stuff either, because it isn't! CSS2 and XML aren't exactly easy, right...? ;-) Anyway, the purpose of this little preamble is to say that I happen to believe in games and gaming as an excellent learning and socializing (bonding!) tool -- and learning not just about computers and computer games, but about things such as strategy and tactics, cooperation and competition, etc. etc. Which is why you guys can get away with this much "fun" in an ATDP class. And it's also summertime, for crying out loud, eh? OK. So take your mind and brain off of game mode for an extended moment, and think lucidly about the process and experience of your game playing in this class, as you consider these questions: (1) What is it about computer games (particularly the network or online ones) that you find appealing? (Or not?) Which games appeal to you most, and why? Is it the technology (multiplayer, 3d, multimedia, etc.) of the games that make them fun to play, or is it the actual game-playing experience? (2) Do you think that playing computer games helps you as a student? Do you feel that your learning skills are enhanced or improved by being a good game player? Do you think your game playing experience might come in handy in a traditional classroom situation? Why or why not? (3) As a consequence of the Columbine High School shootings, many media and political talking heads bashed video games (like Doom, Quake, etc.) as one of the things that causes kids to be desensitized to violence. People began claiming that kids who played these games a lot were more likely to act out, such as the two teenagers in Denver, and harm others. What are your thoughts on this? Does this seem like a realistic assessment to you? Be honest.
Wednesday, July 21	Does it matter to you what operating system (MacOS/Windows/unix) and hardware system (PC vs. Mac) you use? Are you passionate about what kind of computer you use? Another way to look at this question is: do you 'love' your computer? If so, why, and if not, why not? Why do you think many people who use Macs seem to be rather fanatical about their favorite computer platform? Do they have a screw loose somewhere, or is there actually some substance to their devotion? Lastly, do you think it's a good thing that Microsoft and Intel rule the computer universe as it stands right now? Do you think the "Wintel" monopoly has a positive, or negative, effect on innovation in the computer industry? Is it a good idea for the computer industry to be dominated by one or two major companies, and for the rest of the companies to be merely niche players? Why or why not?
Monday, July 19	On the Internet you can be anyone you want. Put another way, the Internet makes it easy to lie about your identity. In chat rooms people pretend to be older or younger than they really are. Boys pretend to be girls, girls pretend to be boys. People invent imaginary occupations and life histories. Some people have celebrated this ambiguity, believing that the Internet provides a safe place for people to explore new identities. They believe that on the Internet, race, gender and age do not matter, and that this creates an opportunity for new freedoms. Others have criticized the same aspect of the Internet. They claim that it encourages people to be dishonest, it creates opportunities for perverts to prey on children, and it encourages people to live in a fantasy world instead of facing up to the challenges of real life. What do you think? Have you ever modified your identity on-line? If so why? Do you think it is wrong to lie about your age on-line? Why or why not? Do you think it is wrong to enter fake information when you register for on-line services like free email? Why or why not?
Friday, July 16	Think about the many science fiction movies that have been made about artificially intelligent computers, such as Hal in Space:20001 or, more recently, The Matrix. Here's a link to visit: talk to computers! In your journal response, comment on the "intelligence" or lack thereof, of these artificial life forms. Would you ever mistake one of these "personalities" for a real person? Do you ever think that computers will become more intelligent than humans? Do you think that it is possible to program a computer to have real feelings and emotions? Why or why not? Do you think that it will ever be possible to have a regular conversation with a computer? Would intelligent computers be good or bad for humankind? HOMEWORK for Monday, 7/19: Prepare a small database, for conversion into XML. This can be anything at all. Examples: your friends' names, addresses, and other biographical data your collection of Magic (or other RPG) cards a list of the courses you've taken in high school (including subject name, grade in course, teachers, and other relevant criteria) a database of your family members or clan (names, addresses, phone nos., whereabouts, etc.) a database of your book or library collection at home a database of your music CD or games CD-ROM collection a list of your MP3 collection a catalogue of the software on your computer the coolest movies you've seen in the last few years use your imagination! Have at least 15 items in this database. (You can have more, though... it's entirely up to you.) Also, have at least 3 categories in the database. Bring the database to class as a text or spreadhseet file. (Can be tab-separated, or in columns.)
Wednesday, July 14	Now that you've been formally exposed to XML, even if it's only the very basics so far, what do you think of it? Do you think there's substance beyond the hype I've given XML in this class? What do you think of the "language" itself -- is it even a language in the same way that HTML is? In your own words, tell me what the major differences are between HTML and XML. Finally, think clearly and carefully for a few moments before you respond to this question: do you have any ideas as to how XML can be useful, and in what sort of Internet applications? Or, put another way: What do you think XML can be good for?
Monday, July 12	In your elementary, middle or high school years did you have a favorite teacher, or a teacher who made a really deep impression on you? Did this teacher happen to be teaching your favorite subject? If the subject was not your favorite one when you had this teacher, were you "turned on" to the subject because of the way he or she taught it? What do you think were the qualities that made this person a really good teacher? (Note: this "teacher" might not necessarily have been a school teacher; he or she could have been your piano teacher, judo sensei, soccer coach, or even your own mom or dad.) HOMEWORK for tomorrow, 7/14: Read this article, XML and the Second-Generation Web in the May '99 issue of Scientific American.
Friday, July 9	In the last hundred years, medicine, architecture, filmmaking, and finance have been transformed by technology. Yet most teachers still use the tools that teachers used a hundred years ago: a chalkboard, lectures, textbooks, and written tests. In the last few years, this has started to change. Teachers are beginning to use technology and it is still unclear how this will change the field of education. How have your teachers used technology? Ten years from now, how will teaching and learning be different? Do you think technology has the potential to improve education? If so, how? What academic subject do you think would benefit most from the use of technology (history, Math, English, science, etc)? Do you have any other thoughts on this issue?
Wed. July 7	Visit Amazon.com, the Gap.com, Dell.com and other on-line shopping web sites. How does the experience of shopping at these web sites compare with the experience of shopping at a regular store or shopping mall? What are the advantages and disadvantages of each? Overall, do you think online shopping is making the world a better or worse place? Have you (or your parents) ever purchased anything online? HOMEWORK for tomorrow, 7/8: Read Chapter 22, Introduction to Javascript, p. 379.
Fri. July 2	Speculate about the notion of "work" in a techno-centric world. These days, just about any job or career is heavily influenced or affected by technology. There already exist entirely new categories of jobs, based primarily on information technology. Do you have any sense or idea of what YOUR job or workplace might look like, when you enter the workforce many years from now? (I realize this is a very open-ended question, and it also does not assume you know what you would like your career to be in; I just wanted you to speculate freely. Or free-associate, fantasize, whichever...) HOMEWORK FOR TUESDAY, JULY 6: Read the two fascinating essays I'm handing out in class today. Come prepared to discuss them in class. Have a fun, safe and relaxing 4th of July weekend! And yes, if you were able* to see the South Park movie, tell us all about it, ok? * (i hear they've been carding kids at the theatres!)
Wed. June 30	From what you know of the current state of information technology, what do you think the future of the Internet is going to be like? If you can, speculate about 5, 10, 20 and 50 years from now. Don't make this an exercise in science fiction--base your speculations on what you know about what exists today, and what is being developed today. HOMEWORK: Re-read chapter 23, Cascading Style Sheets particularly Positioning With Style Sheets, on p. 418.
Mon. June 28	There are now millions of web pages--literally--on the Internet. What value do you think YOUR web page brings to the Net? What community or audience do you think will benefit from your website? What do you think of the idea of an Internet "community" in the first place? Is this something that's important to you, or does it not make a difference in how you view the Net? (By "community" I mean just about any group whose primary identity is found ONLY online--such as gaming communities, topical forums on IRC, or even AOL buddy lists.) Finally, do you think there is a good potential for this class to be an ongoing online community, once the session is over? Are you making connections here, or is this classroom just like any other you've had all your life? (Be honest. I want to gauge the "uniqueness factor" of this kind of classroom, for future purposes.) HOMEWORK: Read or scan chapter 23, Cascading Style Sheets
Wed. June 23	The best websites out there blend design and content perfectly (or, almost perfectly). Though, yes, there are some sites, like the one Tom showed us today on movie and tv reviews, that have lousy design but great content. What matters more to YOU? If a site's home page is badly designed, are you still inclined to look for content on it? Think a little bit about your personal web and Internet use habits. Do you find yourself going back to favorite sites because they are well designed, or because they have content you want and need? Finally, consider this hypothetical situation: you've got a chance to engage in a web project (for pay!). What would YOU rather do: create the design and layout, or focus on developing content?
Mon. June 21	(Part 1) Would it make a difference in your education if the Internet as we know it did not exist? Has the Internet become a vital aspect of your education... or could you live without it? Cite examples and/or scenarios in your response. (This question is particularly interesting to me with regard to those who have been in my other Internet Classrooms... your answer last year or two years ago may be radically different from that you have today.) (Part 2) What are your expectations of this class? What do you expect to learn during the six weeks? What do you expect of me? Of your TA, Mr. Liao? =] (btw, i've asked one of your classmates, Tom Fletcher, who was in the pioneering Internet Classroom in 1996, to pitch in as a volunteer TA. Thanks, Tom!)