The new literacies perspective has no definitive definition (I think that is why you asked us to write about it). Leu, Kinzer, Coiro, and Cammack (2004) define new literacies as "the skills, strategies, and dispositions necessary to successfully use and adapt to the rapidly changing information and communcation technologies and contexts that continously emerge....and influence all areas of our personal and professional lives...[they] allow us to use the Internet and other ICTs to identify important questions, locate information, critically evaluate the usefulness of that information, synthesize information to answer those questions, and then communicate the answer to others (p. 1572). They also go on to talk about how new literacies are "deictic" (Leu, Kinzer, Coiro, & Cammack, 2004, p. 1589). I would have to agree with their definition, however, it is difficult to define new literacies because they are always changing.
Leu, Kinzer, Coiro, and Cammack (2004) believe the internet is vital to new literacies. They believe that new literacies "are central to the use of information and the acquisition of knowledge" (Leu, Kinzer, Coiro, and Cammack, 2004, p. 1571). Technology tools that enhance new literacy skills include, but are not limited to gaming software, video technologies, communication over the internet, search engines, web logs (blogs), word processors, e-mail, presentation software, instant messaging, bulletin boards, and webpages. There are many theories that can help explain new literacies such as critical, multiliteracies, and media literacies.
The implications for new literacies in my future classroom teaching will vary depending on when I am in a classroom of my own. I believe the internet will grow to be a valuable assesst during most of the day within any given classroom. I intend on using all of the above softwares mentioned (if and when possible). Here are some of my ideas. I would also like to have a classroom webpage to keep communication ongoing with my students' parents. I could use blogs with my students to discuss various topics. The internet can allow students choice on various topics to research about. I can also utilize the internet to provide students with the ability to take more responsibility for their own learning. I could also use the internet to bring about multiculturalism (ex: communication with other classrooms inside and outside of our global community). The internet is a valuable resource that can help me teach my future students how to critically evaluate ideas they read (both online and offline texts). Allowing students to utilize the internet in school will help them in their future, as many jobs now require internet skills. I would use digital stories to allow my students to teach each other and promote diversity, as well as tolerance. The internet would also be a great way to allow my students to share their work globally; this means they are more likely to take pride in their work and do assignments to their best capacity. With the internet changing so rapidly, the students as well as myself will all have different expertise that we can learn from each other, therefore, everyone will be able to teach each other (including myself).
The possibilities are limitless in the sense that new technologies will continue to emerge that can be implemented within any given classroom.
The chats were intense! There was a lot going on that needed to be followed (I never had so many windows opened in my life!). I talked to pretty much everyone for a bit (almost missed a few, but I did view everyone's projects). I asked a lot of questions in regard to the rationale behind their final projects (ex: what inspired Juliette to write about the people she did on her blog). I even exchanged and got some resources to utilize on my own (ex: a lesson plan format from Kallie and a photo software from Annie and Jenna). It was really cool to see everyone's reasonings and different ideas. Sarah and I had a lot of specific questions asked on ours (ex: Have you implemented RTI, do you think these strategies would be helpful for general education kids). I had fun answering questions. This was a good way to end the semester. I cannot believe its over, but I now have tons of resources to help me in my future teaching career. THANK YOU!
Monday, April 25, 2011
Wednesday, April 13, 2011
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Article Review For RED 746 April 13, 2010 (11/30/1999)
Wednesday April 13, 2011
7:27 I have to start this off since I started it, so hi ladies (once you all get here) lol
Wednesday April 13, 2011 7:27
7:28 We are all here
Wednesday April 13, 2011 7:28
7:28 Guest is Alex
Wednesday April 13, 2011 7:28
7:28 Can you tell I am writing?
Wednesday April 13, 2011 7:28
7:28 Should I be writing in the comments?
Wednesday April 13, 2011 7:28
7:29 That's me Shanna
Wednesday April 13, 2011 7:29
7:29 Shanna: I see everyone, you all can't see each other?
Wednesday April 13, 2011 7:29
7:29 Waaaah Whyyyyy
Wednesday April 13, 2011 7:29
7:29 Hi Andrea
Wednesday April 13, 2011 7:29
7:30 [Comment From Annie Annie: ]
I can't see anything I'm sending, only what shanna is writing
Wednesday April 13, 2011 7:30 Annie
7:30 oooo wait
Wednesday April 13, 2011 7:30
7:31 Shanna Delaney: See if that works ladies
Wednesday April 13, 2011 7:31 Shanna Delaney
7:31 Shanna Delaney: I think you had to be moderators
Wednesday April 13, 2011 7:31 Shanna Delaney
7:32 aslichtman: Oh I see a lot more stuff now
Wednesday April 13, 2011 7:32 aslichtman
7:32 alexhayes: okay this is better
Wednesday April 13, 2011 7:32 alexhayes
7:32 Shanna Delaney: I think we will be up and running in a minute just waiting on Annie
Wednesday April 13, 2011 7:32 Shanna Delaney
7:32 Shanna Delaney: Can you two see everything
Wednesday April 13, 2011 7:32 Shanna Delaney
7:32 alexhayes: Yes
Wednesday April 13, 2011 7:32 alexhayes
7:33 aslichtman: I can see Shanna, Alex, and my own comments
Wednesday April 13, 2011 7:33 aslichtman
7:33 aslichtman: Just nothing from Annie yet
Wednesday April 13, 2011 7:33 aslichtman
7:33 Shanna Delaney: Hold on I'm walking her through it
Wednesday April 13, 2011 7:33 Shanna Delaney
7:33 aslichtman: And really wish the messages would send when you hit "Enter" so you wouldn't have to click the Send button...
Wednesday April 13, 2011 7:33 aslichtman
7:33 adidio: test
Wednesday April 13, 2011 7:33 adidio
7:33 alexhayes: Me too, Andrea!
Wednesday April 13, 2011 7:33 alexhayes
7:33 Shanna Delaney: YAAAAAAAY
Wednesday April 13, 2011 7:33 Shanna Delaney
7:33 Shanna Delaney: me three lol
Wednesday April 13, 2011 7:33 Shanna Delaney
7:33 adidio: that was so tricky sorry guys!
Wednesday April 13, 2011 7:33 adidio
7:33 Shanna Delaney: okay ladies we are good to go
Wednesday April 13, 2011 7:33 Shanna Delaney
7:34 aslichtman: :) Glad we are functional now!
Wednesday April 13, 2011 7:34 aslichtman
7:34 adidio: which article should we talk about first
Wednesday April 13, 2011 7:34 adidio
7:34 Shanna Delaney: haha was just asking the same thing
Wednesday April 13, 2011 7:34 Shanna Delaney
7:34 alexhayes: Lets talk about the Research on Instruction and Assessment one first
Wednesday April 13, 2011 7:34 alexhayes
7:35 Shanna Delaney: good choice that was my vote
Wednesday April 13, 2011 7:35 Shanna Delaney
7:35 adidio: ok so thats leu and coiro et al
Wednesday April 13, 2011 7:35 adidio
7:35 Shanna Delaney: yep
Wednesday April 13, 2011 7:35 Shanna Delaney
7:35 aslichtman: So the internet is this generation's "defining technology"
Wednesday April 13, 2011 7:35 aslichtman
7:35 aslichtman: I would agree with that, and I think the Internet may be the "defining technology" for several generations
Wednesday April 13, 2011 7:35 aslichtman
7:35 Shanna Delaney: which we all know that as true from thousands of our conversations and the emergence of social networking etc
Wednesday April 13, 2011 7:35 Shanna Delaney
7:36 Shanna Delaney: For the kids just being born etc this is really going to define their education
Wednesday April 13, 2011 7:36 Shanna Delaney
7:36 adidio: I liked how they compared teaching internet comprehension to teaching offline comprehension using reciprocal teaching
Wednesday April 13, 2011 7:36 adidio
7:36 adidio: since we just talked about reciprocal teaching in 603!
Wednesday April 13, 2011 7:36 adidio
7:36 aslichtman: yes - reciprocal teaching makes so much sense to me
Wednesday April 13, 2011 7:36 aslichtman
7:36 alexhayes: "what differs from earlier models of traditional print comprehension is that online reading comprehension is defined not only around the purpose, task, and content but also by a process of self-directed text construction" I liked this quote because it grasps the fact that comprehending what you read on the Internet is more complex then traditional text and you must use different strategies
Wednesday April 13, 2011 7:36 alexhayes
7:37 alexhayes: ah sorry this is hard to keep up I was typing something haha
Wednesday April 13, 2011 7:37 alexhayes
7:37 adidio: i know i agree!
Wednesday April 13, 2011 7:37 adidio
7:37 Shanna Delaney: lol no worries we will make it work
Wednesday April 13, 2011 7:37 Shanna Delaney
7:37 aslichtman: I love how they use "isomophic" to mean "not the same" - lingo!
Wednesday April 13, 2011 7:37 aslichtman
7:37 adidio: with keeping up
Wednesday April 13, 2011 7:37 adidio
7:38 Shanna Delaney: There are definitely different skills you must utilize for online reading
Wednesday April 13, 2011 7:38 Shanna Delaney
7:38 adidio: i liked how the gradual release model was broken down into 3 phases...i think this will help with my instruction when I actually have to teach internet comprehension strategies
Wednesday April 13, 2011 7:38 adidio
7:38 alexhayes: children must use their prior knowledge on not only the topic they are reading about on the Internet but their knowledge on how to navigate the Internet as well
Wednesday April 13, 2011 7:38 alexhayes
7:38 Shanna Delaney: Oh yeah they did a great job of scaffolding!
Wednesday April 13, 2011 7:38 Shanna Delaney
7:38 alexhayes: Annie, I agree I thought that was very helpful
Wednesday April 13, 2011 7:38 alexhayes
7:38 Shanna Delaney: Definitely agree Alex. They also have to determine the reliability of the source
Wednesday April 13, 2011 7:38 Shanna Delaney
7:39 adidio: and for skills the appendix of this article is great for assessment/monitoring of skills your students are working on/grasping
Wednesday April 13, 2011 7:39 adidio
7:39 aslichtman: Yes - the "teacher led instruction" then "collaborative modeling of strategies" then "inquiry" makes a lot of sense in releasing responsibility so that students become more independent
Wednesday April 13, 2011 7:39 aslichtman
7:41 alexhayes: Right, I think that gradual release helps because it enables the teacher to model first then scaffold while students are in small groups then working individually
Wednesday April 13, 2011 7:41 alexhayes
7:41 adidio: any other quotes that stood out to anyone?
Wednesday April 13, 2011 7:41 adidio
7:41 Shanna Delaney: Annie that appendix is very thorough even the checklist has basic skills..can they turn on the computer etc
Wednesday April 13, 2011 7:41 Shanna Delaney
7:42 adidio: right, plus we've had so much practice/discussion on gradual release it makes me feel a little more comfortable with teaching online comprehension!
Wednesday April 13, 2011 7:42 adidio
7:42 Shanna Delaney: You can utilize that with younger children and make it advanced for older students
Wednesday April 13, 2011 7:42 Shanna Delaney
7:42 adidio: i know! it goes fro the most basic to synthesizing, etc....i printed it to keep as a resource!
Wednesday April 13, 2011 7:42 adidio
7:42 Shanna Delaney: That's a good idea
Wednesday April 13, 2011 7:42 Shanna Delaney
7:43 adidio: any last thoughts/take aways from this article before we discuss the other article?
Wednesday April 13, 2011 7:43 adidio
7:43 aslichtman: I liked the quote in the conclusion "it is quite likely that students will collaborate with other students around the world in common learning projects" - this would be so exciting both for students and as a teacher, but the devil is in the details of making it happen
Wednesday April 13, 2011 7:43 aslichtman
7:43 adidio: for sure!
Wednesday April 13, 2011 7:43 adidio
7:43 Shanna Delaney: yeah its a great idea, but would definitely be a lot of work, but definitely worth it
Wednesday April 13, 2011 7:43 Shanna Delaney
7:44 alexhayes: I think starting small and building resources would help with that one, especially as a first year teacher you can't be expected to do everything
Wednesday April 13, 2011 7:44 alexhayes
7:44 adidio: we talked in class about finding someone else's project to participate in first and then later on creating your own
Wednesday April 13, 2011 7:44 adidio
7:44 aslichtman: and kids would be so much more knowledgeable about the world if they had experiences with kids of different cultures all the way through school
Wednesday April 13, 2011 7:44 aslichtman
7:45 aslichtman: Yes, Annie, I think that is wise - to join someone else's first and then build your own after you see how it works
Wednesday April 13, 2011 7:45 aslichtman
7:45 Shanna Delaney: I would definitely hop on projects first, especially in the beginning instead of just diving in...its a lot especially during your first few years
Wednesday April 13, 2011 7:45 Shanna Delaney
7:45 Shanna Delaney: You have a ton on your plate
Wednesday April 13, 2011 7:45 Shanna Delaney
7:45 aslichtman: it is always a risk when you count on someone else's planning, though, - it's a leap of faith that it will all go well
Wednesday April 13, 2011 7:45 aslichtman
7:46 Shanna Delaney: Well I wouldn't just join anyones, I would make sure they were reliable
Wednesday April 13, 2011 7:46 Shanna Delaney
7:46 aslichtman: yes - i bet you could get a good feel for the other person as you discussed details over CoveritLive or Skype or something
Wednesday April 13, 2011 7:46 aslichtman
7:46 Shanna Delaney: Side comment this noise when it sends messages makes this sound all professional in thought haha
Wednesday April 13, 2011 7:46 Shanna Delaney
7:47 alexhayes: yes i love it haha
Wednesday April 13, 2011 7:47 alexhayes
7:47 adidio: So all of us read the other article, coiro & dobler for 601...shall we discuss
Wednesday April 13, 2011 7:47 adidio
7:47 aslichtman: The noise is funny, but it is a little delayed on mine
Wednesday April 13, 2011 7:47 aslichtman
7:47 adidio: i turned mine on mute haha
Wednesday April 13, 2011 7:47 adidio
7:47 Shanna Delaney: yes m'am
Wednesday April 13, 2011 7:47 Shanna Delaney
7:47 Shanna Delaney: I'm waiting for everyone to yell at me about the noise
Wednesday April 13, 2011 7:47 Shanna Delaney
7:47 Shanna Delaney: lol
Wednesday April 13, 2011 7:47 Shanna Delaney
7:48 Shanna Delaney: ok moving on the other article definitely complimented the first
Wednesday April 13, 2011 7:48 Shanna Delaney
7:48 adidio: so this starts out with theories including reading as an active, meaning-making process
Wednesday April 13, 2011 7:48 adidio
7:48 Shanna Delaney: which I completely agree with
Wednesday April 13, 2011 7:48 Shanna Delaney
7:48 aslichtman: So in the 6th grade internet article, one of the things I found most interesting was the emphasis on inference skills - as in you have to infer which website and which link on the website is going to give what you want
Wednesday April 13, 2011 7:48 aslichtman
7:48 adidio: and also talks about the new literacies theory that we have been learning a lot about
Wednesday April 13, 2011 7:48 adidio
7:48 alexhayes: this article talks a lot about how the students drew upon prior knowledge to comprehend what they are reading on the Internet
Wednesday April 13, 2011 7:48 alexhayes
7:48 Shanna Delaney: I liked the quote on p. 219 "reader's goals, beliefs, and attitudes toward reading can influence how he or she employs cognitive reading strategies".
Wednesday April 13, 2011 7:48 Shanna Delaney
7:48 aslichtman: Good readers don't read the entire website, they have selection strategies for what they read based on inferencing
Wednesday April 13, 2011 7:48 aslichtman
7:49 adidio: and I was impressed with the think-aloud piece, that the 6th graders could be so metacognitive
Wednesday April 13, 2011 7:49 adidio
7:49 Shanna Delaney: yeah that had to of taken a lot of practice
Wednesday April 13, 2011 7:49 Shanna Delaney
7:50 adidio: we practiced thinking aloud for reading text last semester, I really need practice with thinking aloud for online comprehension!
Wednesday April 13, 2011 7:50 adidio
7:50 alexhayes: andrea i agree with you on the inferencing that is a big part when navigating the Internet because you must know what links to choose and what ones to ignore
Wednesday April 13, 2011 7:50 alexhayes
7:50 Shanna Delaney: Absolutely, that was really awkward though last semester! haha
Wednesday April 13, 2011 7:50 Shanna Delaney
7:50 adidio: I kind of just point, click, go...my strategies are so automatic but i definately use strategies
Wednesday April 13, 2011 7:50 adidio
7:50 aslichtman: It's true - especially online, we make so many decisions so quickly, that we often aren't totally aware of how we are deciding what we do
Wednesday April 13, 2011 7:50 aslichtman
7:51 Shanna Delaney: Its a natural process now just like offline reading, so it would be awkward like it was in 602
Wednesday April 13, 2011 7:51 Shanna Delaney
7:51 Shanna Delaney: but it would be worthwhile so we could model it for students
Wednesday April 13, 2011 7:51 Shanna Delaney
7:51 adidio: I think that kids that have a lot of exposure and practice with the internet do these things automatically as well
Wednesday April 13, 2011 7:51 adidio
7:51 Shanna Delaney: absolutely
Wednesday April 13, 2011 7:51 Shanna Delaney
7:51 adidio: some students probably do more automatically online than we can!
Wednesday April 13, 2011 7:51 adidio
7:52 aslichtman: Oh yeah - absolutely - it is so useful to make what is now automatic thinking visible to students through thinking aloud and modeling - but I agree it's not natural and takes practice
Wednesday April 13, 2011 7:52 aslichtman
7:52 alexhayes: they use context clues that are embedded in the text to predict where a link may take them
Wednesday April 13, 2011 7:52 alexhayes
7:52 alexhayes: yes definitely
Wednesday April 13, 2011 7:52 alexhayes
7:53 adidio: I never really thought about students needing to have prior knowledge in the specific structure of a site...but when it is explained it certainly makes sense!
Wednesday April 13, 2011 7:53 adidio
7:53 Shanna Delaney: Yeah it definitely helps make the process quicker too to find information
Wednesday April 13, 2011 7:53 Shanna Delaney
7:54 aslichtman: I agree, Annie - much like the different text structures of newspaper articles vs. non fiction trade books vs. textbooks - things have a text structure and understanding it makes reading easier
Wednesday April 13, 2011 7:54 aslichtman
7:54 alexhayes: yeah it was broken down to familiar knowledge sources such as prior knowledge of the topic and of printed informational text structures and then new knowledge sources such as prior knowledge of informational website structures and web-based search engines
Wednesday April 13, 2011 7:54 alexhayes
7:55 aslichtman: I loved all the quotes inserted in this article - it really let you hear the way the kids were talking about their navigation and thinking
Wednesday April 13, 2011 7:55 aslichtman
7:55 adidio: yeah that was helpful in demonstrating the strategies or concepts that the authors were trying to explain
Wednesday April 13, 2011 7:55 adidio
7:55 adidio: and impressive too!
Wednesday April 13, 2011 7:55 adidio
7:56 Shanna Delaney: Do you think it was real..haha j/k
Wednesday April 13, 2011 7:56 Shanna Delaney
7:56 aslichtman: yes - it was clear that these were "skilled" 6th grade readers
Wednesday April 13, 2011 7:56 aslichtman
7:56 aslichtman: i think less skilled readers would have a harder time expressing their thinking in such a detailed way
Wednesday April 13, 2011 7:56 aslichtman
7:56 alexhayes: i wonder what it would look like with struggling readers
Wednesday April 13, 2011 7:56 alexhayes
7:56 adidio: right and they did say that they picked from top ranked students
Wednesday April 13, 2011 7:56 adidio
7:56 Shanna Delaney: I would be interested in seeing that too alex
Wednesday April 13, 2011 7:56 Shanna Delaney
7:57 adidio: me too, it might be a more helpful when working with students that do not have much access to computers/the internet at home
Wednesday April 13, 2011 7:57 adidio
7:57 alexhayes: it would give a little more insight on how to help them
Wednesday April 13, 2011 7:57 alexhayes
7:58 adidio: plus we are always thinking about struggling readers/writers
Wednesday April 13, 2011 7:58 adidio
7:58 aslichtman: Right - this article lays out the ideal of what skilled readers do, but there is still the missing piece of how we get less skilled readers up to this level - that is the challenge
Wednesday April 13, 2011 7:58 aslichtman
7:59 adidio: I think the other article can be helpful in that area with the reciprocal teaching model
Wednesday April 13, 2011 7:59 adidio
7:59 aslichtman: It would be interesting to see an intervention study for struggling online readers/writers and look at what kind of instructional strategies lead to growth is selecting links, navigating, comprehending and piecing together information read, etc.
Wednesday April 13, 2011 7:59 aslichtman
7:59 Shanna Delaney: Yeah it definitely lays out how to scaffold well
Wednesday April 13, 2011 7:59 Shanna Delaney
7:59 aslichtman: That's true - it does provide suggestions for how to support students
Wednesday April 13, 2011 7:59 aslichtman
7:59 adidio: i would love to read that
Wednesday April 13, 2011 7:59 adidio
7:59 alexhayes: yeah these articles go well together
Wednesday April 13, 2011 7:59 alexhayes
8:00 adidio: any last thoughts/ideas on either article?
Wednesday April 13, 2011 8:00 adidio
8:00 alexhayes: now do we ALL copy and paste this into our blog or does one person?
Wednesday April 13, 2011 8:00 alexhayes
8:00 Shanna Delaney: not really I think we covered it all they were both helpful articles
Wednesday April 13, 2011 8:00 Shanna Delaney
8:00 Shanna Delaney: Yeah we should all do it
Wednesday April 13, 2011 8:00 Shanna Delaney
8:01 adidio: The other group was saying that they copied and pasted it into word and emailed her a copy
Wednesday April 13, 2011 8:01 adidio
8:01 Shanna Delaney: I can email it to Elizabeth too to cover all grounds
Wednesday April 13, 2011 8:01 Shanna Delaney
8:01 aslichtman: Um - silly question, but how do you copy and paste it? If I try to highlight it, i can only highlight what is in my window (not everything that came before)...
Wednesday April 13, 2011 8:01 aslichtman
8:01 Shanna Delaney: ooh ok that works too
Wednesday April 13, 2011 8:01 Shanna Delaney
8:01 alexhayes: Do we write anything else on our blog or does this cover it?
Wednesday April 13, 2011 8:01 alexhayes
8:01 Shanna Delaney: Nope that will cover it
Wednesday April 13, 2011 8:01 Shanna Delaney
8:02 adidio: this is it for blog....copy and paste what you can andrea and we will email it to her too?
Wednesday April 13, 2011 8:02 adidio
8:02 Shanna Delaney: Andrea you should just be able to copy, maybe you're not clicking in the right spot
Wednesday April 13, 2011 8:02 Shanna Delaney
8:02 aslichtman: Yeah - I don't think there was any blog requirement this week
Wednesday April 13, 2011 8:02 aslichtman
8:02 alexhayes: okay sounds good, copy and pasting now...
Wednesday April 13, 2011 8:02 alexhayes
8:02 Shanna Delaney: Me too, see you all either tomorrow (maybe don't know how big the place is) or Monday
Wednesday April 13, 2011 8:02 Shanna Delaney
8:02 Shanna Delaney: or Wednesday haha, good night ladies
Wednesday April 13, 2011 8:02 Shanna Delaney
8:03 alexhayes: good night!
Wednesday April 13, 2011 8:03 alexhayes
8:03 aslichtman: So shanna - you're emailing the whole thing to elizabeth?
Wednesday April 13, 2011 8:03 aslichtman
8:03 aslichtman: and we will see each other tomorrow - it's not that big
Wednesday April 13, 2011 8:03 aslichtman
8:04 aslichtman: big, but not that big
Wednesday April 13, 2011 8:04 aslichtman
8:04 Shanna Delaney: Yeah I can do that for us
Wednesday April 13, 2011 8:04 Shanna Delaney
8:04 aslichtman: Ok, thanks Shanna!
Wednesday April 13, 2011 8:04 aslichtman
8:04 Shanna Delaney: No problem, bye :)
Wednesday April 13, 2011 8:04 Shanna Delaney
8:05 adidio: alright see you first think in the morning! thanks shanna! bye girls
Wednesday April 13, 2011 8:05 adidio
8:05 aslichtman: Goodnight everyone
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Article Review For RED 746 April 13, 2010 (11/30/1999)
Wednesday April 13, 2011
7:27 I have to start this off since I started it, so hi ladies (once you all get here) lol
Wednesday April 13, 2011 7:27
7:28 We are all here
Wednesday April 13, 2011 7:28
7:28 Guest is Alex
Wednesday April 13, 2011 7:28
7:28 Can you tell I am writing?
Wednesday April 13, 2011 7:28
7:28 Should I be writing in the comments?
Wednesday April 13, 2011 7:28
7:29 That's me Shanna
Wednesday April 13, 2011 7:29
7:29 Shanna: I see everyone, you all can't see each other?
Wednesday April 13, 2011 7:29
7:29 Waaaah Whyyyyy
Wednesday April 13, 2011 7:29
7:29 Hi Andrea
Wednesday April 13, 2011 7:29
7:30 [Comment From Annie Annie: ]
I can't see anything I'm sending, only what shanna is writing
Wednesday April 13, 2011 7:30 Annie
7:30 oooo wait
Wednesday April 13, 2011 7:30
7:31 Shanna Delaney: See if that works ladies
Wednesday April 13, 2011 7:31 Shanna Delaney
7:31 Shanna Delaney: I think you had to be moderators
Wednesday April 13, 2011 7:31 Shanna Delaney
7:32 aslichtman: Oh I see a lot more stuff now
Wednesday April 13, 2011 7:32 aslichtman
7:32 alexhayes: okay this is better
Wednesday April 13, 2011 7:32 alexhayes
7:32 Shanna Delaney: I think we will be up and running in a minute just waiting on Annie
Wednesday April 13, 2011 7:32 Shanna Delaney
7:32 Shanna Delaney: Can you two see everything
Wednesday April 13, 2011 7:32 Shanna Delaney
7:32 alexhayes: Yes
Wednesday April 13, 2011 7:32 alexhayes
7:33 aslichtman: I can see Shanna, Alex, and my own comments
Wednesday April 13, 2011 7:33 aslichtman
7:33 aslichtman: Just nothing from Annie yet
Wednesday April 13, 2011 7:33 aslichtman
7:33 Shanna Delaney: Hold on I'm walking her through it
Wednesday April 13, 2011 7:33 Shanna Delaney
7:33 aslichtman: And really wish the messages would send when you hit "Enter" so you wouldn't have to click the Send button...
Wednesday April 13, 2011 7:33 aslichtman
7:33 adidio: test
Wednesday April 13, 2011 7:33 adidio
7:33 alexhayes: Me too, Andrea!
Wednesday April 13, 2011 7:33 alexhayes
7:33 Shanna Delaney: YAAAAAAAY
Wednesday April 13, 2011 7:33 Shanna Delaney
7:33 Shanna Delaney: me three lol
Wednesday April 13, 2011 7:33 Shanna Delaney
7:33 adidio: that was so tricky sorry guys!
Wednesday April 13, 2011 7:33 adidio
7:33 Shanna Delaney: okay ladies we are good to go
Wednesday April 13, 2011 7:33 Shanna Delaney
7:34 aslichtman: :) Glad we are functional now!
Wednesday April 13, 2011 7:34 aslichtman
7:34 adidio: which article should we talk about first
Wednesday April 13, 2011 7:34 adidio
7:34 Shanna Delaney: haha was just asking the same thing
Wednesday April 13, 2011 7:34 Shanna Delaney
7:34 alexhayes: Lets talk about the Research on Instruction and Assessment one first
Wednesday April 13, 2011 7:34 alexhayes
7:35 Shanna Delaney: good choice that was my vote
Wednesday April 13, 2011 7:35 Shanna Delaney
7:35 adidio: ok so thats leu and coiro et al
Wednesday April 13, 2011 7:35 adidio
7:35 Shanna Delaney: yep
Wednesday April 13, 2011 7:35 Shanna Delaney
7:35 aslichtman: So the internet is this generation's "defining technology"
Wednesday April 13, 2011 7:35 aslichtman
7:35 aslichtman: I would agree with that, and I think the Internet may be the "defining technology" for several generations
Wednesday April 13, 2011 7:35 aslichtman
7:35 Shanna Delaney: which we all know that as true from thousands of our conversations and the emergence of social networking etc
Wednesday April 13, 2011 7:35 Shanna Delaney
7:36 Shanna Delaney: For the kids just being born etc this is really going to define their education
Wednesday April 13, 2011 7:36 Shanna Delaney
7:36 adidio: I liked how they compared teaching internet comprehension to teaching offline comprehension using reciprocal teaching
Wednesday April 13, 2011 7:36 adidio
7:36 adidio: since we just talked about reciprocal teaching in 603!
Wednesday April 13, 2011 7:36 adidio
7:36 aslichtman: yes - reciprocal teaching makes so much sense to me
Wednesday April 13, 2011 7:36 aslichtman
7:36 alexhayes: "what differs from earlier models of traditional print comprehension is that online reading comprehension is defined not only around the purpose, task, and content but also by a process of self-directed text construction" I liked this quote because it grasps the fact that comprehending what you read on the Internet is more complex then traditional text and you must use different strategies
Wednesday April 13, 2011 7:36 alexhayes
7:37 alexhayes: ah sorry this is hard to keep up I was typing something haha
Wednesday April 13, 2011 7:37 alexhayes
7:37 adidio: i know i agree!
Wednesday April 13, 2011 7:37 adidio
7:37 Shanna Delaney: lol no worries we will make it work
Wednesday April 13, 2011 7:37 Shanna Delaney
7:37 aslichtman: I love how they use "isomophic" to mean "not the same" - lingo!
Wednesday April 13, 2011 7:37 aslichtman
7:37 adidio: with keeping up
Wednesday April 13, 2011 7:37 adidio
7:38 Shanna Delaney: There are definitely different skills you must utilize for online reading
Wednesday April 13, 2011 7:38 Shanna Delaney
7:38 adidio: i liked how the gradual release model was broken down into 3 phases...i think this will help with my instruction when I actually have to teach internet comprehension strategies
Wednesday April 13, 2011 7:38 adidio
7:38 alexhayes: children must use their prior knowledge on not only the topic they are reading about on the Internet but their knowledge on how to navigate the Internet as well
Wednesday April 13, 2011 7:38 alexhayes
7:38 Shanna Delaney: Oh yeah they did a great job of scaffolding!
Wednesday April 13, 2011 7:38 Shanna Delaney
7:38 alexhayes: Annie, I agree I thought that was very helpful
Wednesday April 13, 2011 7:38 alexhayes
7:38 Shanna Delaney: Definitely agree Alex. They also have to determine the reliability of the source
Wednesday April 13, 2011 7:38 Shanna Delaney
7:39 adidio: and for skills the appendix of this article is great for assessment/monitoring of skills your students are working on/grasping
Wednesday April 13, 2011 7:39 adidio
7:39 aslichtman: Yes - the "teacher led instruction" then "collaborative modeling of strategies" then "inquiry" makes a lot of sense in releasing responsibility so that students become more independent
Wednesday April 13, 2011 7:39 aslichtman
7:41 alexhayes: Right, I think that gradual release helps because it enables the teacher to model first then scaffold while students are in small groups then working individually
Wednesday April 13, 2011 7:41 alexhayes
7:41 adidio: any other quotes that stood out to anyone?
Wednesday April 13, 2011 7:41 adidio
7:41 Shanna Delaney: Annie that appendix is very thorough even the checklist has basic skills..can they turn on the computer etc
Wednesday April 13, 2011 7:41 Shanna Delaney
7:42 adidio: right, plus we've had so much practice/discussion on gradual release it makes me feel a little more comfortable with teaching online comprehension!
Wednesday April 13, 2011 7:42 adidio
7:42 Shanna Delaney: You can utilize that with younger children and make it advanced for older students
Wednesday April 13, 2011 7:42 Shanna Delaney
7:42 adidio: i know! it goes fro the most basic to synthesizing, etc....i printed it to keep as a resource!
Wednesday April 13, 2011 7:42 adidio
7:42 Shanna Delaney: That's a good idea
Wednesday April 13, 2011 7:42 Shanna Delaney
7:43 adidio: any last thoughts/take aways from this article before we discuss the other article?
Wednesday April 13, 2011 7:43 adidio
7:43 aslichtman: I liked the quote in the conclusion "it is quite likely that students will collaborate with other students around the world in common learning projects" - this would be so exciting both for students and as a teacher, but the devil is in the details of making it happen
Wednesday April 13, 2011 7:43 aslichtman
7:43 adidio: for sure!
Wednesday April 13, 2011 7:43 adidio
7:43 Shanna Delaney: yeah its a great idea, but would definitely be a lot of work, but definitely worth it
Wednesday April 13, 2011 7:43 Shanna Delaney
7:44 alexhayes: I think starting small and building resources would help with that one, especially as a first year teacher you can't be expected to do everything
Wednesday April 13, 2011 7:44 alexhayes
7:44 adidio: we talked in class about finding someone else's project to participate in first and then later on creating your own
Wednesday April 13, 2011 7:44 adidio
7:44 aslichtman: and kids would be so much more knowledgeable about the world if they had experiences with kids of different cultures all the way through school
Wednesday April 13, 2011 7:44 aslichtman
7:45 aslichtman: Yes, Annie, I think that is wise - to join someone else's first and then build your own after you see how it works
Wednesday April 13, 2011 7:45 aslichtman
7:45 Shanna Delaney: I would definitely hop on projects first, especially in the beginning instead of just diving in...its a lot especially during your first few years
Wednesday April 13, 2011 7:45 Shanna Delaney
7:45 Shanna Delaney: You have a ton on your plate
Wednesday April 13, 2011 7:45 Shanna Delaney
7:45 aslichtman: it is always a risk when you count on someone else's planning, though, - it's a leap of faith that it will all go well
Wednesday April 13, 2011 7:45 aslichtman
7:46 Shanna Delaney: Well I wouldn't just join anyones, I would make sure they were reliable
Wednesday April 13, 2011 7:46 Shanna Delaney
7:46 aslichtman: yes - i bet you could get a good feel for the other person as you discussed details over CoveritLive or Skype or something
Wednesday April 13, 2011 7:46 aslichtman
7:46 Shanna Delaney: Side comment this noise when it sends messages makes this sound all professional in thought haha
Wednesday April 13, 2011 7:46 Shanna Delaney
7:47 alexhayes: yes i love it haha
Wednesday April 13, 2011 7:47 alexhayes
7:47 adidio: So all of us read the other article, coiro & dobler for 601...shall we discuss
Wednesday April 13, 2011 7:47 adidio
7:47 aslichtman: The noise is funny, but it is a little delayed on mine
Wednesday April 13, 2011 7:47 aslichtman
7:47 adidio: i turned mine on mute haha
Wednesday April 13, 2011 7:47 adidio
7:47 Shanna Delaney: yes m'am
Wednesday April 13, 2011 7:47 Shanna Delaney
7:47 Shanna Delaney: I'm waiting for everyone to yell at me about the noise
Wednesday April 13, 2011 7:47 Shanna Delaney
7:47 Shanna Delaney: lol
Wednesday April 13, 2011 7:47 Shanna Delaney
7:48 Shanna Delaney: ok moving on the other article definitely complimented the first
Wednesday April 13, 2011 7:48 Shanna Delaney
7:48 adidio: so this starts out with theories including reading as an active, meaning-making process
Wednesday April 13, 2011 7:48 adidio
7:48 Shanna Delaney: which I completely agree with
Wednesday April 13, 2011 7:48 Shanna Delaney
7:48 aslichtman: So in the 6th grade internet article, one of the things I found most interesting was the emphasis on inference skills - as in you have to infer which website and which link on the website is going to give what you want
Wednesday April 13, 2011 7:48 aslichtman
7:48 adidio: and also talks about the new literacies theory that we have been learning a lot about
Wednesday April 13, 2011 7:48 adidio
7:48 alexhayes: this article talks a lot about how the students drew upon prior knowledge to comprehend what they are reading on the Internet
Wednesday April 13, 2011 7:48 alexhayes
7:48 Shanna Delaney: I liked the quote on p. 219 "reader's goals, beliefs, and attitudes toward reading can influence how he or she employs cognitive reading strategies".
Wednesday April 13, 2011 7:48 Shanna Delaney
7:48 aslichtman: Good readers don't read the entire website, they have selection strategies for what they read based on inferencing
Wednesday April 13, 2011 7:48 aslichtman
7:49 adidio: and I was impressed with the think-aloud piece, that the 6th graders could be so metacognitive
Wednesday April 13, 2011 7:49 adidio
7:49 Shanna Delaney: yeah that had to of taken a lot of practice
Wednesday April 13, 2011 7:49 Shanna Delaney
7:50 adidio: we practiced thinking aloud for reading text last semester, I really need practice with thinking aloud for online comprehension!
Wednesday April 13, 2011 7:50 adidio
7:50 alexhayes: andrea i agree with you on the inferencing that is a big part when navigating the Internet because you must know what links to choose and what ones to ignore
Wednesday April 13, 2011 7:50 alexhayes
7:50 Shanna Delaney: Absolutely, that was really awkward though last semester! haha
Wednesday April 13, 2011 7:50 Shanna Delaney
7:50 adidio: I kind of just point, click, go...my strategies are so automatic but i definately use strategies
Wednesday April 13, 2011 7:50 adidio
7:50 aslichtman: It's true - especially online, we make so many decisions so quickly, that we often aren't totally aware of how we are deciding what we do
Wednesday April 13, 2011 7:50 aslichtman
7:51 Shanna Delaney: Its a natural process now just like offline reading, so it would be awkward like it was in 602
Wednesday April 13, 2011 7:51 Shanna Delaney
7:51 Shanna Delaney: but it would be worthwhile so we could model it for students
Wednesday April 13, 2011 7:51 Shanna Delaney
7:51 adidio: I think that kids that have a lot of exposure and practice with the internet do these things automatically as well
Wednesday April 13, 2011 7:51 adidio
7:51 Shanna Delaney: absolutely
Wednesday April 13, 2011 7:51 Shanna Delaney
7:51 adidio: some students probably do more automatically online than we can!
Wednesday April 13, 2011 7:51 adidio
7:52 aslichtman: Oh yeah - absolutely - it is so useful to make what is now automatic thinking visible to students through thinking aloud and modeling - but I agree it's not natural and takes practice
Wednesday April 13, 2011 7:52 aslichtman
7:52 alexhayes: they use context clues that are embedded in the text to predict where a link may take them
Wednesday April 13, 2011 7:52 alexhayes
7:52 alexhayes: yes definitely
Wednesday April 13, 2011 7:52 alexhayes
7:53 adidio: I never really thought about students needing to have prior knowledge in the specific structure of a site...but when it is explained it certainly makes sense!
Wednesday April 13, 2011 7:53 adidio
7:53 Shanna Delaney: Yeah it definitely helps make the process quicker too to find information
Wednesday April 13, 2011 7:53 Shanna Delaney
7:54 aslichtman: I agree, Annie - much like the different text structures of newspaper articles vs. non fiction trade books vs. textbooks - things have a text structure and understanding it makes reading easier
Wednesday April 13, 2011 7:54 aslichtman
7:54 alexhayes: yeah it was broken down to familiar knowledge sources such as prior knowledge of the topic and of printed informational text structures and then new knowledge sources such as prior knowledge of informational website structures and web-based search engines
Wednesday April 13, 2011 7:54 alexhayes
7:55 aslichtman: I loved all the quotes inserted in this article - it really let you hear the way the kids were talking about their navigation and thinking
Wednesday April 13, 2011 7:55 aslichtman
7:55 adidio: yeah that was helpful in demonstrating the strategies or concepts that the authors were trying to explain
Wednesday April 13, 2011 7:55 adidio
7:55 adidio: and impressive too!
Wednesday April 13, 2011 7:55 adidio
7:56 Shanna Delaney: Do you think it was real..haha j/k
Wednesday April 13, 2011 7:56 Shanna Delaney
7:56 aslichtman: yes - it was clear that these were "skilled" 6th grade readers
Wednesday April 13, 2011 7:56 aslichtman
7:56 aslichtman: i think less skilled readers would have a harder time expressing their thinking in such a detailed way
Wednesday April 13, 2011 7:56 aslichtman
7:56 alexhayes: i wonder what it would look like with struggling readers
Wednesday April 13, 2011 7:56 alexhayes
7:56 adidio: right and they did say that they picked from top ranked students
Wednesday April 13, 2011 7:56 adidio
7:56 Shanna Delaney: I would be interested in seeing that too alex
Wednesday April 13, 2011 7:56 Shanna Delaney
7:57 adidio: me too, it might be a more helpful when working with students that do not have much access to computers/the internet at home
Wednesday April 13, 2011 7:57 adidio
7:57 alexhayes: it would give a little more insight on how to help them
Wednesday April 13, 2011 7:57 alexhayes
7:58 adidio: plus we are always thinking about struggling readers/writers
Wednesday April 13, 2011 7:58 adidio
7:58 aslichtman: Right - this article lays out the ideal of what skilled readers do, but there is still the missing piece of how we get less skilled readers up to this level - that is the challenge
Wednesday April 13, 2011 7:58 aslichtman
7:59 adidio: I think the other article can be helpful in that area with the reciprocal teaching model
Wednesday April 13, 2011 7:59 adidio
7:59 aslichtman: It would be interesting to see an intervention study for struggling online readers/writers and look at what kind of instructional strategies lead to growth is selecting links, navigating, comprehending and piecing together information read, etc.
Wednesday April 13, 2011 7:59 aslichtman
7:59 Shanna Delaney: Yeah it definitely lays out how to scaffold well
Wednesday April 13, 2011 7:59 Shanna Delaney
7:59 aslichtman: That's true - it does provide suggestions for how to support students
Wednesday April 13, 2011 7:59 aslichtman
7:59 adidio: i would love to read that
Wednesday April 13, 2011 7:59 adidio
7:59 alexhayes: yeah these articles go well together
Wednesday April 13, 2011 7:59 alexhayes
8:00 adidio: any last thoughts/ideas on either article?
Wednesday April 13, 2011 8:00 adidio
8:00 alexhayes: now do we ALL copy and paste this into our blog or does one person?
Wednesday April 13, 2011 8:00 alexhayes
8:00 Shanna Delaney: not really I think we covered it all they were both helpful articles
Wednesday April 13, 2011 8:00 Shanna Delaney
8:00 Shanna Delaney: Yeah we should all do it
Wednesday April 13, 2011 8:00 Shanna Delaney
8:01 adidio: The other group was saying that they copied and pasted it into word and emailed her a copy
Wednesday April 13, 2011 8:01 adidio
8:01 Shanna Delaney: I can email it to Elizabeth too to cover all grounds
Wednesday April 13, 2011 8:01 Shanna Delaney
8:01 aslichtman: Um - silly question, but how do you copy and paste it? If I try to highlight it, i can only highlight what is in my window (not everything that came before)...
Wednesday April 13, 2011 8:01 aslichtman
8:01 Shanna Delaney: ooh ok that works too
Wednesday April 13, 2011 8:01 Shanna Delaney
8:01 alexhayes: Do we write anything else on our blog or does this cover it?
Wednesday April 13, 2011 8:01 alexhayes
8:01 Shanna Delaney: Nope that will cover it
Wednesday April 13, 2011 8:01 Shanna Delaney
8:02 adidio: this is it for blog....copy and paste what you can andrea and we will email it to her too?
Wednesday April 13, 2011 8:02 adidio
8:02 Shanna Delaney: Andrea you should just be able to copy, maybe you're not clicking in the right spot
Wednesday April 13, 2011 8:02 Shanna Delaney
8:02 aslichtman: Yeah - I don't think there was any blog requirement this week
Wednesday April 13, 2011 8:02 aslichtman
8:02 alexhayes: okay sounds good, copy and pasting now...
Wednesday April 13, 2011 8:02 alexhayes
8:02 Shanna Delaney: Me too, see you all either tomorrow (maybe don't know how big the place is) or Monday
Wednesday April 13, 2011 8:02 Shanna Delaney
8:02 Shanna Delaney: or Wednesday haha, good night ladies
Wednesday April 13, 2011 8:02 Shanna Delaney
8:03 alexhayes: good night!
Wednesday April 13, 2011 8:03 alexhayes
8:03 aslichtman: So shanna - you're emailing the whole thing to elizabeth?
Wednesday April 13, 2011 8:03 aslichtman
8:03 aslichtman: and we will see each other tomorrow - it's not that big
Wednesday April 13, 2011 8:03 aslichtman
8:04 aslichtman: big, but not that big
Wednesday April 13, 2011 8:04 aslichtman
8:04 Shanna Delaney: Yeah I can do that for us
Wednesday April 13, 2011 8:04 Shanna Delaney
8:04 aslichtman: Ok, thanks Shanna!
Wednesday April 13, 2011 8:04 aslichtman
8:04 Shanna Delaney: No problem, bye :)
Wednesday April 13, 2011 8:04 Shanna Delaney
8:05 adidio: alright see you first think in the morning! thanks shanna! bye girls
Wednesday April 13, 2011 8:05 adidio
8:05 aslichtman: Goodnight everyone
Sunday, March 27, 2011
Skype Date With Jenna!
Today, I had my skype date with Jenna! We discussed the importance of the internet and how it has impacted new literacy skills such as online reading. New literacies are constantly changing and are multimodal. We thought it was important to point out that the authors defined new literacies in several ways. One quote that illustrates this point is, "new literacies are deictic; they regularly change as defining technologies change...new literacies are multiple, multimodal, and multifaceted" (Leu, Zawilinski, Castek, Banerjee, Housand, Liu, & O' Neil, 2007, p. 7). We discussed how there are specific skills needed for online versus offline reading such as navigating information from a website. It is imporant in both forms of reading that students remain critical. Richardson (2010) states that "consumers of Web content need to be editors as well as readers" (p. 148). Teachers should model and explain the difference between online and offline reading. They should allow for students to explore both on their own (or with other students), especially since research has shown that students tend to know more about different uses of technology than most teachers. This should be a trial and error process allowing students to synthesize and evaluate the information that they read (they need to be critical analyzers!). After talking about skype further, we realized that there are numerous classroom applications. One would be to have guest speakers that cannot physically come into the classroom use skype to interact with the class. Another classroom application that is similar in this fashion can include connecting to people who are experts on selected topic that are discussed in class. Skype could also be utilized to connect to other classrooms locally as well as globally. Other applications can include, but are certainly not limited to having a pen pal from a different area and interview different people both inside and outside of the classroom. These applications all lead to new social practices. Overall, my skype date with Jenna was fun. We definitely discussed a lot (almost too much to synthesize in one paragraph). It was a little difficult to screencap and upload the picture onto blogger, but we got it to work. I like skype for communicating, especially when you cannot meet up with a person face to face. Its an easy way to discuss ideas (even better than using the phone because you could show the person visuals if necessary). I think I would utilize skype in the classroom, if I could guarentee my students' safety; it would be awesome to be able to connect with other classrooms globally to educate my future students.
Thursday, March 17, 2011
Sunday, March 13, 2011
My Brother's Interview About His Life With Asperger's Syndrome
This is a portion of my brother's interview.
Saturday, February 26, 2011
Monday, February 21, 2011
Internet: High Risk, But High Rewards!
The internet provides "a structured and guided learning" environment "for students to use a they conduct research in an online environment" (Skylar, Higgins, and Boone, 2007, p.27). The objective of Internet projects provides a collaborative environment for students between classrooms in different locations "that solve a common problem" (Leu, 2004 Video 3a). The purpose of web based internet projects allows contribution of student work around the world. The students focus on one topic and contribute thoughts and ideas to share with one another surrounding it. It promotes multiculturalism, diversity, and literacy.
http://www.teachers.ash.org.au/bookzone/bookraps.htm
http://www.flatstanley.com/
http://www.virtualclassroom.org/
Internet projects can be implemented in any core subject area. The possibilities of topics are endless in the sense that if a topic is not already an internet project, together or separately teachers and students can design an internet project due to flexibility of different types of internet based projects. Internet projects are versatile in the sense that in can be implemented at any grade level (including the graduate level). They can help introduce students to a new unit, build background knowledge, as well as to develop specific content knowledge and navigation strategies. Internet projects can include, but are not certainly limited to topics around books read during English class, science experiments, history topics (geography of certain regions), and mathematical research (charting, surveys, etc.). Internet projects can be implemented at any rate in time, but should be completed at least weekly in order to promote students' use of the internet. Flat Stanley project is a great idea to promote writing and showing different types of culture's learning styles. I think it would be a great motivator in the sense that students know that this project sends "Stanley's" globally, which brings a sense of adventure and responsibility to ensure that "Stanley" is doing something exciting with them to share with other students around the world. Book raps is a great idea because I feel it would promote reading more since the students can see other students' opinions about a book that is read in school. I think students would want to read more books because they get to share ideas with people outside of their own classroom. Since this program allows student responses from across the world, it promotes multiculturalism as each culture could have a different interpretation of the stories. I noticed that all of these websites are very open-ended in the sense of what is discussed, but focused on that one specific topic on each website. The responses are very diverse, but are all correct. It was interesting to see different ideas that have been generated. I especially liked the Flat Stanley website because the ideas of where "Stanley" was taken and what "he" was doing were so fascinating, I saw places I have never seen before. Both Global Virtual Classroom and Think Quest are good resources for teachers to utilize and bring to students that promote the use of the internet in various contexts in the classroom environment.
There are several types of literacies that are involved for both teachers and students. Teachers needs to know how to search to find these types of resources on the internet. They also have to learn how to connect with other teachers and students across the world to help promote the use of internet based projects. They have to create a network between these classrooms in order to promote students uses of these types of web pages. They also have to model how to use these website appropriately. Students have to understand how to navigate, read, and type on these webpages. Literacy fits in because students are writing stories, sharing responses to ideas, expressing their opinions, reading other students ideas and responses, and are uploading their work onto the websites. They are communicating with people even outside of their culture so they are breaking cultural barriers that might have been hindering their education.
This technology transforms both teaching and learning in the sense that teachers' "role changes from being the one, and only, expert to being an instructional leader within a classroom community where many members have expertise" (Leu, Leu, & Coiro, 2004, p. 7). Many internet based projects are student-centered allowing students to have more control of their learning. This gives them more responsibilities to take charge of the types of content they will learn. This type of technology is important and promotes better reading and writing skills because students take pride in their work when they know that people outside of school will be able to see their work. It also encourages students to learn from each other as many of these websites are global. Students are given opportunities to see different interpretations and ideas surrounding a specific topic of interest. Internet projects can "facilitate students' proficiency in information communication technologies and critical literacies" (Sox & Rubinstein-Avila, 2009). The use of the internet allows students to become better prepared for 21st century learning as technology becomes more of an importance in daily life. It provides them with content knowledge which allows them to use critical literacies such as determining importance of information. As mentioned in previous posts, allowing for the use of the internet within the classroom environment provides students with the opportunity to become the experts and teachers themselves. This allows teachers to take a step back and monitor students' progress. Teachers are given more of an opportunity to observes students' comprehension and learning styles. It also provides them with insight as to what should be taught next and what are the further needs of their students. Internet projects further promote learning in the sense that it provides for multiculturalism experiences. It provides "collaborative learning opportunities with other classrooms from around the world" (Leu, Leu, & Coiro, 2004, p. 18). Students are opened to different interpretations transforming their ideas as to what can be done in educational settings. It also allows for an open mind, which is necessary in our growing multicultural world.
http://www.flatstanley.com/
http://www.virtualclassroom.org/
Internet projects can be implemented in any core subject area. The possibilities of topics are endless in the sense that if a topic is not already an internet project, together or separately teachers and students can design an internet project due to flexibility of different types of internet based projects. Internet projects are versatile in the sense that in can be implemented at any grade level (including the graduate level). They can help introduce students to a new unit, build background knowledge, as well as to develop specific content knowledge and navigation strategies. Internet projects can include, but are not certainly limited to topics around books read during English class, science experiments, history topics (geography of certain regions), and mathematical research (charting, surveys, etc.). Internet projects can be implemented at any rate in time, but should be completed at least weekly in order to promote students' use of the internet. Flat Stanley project is a great idea to promote writing and showing different types of culture's learning styles. I think it would be a great motivator in the sense that students know that this project sends "Stanley's" globally, which brings a sense of adventure and responsibility to ensure that "Stanley" is doing something exciting with them to share with other students around the world. Book raps is a great idea because I feel it would promote reading more since the students can see other students' opinions about a book that is read in school. I think students would want to read more books because they get to share ideas with people outside of their own classroom. Since this program allows student responses from across the world, it promotes multiculturalism as each culture could have a different interpretation of the stories. I noticed that all of these websites are very open-ended in the sense of what is discussed, but focused on that one specific topic on each website. The responses are very diverse, but are all correct. It was interesting to see different ideas that have been generated. I especially liked the Flat Stanley website because the ideas of where "Stanley" was taken and what "he" was doing were so fascinating, I saw places I have never seen before. Both Global Virtual Classroom and Think Quest are good resources for teachers to utilize and bring to students that promote the use of the internet in various contexts in the classroom environment.
There are several types of literacies that are involved for both teachers and students. Teachers needs to know how to search to find these types of resources on the internet. They also have to learn how to connect with other teachers and students across the world to help promote the use of internet based projects. They have to create a network between these classrooms in order to promote students uses of these types of web pages. They also have to model how to use these website appropriately. Students have to understand how to navigate, read, and type on these webpages. Literacy fits in because students are writing stories, sharing responses to ideas, expressing their opinions, reading other students ideas and responses, and are uploading their work onto the websites. They are communicating with people even outside of their culture so they are breaking cultural barriers that might have been hindering their education.
This technology transforms both teaching and learning in the sense that teachers' "role changes from being the one, and only, expert to being an instructional leader within a classroom community where many members have expertise" (Leu, Leu, & Coiro, 2004, p. 7). Many internet based projects are student-centered allowing students to have more control of their learning. This gives them more responsibilities to take charge of the types of content they will learn. This type of technology is important and promotes better reading and writing skills because students take pride in their work when they know that people outside of school will be able to see their work. It also encourages students to learn from each other as many of these websites are global. Students are given opportunities to see different interpretations and ideas surrounding a specific topic of interest. Internet projects can "facilitate students' proficiency in information communication technologies and critical literacies" (Sox & Rubinstein-Avila, 2009). The use of the internet allows students to become better prepared for 21st century learning as technology becomes more of an importance in daily life. It provides them with content knowledge which allows them to use critical literacies such as determining importance of information. As mentioned in previous posts, allowing for the use of the internet within the classroom environment provides students with the opportunity to become the experts and teachers themselves. This allows teachers to take a step back and monitor students' progress. Teachers are given more of an opportunity to observes students' comprehension and learning styles. It also provides them with insight as to what should be taught next and what are the further needs of their students. Internet projects further promote learning in the sense that it provides for multiculturalism experiences. It provides "collaborative learning opportunities with other classrooms from around the world" (Leu, Leu, & Coiro, 2004, p. 18). Students are opened to different interpretations transforming their ideas as to what can be done in educational settings. It also allows for an open mind, which is necessary in our growing multicultural world.
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