Right from the beginning of this article, I enjoyed how it commented on how reading and reading instruction are changed ideas in our world. The authors write about how teaching a student to read opens them to experiences, journeys, and helps to change the world. Yet the authors leave reminders to the importance of understanding how new technologies create new forms literacies and uses for community based internet use that will need to be understood and instructed. The authors go on to expand on the idea that it is very difficult to create a concrete definition for new literacies. A part of what makes new literacies so distinct is that the material they associate with are ever adapting, growing, and changing.
The next chapter of the article reminds one about the importance of social drives on literacy throughout history. For example, tax records in Summary, to the spread of religion via printed Christian Bibles in the Middle Ages. The United States of America, was formed to be a democracy with educated and informed citizens voting for those to represent their needs best. As the definition of literacy changes we need to be prepared to educated future citizens to best utilize resources to be informed. As a literate nation we have come from reading for religion, to politics, through change, and now we read for information, it is an educators job to prepare students to read for content throughout all forms of media.
In the highly competitive fast paced workplace today, skills such as knowing how when and where to locate information, evaluate its validity, and utilize it, are mandatory to success. Being able to communicate, network, and collaborate via the world wide web is critical. As governments around the world are realizing that these new literacy skills are necessary to excel in the work place, many are taking measures to increase technology access and education in public schools.
I liked how well this article summarizes many of the over viewing issues we have discussed over the semester. It puts the information is a broad context which offers insight as to why new technologies and new literacies are important on a world wide scale. The grander skills are information location and evaluation as well as communication, which to be honest is not that far away from passed intentions of literacy skills, it is just that now the view finder has been expanded to include modern medias which are being utilized in the 'real world'.
Thursday, December 1, 2011
Tuesday, November 15, 2011
Week 12 - Critical Literacy: Becoming Producers of Text and Powerful Language
The first article entitled, Teaching about Language, Power, and Text: A Review of Classroom Practices that Support Critical Literacy, written by Edward Behrman is about his search for lessons or units published to support critical literacy instruction at the higher primary levels and the secondary school levels as well. The article states that in theory, critical literacy instruction is supposed to foster social justice by showing students how language is affected by and also effects social relationships. Unfortunately though, it seems that this methodology lacks instructional strategies for educators to follow or learn to use this approach. There should not be a set in stone formula for how to produce this instruction, as a goal is for the learning to be more organic; the students should invent critical literacies in the classroom.
In the review of materials, the author finds six categories of critical literacy instruction based on student activities or tasks. They are as follow, reading supplementary texts, reading multiple texts, reading from a resistance perspective, producing counter texts, conducting student-choice research projects, and taking social action. In this style of instruction students will feel a deeper connection and understanding of different viewpoints, especially if these tasks are integrated and some done simultaneously. I see a great window of opportunity for this sort of literacy instruction to be melded into a world of Web 2.0. Production of journal entries from a counterpointed point of view, or finding supplemental text or perspectives on an opinions via the web may be a great way to integrate new technologies into critical literacy instruction to promote deeper understanding.
The second article is, Becoming Critical Consumers and Producers of Text: Teaching Literacy with Web 1.0 and 2.0, written by Handsfield, Dean, and Cielocha. It begins by denoting the expanse of computer and internet growth in the educational setting, as well as the discrepancy between a Web 1.0 world and the producing and collaborative Web 2.0 internet. There is mention of an online comic maker, as well as accommodations if Web 2.0 is not available, such as using a scanner. Also utilizing blogging for readers responses to text is a suggestion made. The article offers a rather comprehensive list of online resources and descriptions of tools for literacy instruction. It makes for a great resource for educators to utilize.
Incidentally, I checked out voicethread.com, and find it totally awesome! I hope to utilze that tool, maybe for students to comment on one another's drawings, poems, or other published works. It is another great tool for collaborative and ever changing work online.
In the review of materials, the author finds six categories of critical literacy instruction based on student activities or tasks. They are as follow, reading supplementary texts, reading multiple texts, reading from a resistance perspective, producing counter texts, conducting student-choice research projects, and taking social action. In this style of instruction students will feel a deeper connection and understanding of different viewpoints, especially if these tasks are integrated and some done simultaneously. I see a great window of opportunity for this sort of literacy instruction to be melded into a world of Web 2.0. Production of journal entries from a counterpointed point of view, or finding supplemental text or perspectives on an opinions via the web may be a great way to integrate new technologies into critical literacy instruction to promote deeper understanding.
The second article is, Becoming Critical Consumers and Producers of Text: Teaching Literacy with Web 1.0 and 2.0, written by Handsfield, Dean, and Cielocha. It begins by denoting the expanse of computer and internet growth in the educational setting, as well as the discrepancy between a Web 1.0 world and the producing and collaborative Web 2.0 internet. There is mention of an online comic maker, as well as accommodations if Web 2.0 is not available, such as using a scanner. Also utilizing blogging for readers responses to text is a suggestion made. The article offers a rather comprehensive list of online resources and descriptions of tools for literacy instruction. It makes for a great resource for educators to utilize.
Incidentally, I checked out voicethread.com, and find it totally awesome! I hope to utilze that tool, maybe for students to comment on one another's drawings, poems, or other published works. It is another great tool for collaborative and ever changing work online.
Thursday, November 10, 2011
Week 11 - Internet: Online Reading Comprehension
The first article of this week Exploring the online reading comprehension strategies used by sixth-grade readers to search for and locate information on the Internet, written by Coiro and Dobler there is the detailed findings and information on a study of the nature of reading comprehension. The study used a small number of sixth graders, who were considered to be at the highest reading skill level as well as those students having the most experience using the internet. The study noted that although students may be "book smart" it is important to consider that hypertext on the internet requires a different kind of literacy. The ability to navigate online for information takes different skills then just reading for content, students need to learn how to utilize search engines and critically analysis the validity of a source.
The next article, New Literacies of Online Reading Comprehension, is written by a collaborative effort to research instruction and assessment for the New Literacies of Online Reading. This article offers a lot of information pertaining to the utility of using the internet as a resource for reading comprehension and reading for information. The article offers advice and tips for educators about how to instruct using the internet in reading for information. It suggests small group instruction and scaffolding along with other methods to help reading strategies in general, not just in the Web 2.0 world. There are also warnings and information about the public domain and public policies that educators need to take into consideration when utilizing the internet as well.
Our final article for the week, Expanding New Literacies, is another collaborative work which discusses what should be included in an understanding of the internet, which comments on the analysis of internet components being limited. It focuses the importance of how the internet is a new tool that is shaping our world and the languages we speak and read. The internet is indeed a tool for new literacy and collaboration toward information and learning.
I like the idea that strength can be given to weaker readers, if they are educated in online reading skills. It helps to even the playing field, regardless of intrinsic levels of skill, any student can effectively utilize the internet as a tool for information and collaborative learning.
The next article, New Literacies of Online Reading Comprehension, is written by a collaborative effort to research instruction and assessment for the New Literacies of Online Reading. This article offers a lot of information pertaining to the utility of using the internet as a resource for reading comprehension and reading for information. The article offers advice and tips for educators about how to instruct using the internet in reading for information. It suggests small group instruction and scaffolding along with other methods to help reading strategies in general, not just in the Web 2.0 world. There are also warnings and information about the public domain and public policies that educators need to take into consideration when utilizing the internet as well.
Our final article for the week, Expanding New Literacies, is another collaborative work which discusses what should be included in an understanding of the internet, which comments on the analysis of internet components being limited. It focuses the importance of how the internet is a new tool that is shaping our world and the languages we speak and read. The internet is indeed a tool for new literacy and collaboration toward information and learning.
I like the idea that strength can be given to weaker readers, if they are educated in online reading skills. It helps to even the playing field, regardless of intrinsic levels of skill, any student can effectively utilize the internet as a tool for information and collaborative learning.
Thursday, November 3, 2011
Week 10 - Evaluating Websites
Smolin and Lawless's collaborative work brings us the article Becoming Literate in the Technological Age: New Responsibilities and Tools for Teachers. The article kicks off by giving the reader perspective based on the scenarios of two pseudo-named teachers. The first teacher uses computers for building spelling in text and skill based instruction, where the second teachers has bilingual students and uses technologies to build communication and community skills by developing intervene questions and recording bilingual community members. The writers stress the difference and their preference to the second teacher's technique. By having students develop interview questions and utilize technologies in meaningful collaborative ways she is utilizing a student centered approach to focus on multiple forms of literacy. These students will not only learn about reading, writing, spelling, etc, but they will learn how to communicate via emails, how to utilize cameras, upload and edit media data, and much more. What I like best is that the skills students are taught to use with technology are not taught out of context, they are integrated in meaningful ways within the larger goal of a classroom lesson and topic as well as the idea of the work being in groups causing it the be collaborative. The teacher also helps to instruct students how to effectively analysis and critique the information found from sources on the internet as well as limiting and monitoring their online surfing by using kid friendly and safe search engines. The article stresses the shift in teacher's roles and the importance of teaching students how to use tools and technologies in meaningful ways, typical to everyday life use. The article also offers a plethora of information and resources for teachers to include in their technological ventures for fostering growth in the multiple-literacies of their students.
In the second article Lawless collaborates again, this time with Schrader and Mayall, the title of this article is Acquisition of Information Online: Knowledge, Navigation and Learning Outcomes. This research project states information on the vastness of the internet, as well as the dependency of youth's use of it. The importance of building navigation skills and critical choice making on the web are increasing for classroom teachers. The authors indicate that building a strong prior knowledge for students to build from when utilizing the internet will help them make wiser navigation choices online. They test their theory that a pre-reading activity to build prior knowledge will effect navigation choices as well as the amount of information acquired online for students. To make a very long research project and report short, the pre-reading activity did make a significant enough difference to call it useful in impacting student's web surfing.
In the second article Lawless collaborates again, this time with Schrader and Mayall, the title of this article is Acquisition of Information Online: Knowledge, Navigation and Learning Outcomes. This research project states information on the vastness of the internet, as well as the dependency of youth's use of it. The importance of building navigation skills and critical choice making on the web are increasing for classroom teachers. The authors indicate that building a strong prior knowledge for students to build from when utilizing the internet will help them make wiser navigation choices online. They test their theory that a pre-reading activity to build prior knowledge will effect navigation choices as well as the amount of information acquired online for students. To make a very long research project and report short, the pre-reading activity did make a significant enough difference to call it useful in impacting student's web surfing.
Thursday, October 27, 2011
Week 9 - Internet workshops/projects/inquiry & webquests
Today is my Birthday!!! I feel older, no big deal. However, my husband surprised me by taking me out to a big breakfast with a big group of my friends, leaving my homework to be completed a little bit late today. Whoops.
Halat's article about using WebQuests as a good teaching technique was really interesting and informative. I did use webquests in two or three lab experiences for biology during high school. Other than my person experience using one I hadn't really heard much about there use in the classroom setting. I like how webquests are described as being a great influence on both students and teachers. I think it is nice to consider tools that are educational and beneficial to both party members of the classroom. According to the article, "A Webquest is a computer based teaching and learning model in which learners are actively involved in an activity or situation and use the Internet as a resource." This is a really great tool for how my science teachers applied it with chemistry and biology concepts. I also think that it could be easy generated for historical information as well as a tool in literacy. A feature that helps this tool fit into the category of a Web 2.0 resources, is that it provides high degrees of collaboration within an engaging setting. I also like the description of the utility of webquests in either the long or short term sense in the classroom. The goals and level of synthesis of information is altered based on the time expected to be spent using a webquest for learning. I really appreciated Halat's honesty by pointed out both positive and negative features of using webquests. I think that it is fair that he posses the possible weaknesses of leaving students with a set list of tasks to accomplish without the structure and control of the regular classroom setting. It is realistic to consider that students may easily become confused or distracted by using the internet for non related surfing.
George Lipscomb's also writes about using WebQuests for a middle school classroom setting. This article states that learning has changed little in the classroom setting regardless of the availability of new technologies. There is advice about the importance of making history more personalized for students in order for them to retain the information more beneficially. Previously, in class I located really interesting recordings and videos from American history on a PBS website. I think that utilizing clips and audio bites like these as part of a webquest might make history learning more interesting. Another nice feature of this article is the advice for teachers to follow prior to and while implementing the use of WebQuests in their classroom.
Halat's article about using WebQuests as a good teaching technique was really interesting and informative. I did use webquests in two or three lab experiences for biology during high school. Other than my person experience using one I hadn't really heard much about there use in the classroom setting. I like how webquests are described as being a great influence on both students and teachers. I think it is nice to consider tools that are educational and beneficial to both party members of the classroom. According to the article, "A Webquest is a computer based teaching and learning model in which learners are actively involved in an activity or situation and use the Internet as a resource." This is a really great tool for how my science teachers applied it with chemistry and biology concepts. I also think that it could be easy generated for historical information as well as a tool in literacy. A feature that helps this tool fit into the category of a Web 2.0 resources, is that it provides high degrees of collaboration within an engaging setting. I also like the description of the utility of webquests in either the long or short term sense in the classroom. The goals and level of synthesis of information is altered based on the time expected to be spent using a webquest for learning. I really appreciated Halat's honesty by pointed out both positive and negative features of using webquests. I think that it is fair that he posses the possible weaknesses of leaving students with a set list of tasks to accomplish without the structure and control of the regular classroom setting. It is realistic to consider that students may easily become confused or distracted by using the internet for non related surfing.
George Lipscomb's also writes about using WebQuests for a middle school classroom setting. This article states that learning has changed little in the classroom setting regardless of the availability of new technologies. There is advice about the importance of making history more personalized for students in order for them to retain the information more beneficially. Previously, in class I located really interesting recordings and videos from American history on a PBS website. I think that utilizing clips and audio bites like these as part of a webquest might make history learning more interesting. Another nice feature of this article is the advice for teachers to follow prior to and while implementing the use of WebQuests in their classroom.
Thursday, October 20, 2011
Week 8 - Classroom Websites
Coiro, J. et. al. (2011). Using Websites Wisely: Online Resources Can Deepen Student Learning – If Teachers Design the Right Tasks and Learner Supports. Educational Leadership, 68(2) p. 34-38
The basis of this article is offering educators information about the uses of internet web sites in educational instruction. The key point of advice includes exploring the sites one's self first to see if it includes necessary elements to provide information. Good websites should not remain static, including unchanging data that will not change, such as articles, but should also have interactive features for learning such as games, labs, and web-quests. It is also important for sites to include information about how educators can utilize the sources information for the classroom. If a websites also includes educational guides and standards for learning it helps educators be certain that the material is appropriately matched to serve the learning goals they hope to foster in their students.
This article has some really great information providing websites and actual information for teachers to utilize. Using Websites Wisely offers practical resources and actual websites for teachers to utilize, rather than theoretical advice with no real means to assisting in the real process.
Miller, S. et, al. (2005). Evaluating the Importance of Common Components in School-Based Websites: Frequency of Appearance and Stakeholders' Judged Value. Tech Trends, 49(6), p. 34-40
This article found in Tech Trends may be a little dated, but still held valuable research information about School-Based websites. The first stress is how integral the need for setting goals is when planning the project for creating classroom websites. Without knowing the needs and plans for a school website the task can get out of hand or become unfocused. The research showed what ingredients are considered the most necessary or the least important to consider including in a school website. School themes, motto’s, mascots, and goals should be included. General information including locations and addresses, school rules and policies, news, scores, teacher biographies and contact information should be listed. School calendars and cafeteria menus should also be included as useful information. These details are the most useful as well as the most frequently included in average school sites.
Being that the age of technological development is well and expanding it is hard to feel comfortable quoting information about the modern web that is over 2 years old. Advancements in technologies and the Web 2.0 that we experience today suggest that this information may be out of date. However, I still believe that its findings are relevant to schools needing to develop websites who may be a little behind the punch of having made them in the last decade.
Dunn, L. S. (2011). Making the Most of: Class Websites Can Serve a Variety of Purposes. What Do You Want to Do with Yours? Educational Leadership, 68 (2), p. 60-62
Dunn's article consists of information that explains the 5 main types, or levels, of educational websites There are static sites, semi static, supplemental resources, the forth level would be integral curricular, and the final being pedagogical memory. As each level increases, there is a correlation to the level of teacher time, input, and management necessary to utilize these forms of websites in their classroom instruction. The article also provides information as to internet locations where an educator may possibly look for examples of exemplar sites already in action, or places they could get started utilizing these resources in their own class. The article also recommends that teachers take into consideration the level of technological savvy, responsiveness, as well as internet access of your community and individual students before jumping into a website project headlong.
This article is pleasantly pithy in offering information, providing one example of each topic, and offering some pointers. One might say that the article leaves you wanting a little more depth or advice on the matter. This article would merely be able to spark an interest about the topic or use of classroom websites, however, more research or individual digging would be needed to learn more or become an expert.
Thursday, October 13, 2011
Week 6 - Podcasting and Digital Storytelling & Week 7- Visual Literacies
So, I had heard of Podcasts and of Flickr before doing the readings in this class. Interestingly enough though, I had never actually listened to a podcast or looked on Flickr. I wonder why I have knowledge that resources exist yet I choose not to utilize them, or at least check them out. To be honest I feel a little embarrassed at my own stubbornness not to try new things. Not that these tools are altogether that new, but I feel comfortable in my skills using the resources I already have, and they've worked fine up until now, so who's complaining right? I empathize deeply with well experienced practicing teachers who confront the dilemma of introducing modern technologies into their classroom. I'm young and fairly hip to the world of Web 2.0, and I'm even apprehensive about using tools which are new to me. However, once I get over myself and do a little brushing up and test driving of my own, I usually find myself wondering, why it took me so long or what I had been worried for. I guess what I'm saying on my soap box is, that I understand how easy it is to drag one's feet when entertaining the ideas of utilizing all of these web technologies being discussed in our course. It is just key to try to learn and make them as available as possible in our classroom because while we may drag our feet, technology only gains momentum. We have a responsibility to teach students about the resources and tools on the web that they'll need to use in order to be successful in "the real world".
Chapter 8 of Richardson's text goes into depth about the use of pod-casting and live streaming for classroom teachers. He explains the simple nature of how podcasting came to be, as well as how simple it is for anyone to use. Recording is just as easy as rehearsing once or twice and then publishing for others to hear. It is the perfect example of students teaching students or learners representing their learning in transparent ways. In the article Podcasting in the Classroom: A Sound Success it speaks to a German school teacher who teachings English and music. He utilized his interest of recording to introduce podcasting in the classroom. This gave students more interest and time available to practice their English language skills. Videocasting is also a popular tool for building interest in the classroom. Youtube is extremely popular and regularly viewed by people of all ages. What is nice is the educator spin of youtube for classroom streaming of videos called, teachertube.com. The usefulness of the internet and live/real-time streaming puts whats happening in the world directly into the hands of students. When late breaking news is occurring students and classrooms can have access to current events in the moment.
Utilizing digital tools to incorporate literacy instruction in different forms of media make it possible for differently strength learners to all excel.
Chapter 7 of Richardon's text is focused on the utility of Flickr, aptly titled "Fun with Flickr." Flickr is an online location where one can upload images or videos and share them with smaller or larger communities. What is particularly neat is the Common's feature of Flickr that many libraries around the world combine their archives together. It is wonderful because people can make corrections about errors in achieved data, or add comments on the people or places in the photos. Flickr can be used in the classroom in many great ways. Field trips can be displayed, classroom events, school concerts, or plays. Great works of all types can be displayed and shared with parents, student's relatives, the community surrounding the school, or even with the world.
Chapter 8 of Richardson's text goes into depth about the use of pod-casting and live streaming for classroom teachers. He explains the simple nature of how podcasting came to be, as well as how simple it is for anyone to use. Recording is just as easy as rehearsing once or twice and then publishing for others to hear. It is the perfect example of students teaching students or learners representing their learning in transparent ways. In the article Podcasting in the Classroom: A Sound Success it speaks to a German school teacher who teachings English and music. He utilized his interest of recording to introduce podcasting in the classroom. This gave students more interest and time available to practice their English language skills. Videocasting is also a popular tool for building interest in the classroom. Youtube is extremely popular and regularly viewed by people of all ages. What is nice is the educator spin of youtube for classroom streaming of videos called, teachertube.com. The usefulness of the internet and live/real-time streaming puts whats happening in the world directly into the hands of students. When late breaking news is occurring students and classrooms can have access to current events in the moment.
Utilizing digital tools to incorporate literacy instruction in different forms of media make it possible for differently strength learners to all excel.
Chapter 7 of Richardon's text is focused on the utility of Flickr, aptly titled "Fun with Flickr." Flickr is an online location where one can upload images or videos and share them with smaller or larger communities. What is particularly neat is the Common's feature of Flickr that many libraries around the world combine their archives together. It is wonderful because people can make corrections about errors in achieved data, or add comments on the people or places in the photos. Flickr can be used in the classroom in many great ways. Field trips can be displayed, classroom events, school concerts, or plays. Great works of all types can be displayed and shared with parents, student's relatives, the community surrounding the school, or even with the world.
Thursday, September 29, 2011
Week 5 - Wikis & RRS Feeds
Chapters 4 and 5 from Richardson's text deal with Wikis and RRS feeds respectively. Chapter 4 begins on page 55 with a powerful quote from the creator of Wikipedia, Jimmy Wales, states "Imagine a world in which every single person on the planet is given free access to the sum of all human knowledge. That's what we're doing." The collaboration and synthesis of the experts of various fields can come together and combine their knowledge for the entire world to benefit and share. It is almost awe inspiring in its aspiration. To be honest, if anyone has a question, and I don't know the answer, I quickly google it, and 4 out of 5 times I'll be forwarded to Wikipedia. The tough part about Wikipedia is that it IS a wiki, it can be edited by any author at any time. The collaboration that is included in that wealth of knowledge is wonderful, but dangerously powerful. Although, there are always more editors ensuring that the information being edited is correct then there are authors posting incorrect information, it is difficult to always be certain that the page you're currently browsing is completely accurate. For that reason, my schools have always called wikipedia a site that was 'off limits' as a resource for papers.
I am not positive where schools should stand on this issue now. I suppose that if we want to teach our students to be critical users and active participants in the world of Web 2.0, then wikis are deffinately a part of them. Similar to blogs, students can easily post, edit, review, and collaborate with peers or even experts from across the world. It is also extremely neat that as history is in the making, a new entry can be created to share the events with the world, just as its occurring. Similar to the events of the earth quake in 2004, listed on page 57. Wikipedia is so frequently edited by experts to ensure correctness of information, that it can almost always be a trusted resource. Maybe schools can use wikipedia as a stepping ground for research, to teach students to have a critical eye and find other sources that verify or disprove the information provided. There are other uses for wikis, not just wikipedia, in the classroom. Schools or classrooms can create their own wikis to create entries on, so that the work is more private and authentically each student's own, but still offers the venue for peer collaboration and editing.
RRS feeds were completely foreign to me. I could not have guessed what RRS even stood for, fortunately on page 71, Richardson explains that "RRS stands for Really Simple Syndication." An RSS is basically a place where one can have technology do the work for you in terms of keeping up on, tracking, locating, and saving information from all of the many sites/blogs/wikis/whatever else you may want to be following. In the ever expanding world on the internet, and the more time crunched lives of educators, it seems it would be impossible to check every site or blog for new information all the time, every day, or even just once a week. Utilizing this tool makes it possible for the work to be done for you. This tool can be used for professional development, or personal interests, as well as in the classroom setting. If a class is full of students with blogs, a teacher can use the RSS to follow all of them at once, instead of having to manually enter into each of the students weblogs. The possibility of using RSS feeds for student research is just a wonderful use of a tool for research to be ongoing 24/7, which could be used for primary students as a whole class activity, or individualized for older students interests and projects. Farkas' article Keeping Up, 2.0 Style, nicely articulates the bountiful usefulness of RSS feeds with the simple reminder of how busy and short our days can become. Using RSS feeds can help simplify ones use of all of the great internet resources and help keep people up to date.
Radical Change & Wikis: teaching new literacies, written by Luce-Kapler is an article that discusses how to utilize wikis in the classroom. The article promotes who well students took on the art form of the digital media and texts, and adapted those traits into their own publishing, making them better writers. The article gives many great ideas and uses for wikis in the educational setting, as did the other article, Digital Literacies, written by Knobel and Lanksher. The two authors shed light on how even more valuable wikis can be for collaboration on the web. It seems to be that wikis help to engage students and spark there interests. With motivation always serving as a difficult thing to tackle for some students the resourcefulness of these online tools can really help to pool a classroom together towards literacy on the read-write-web.
I am not positive where schools should stand on this issue now. I suppose that if we want to teach our students to be critical users and active participants in the world of Web 2.0, then wikis are deffinately a part of them. Similar to blogs, students can easily post, edit, review, and collaborate with peers or even experts from across the world. It is also extremely neat that as history is in the making, a new entry can be created to share the events with the world, just as its occurring. Similar to the events of the earth quake in 2004, listed on page 57. Wikipedia is so frequently edited by experts to ensure correctness of information, that it can almost always be a trusted resource. Maybe schools can use wikipedia as a stepping ground for research, to teach students to have a critical eye and find other sources that verify or disprove the information provided. There are other uses for wikis, not just wikipedia, in the classroom. Schools or classrooms can create their own wikis to create entries on, so that the work is more private and authentically each student's own, but still offers the venue for peer collaboration and editing.
RRS feeds were completely foreign to me. I could not have guessed what RRS even stood for, fortunately on page 71, Richardson explains that "RRS stands for Really Simple Syndication." An RSS is basically a place where one can have technology do the work for you in terms of keeping up on, tracking, locating, and saving information from all of the many sites/blogs/wikis/whatever else you may want to be following. In the ever expanding world on the internet, and the more time crunched lives of educators, it seems it would be impossible to check every site or blog for new information all the time, every day, or even just once a week. Utilizing this tool makes it possible for the work to be done for you. This tool can be used for professional development, or personal interests, as well as in the classroom setting. If a class is full of students with blogs, a teacher can use the RSS to follow all of them at once, instead of having to manually enter into each of the students weblogs. The possibility of using RSS feeds for student research is just a wonderful use of a tool for research to be ongoing 24/7, which could be used for primary students as a whole class activity, or individualized for older students interests and projects. Farkas' article Keeping Up, 2.0 Style, nicely articulates the bountiful usefulness of RSS feeds with the simple reminder of how busy and short our days can become. Using RSS feeds can help simplify ones use of all of the great internet resources and help keep people up to date.
Radical Change & Wikis: teaching new literacies, written by Luce-Kapler is an article that discusses how to utilize wikis in the classroom. The article promotes who well students took on the art form of the digital media and texts, and adapted those traits into their own publishing, making them better writers. The article gives many great ideas and uses for wikis in the educational setting, as did the other article, Digital Literacies, written by Knobel and Lanksher. The two authors shed light on how even more valuable wikis can be for collaboration on the web. It seems to be that wikis help to engage students and spark there interests. With motivation always serving as a difficult thing to tackle for some students the resourcefulness of these online tools can really help to pool a classroom together towards literacy on the read-write-web.
Thursday, September 22, 2011
Week 4 - The Social Web/ Social Networking
I personally refused to be a Twitter tweeter. However, it is only because I couldn't really fathom anyone's desire to follow me. Twitter I believe is a very useful site for famous people like, Hollywood star-lights, popular musicians, authors, and highly published educated types. Unless if someone finally talks me into trying for American Idol, X factor, or some other crazy TV show jump to stardom, I seriously doubt anyone's need to know just what I'm up to or my thoughts on the matter. My friends and family barely want and update on whats going on in all of my goings on, and that is perniciously why we're friends on FB and I sometimes state "whats on my mind".
Reading the article on being a Twitter teacher I really do see the educational benefits and uses to giving Twitter another chance, in a different light. I love the idea of using Twitter as a form of alternative assessment during lessons to not interrupt class/ lesson flow, but still be able to keep track of where student's understanding. Having a live stream for discussion, collaborative writings, helpful hints, clarifications, and video/photo connections seems like an endless resource to help enhance classroom learning. The usefulness of social networks for administrative connections as well as community inclusion and information providing seems so practical as well. I had never really understood what Ning was before reading the Chapters in Richardson's text. to be honest, Ning was just another website, among the list, that my high school informed us that we weren't allowed to access while on the campus grounds. I'm very disappointing in my high school, because Ning seems perfectly harmless and extremely practical for student/teacher use in appropriate school approved ways. It seems like another great location for a more private classroom network for students to collaborate and or have discussions on educational topics.
The debate over the practicality and safe use of social networking sites in classrooms is a hot one. I have to agree with the choice most districts have made to ban most sites. To be honest, teachers are just starting to catch up with their student's uses of sites for "friendship based" connections. It may prove to difficult to monitor student's use, educate them, and guide them to tasteful choices, while the educator is still 2 steps behind on the uses themselves. Teachers should not be friends with their students. I mean, I call all of my student's "friends" as a collective whole, and relations should be friendly, and I believe they should transcend the school environment to the outside world. However, students need teachers to be educators, authority figures, and most importantly role models not buddies, and especially not buddies online. Showing students appropriate ways to use social networks is necessary, and I think that is were using private twitter classroom following, or Ning groups would come in.
Thursday, September 15, 2011
Week 3 - Weblogs
Upon reading chapters 2 and 3 from the Richardson text as well as the articles on "HOT Blogging" and Connecting with Authors Blogs, I still feel completely blown out of the water for all that I did not know, and most likely still have to learn, about blogs. Not only the topic of blogs or their creation, but the utility and resource in the growing world of literacy in the classroom. I feel excited about the possibilities because they seem endless, however, I also feel daunted and nervous about the many considerations that must also be incorporated into classroom blogging.
The readings offered very helpful information on how to begin blogs and select blogging programs, as well as thoughtful insights as to security policies and classroom implementation. The whole task seems a little intimidating at first. I see so many positive features to using classroom blogs. For example, being able to read and learn about insights directly from authors of texts can help students feel more connected to what they read, as well as have a deeper understanding of editing/ writing processes. The ability to showcase art, poems, high achievements, and well contemplated blogs to help promote publication and connectivity, as well as fostering pride in students' works is a great asset to blogging. A part of the publication makes writing authentic. I really enjoy that student's work would no longer be an exchange between only that student and the teacher, but have real meaning and extension throughout the classroom and inter web communities. I also love the enviornmentally friendly direction blogging can eventually take all classrooms. With the ability to post via the internet, the classroom has the potential to become as paperless as possible.
However, I do feel some concerns about the implementation of classroom blogging. I worry about the extensive amount of time that would need to be involved in setting blogs up, managing, considering security, involving district authorities and parents, teaching students, trouble shooting, and who knows what else. I do understand that with all new processes of learning things take time and once time has been devoted to a new task, things become more rapid with time and practice. It is just, as I have already noted, the entire task can seem overwhelming, and I still worry for less computer savvy teachers. I also feel a degree of concern for the special education community. Blogging might be the avenue to finally equalizing some students with their on level or more advanced peers. Blogging might also create a voice for the less outgoing students. However, I worry about the disconnect of higher level synthesis and comprehension for some students. I wonder what assistance will be given to non verbal students or physically disabled children.
I do suppose all of these concerns are natural and perhaps other teachers have already faced these issues and I can use edublog to ease my mind.
Who knows everything is out there on the internet these days, right?
The readings offered very helpful information on how to begin blogs and select blogging programs, as well as thoughtful insights as to security policies and classroom implementation. The whole task seems a little intimidating at first. I see so many positive features to using classroom blogs. For example, being able to read and learn about insights directly from authors of texts can help students feel more connected to what they read, as well as have a deeper understanding of editing/ writing processes. The ability to showcase art, poems, high achievements, and well contemplated blogs to help promote publication and connectivity, as well as fostering pride in students' works is a great asset to blogging. A part of the publication makes writing authentic. I really enjoy that student's work would no longer be an exchange between only that student and the teacher, but have real meaning and extension throughout the classroom and inter web communities. I also love the enviornmentally friendly direction blogging can eventually take all classrooms. With the ability to post via the internet, the classroom has the potential to become as paperless as possible.
However, I do feel some concerns about the implementation of classroom blogging. I worry about the extensive amount of time that would need to be involved in setting blogs up, managing, considering security, involving district authorities and parents, teaching students, trouble shooting, and who knows what else. I do understand that with all new processes of learning things take time and once time has been devoted to a new task, things become more rapid with time and practice. It is just, as I have already noted, the entire task can seem overwhelming, and I still worry for less computer savvy teachers. I also feel a degree of concern for the special education community. Blogging might be the avenue to finally equalizing some students with their on level or more advanced peers. Blogging might also create a voice for the less outgoing students. However, I worry about the disconnect of higher level synthesis and comprehension for some students. I wonder what assistance will be given to non verbal students or physically disabled children.
I do suppose all of these concerns are natural and perhaps other teachers have already faced these issues and I can use edublog to ease my mind.
Who knows everything is out there on the internet these days, right?
Thursday, September 1, 2011
Week 2: New Literacies Perspective
Blogs, Wikis, Pdocasts, and Other Powerful Web Tools for Classrooms written by Will Richardson, will be the main text throughout, at least the beginning portion of, our class this semester. Discussion last week served as a very good appetizer to wet my interests toward the main meal of these readings.
I feel that because of my youth I'm in general technologically literate, the second I walked into any of my practicum or student teaching sites, I was used to trouble shoot any sort of computer glitch the teachers may have been experiencing. However, by just reading these few short chapters, I realize there is a world of Internet connections I know nothing about. I use google or wikipedia to answer quick questions, I'm a facebook and youtube user, I've been on friend's Flicker accounts, but I had never actually blogged, or realized the vast implication the Read/Write Web would mean for my future teaching.
I feel fortunate to be a moderate user of technology as education makes this shift into new literacies. I worry for other generations who struggle to integrate basic computer use into their daily lives, let alone their classroom. I hope the best for all life-long-learners to see the usefulness of these paradigm shifts.
I'm excited to learn more and be able to find the uses for a generation of collaborative, yet consumer savvy students in the future.
My first blog ever! :-)
I feel that because of my youth I'm in general technologically literate, the second I walked into any of my practicum or student teaching sites, I was used to trouble shoot any sort of computer glitch the teachers may have been experiencing. However, by just reading these few short chapters, I realize there is a world of Internet connections I know nothing about. I use google or wikipedia to answer quick questions, I'm a facebook and youtube user, I've been on friend's Flicker accounts, but I had never actually blogged, or realized the vast implication the Read/Write Web would mean for my future teaching.
I feel fortunate to be a moderate user of technology as education makes this shift into new literacies. I worry for other generations who struggle to integrate basic computer use into their daily lives, let alone their classroom. I hope the best for all life-long-learners to see the usefulness of these paradigm shifts.
I'm excited to learn more and be able to find the uses for a generation of collaborative, yet consumer savvy students in the future.
My first blog ever! :-)
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