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.
Friday, February 11, 2011
Podcasting on Blogger or WordPress blog without making RSS or XML File Manually
I thought this might be helpful for people:
Podcasting on Blogger or WordPress blog without making RSS or XML File Manually
Podcasting on Blogger or WordPress blog without making RSS or XML File Manually
Engaging Students With Podcasting and Digital Story Telling Week #4 Blog
Podcast example:
http://epnweb.org/player.php?podshow=http://prtl.uhcl.edu/portal/page/portal/SOE/Programs/Instructional_Technology_MS/Podcasts/MP3_files/ChildatRiskPt1.mp3&podcast=Instructional Technology Podcasts&program=Creating Effective Schools, Part 1
This is a good example of a podcast because this link goes to a show that discusses how to create an effective classroom environment while integrating technology. I noticed that it was very linear in how it went from topic to topic during the broadcast. It also provided not only facts, but opinions as well. I noticed that these podcasters have numerous podcasts (this being part one of a particular topic). With their podcasts, they stick to a general theme surround technology and education. This further connects to the readings because this podcast shows that they outlined what they wanted to discuss, edited, and used a clear microphone to ensure that everyone who listens can understand what they are saying.
Digital Story Example:
This video is a good example of a digital story because it was created by a student. It had the student recalling a time when he was younger and playing baseball with his brother and the event that occured. I noticed that it used a lot of illustrations to aid with the story re-tell. It made the story that much more amusing and it helped to make the story more powerful. Having the animations made the students' story come to life. You can tell by the sound of his voice and the amount of animations (his time and effort) that the student enjoyed working on this story. It further connects to the reading in the sense that it is a pretty short story, which was the recommendations found within the readings.
The objective of podcasting is to discuss various topics online through the use of a microphone. It is similar to broadcasting in that someone is informing listeners about news or even sharing their opinions abouts a given topic. Sometimes there can be videos that go along with the podcasts to provide visuals that show who is speaking or aids in showing examples of what is being discussed.The objective of digital storytelling is to encourage storytelling through the use of technology. With this type of technology, students are able to not only orally tell their listeners a story, but they are able to have animations that aid in their story-telling, making the story more engaging. Digital storytelling is seen as a motivational way for students to write and retell stories about diverse topics.
Both podcasting and digital storytelling have diverse classroom applications. Podcasts can be a great resource for teachers to utilize. Teachers can record all lessons so that if students miss a class or a whole day of school, all they would have to do would be to sign onto the podcasting link the teacher creates and listen to the podcasts. This creation would also be a great for parents because they could listen to what their children are learning about. Teachers could also create a podcast specifically for parents to provide them with news, ideas, information, and tips for what they can do to help their children at home. This will help teachers in the long run because it sends the message to parents that they are a team with a common goal to help the children academically. Administrators could use teachers' podcasts to ensure that the teachers are being effective and covering all of the necessary teaching standards. Students can also use podcasts to share their opinions about topics they learned in school among many other things. Podcasting allows students to practice their oral language/speech skills. Digital storytelling is a great motivator for students. It "uses authentic real-world skills (videography, video consturction, and video editing skills) in a situated learning experience" (Figg & McCartney, 2010, p. 41). Students can use this technology to tell various types of stories whether it be on topics discussed in class or pertaining to their interests. It allows students to practice their oral language and storytelling skills. Many projects can be created using digital story telling such as recreating books read in class and mini-biographies about the students in class; the list of ideas can be endless. Digital storytelling brings students' stories to life in an interactive way with their targeted audience. Digital stories can even be completed at home with family members, which can be view not only as a fun, but an interactive learning activity. Teachers can also use digital stories to teach daily topics that are taught in class. When teachers utilize Digital stories, it allow students to not only practice their listening skills, but engages them, allowing them to pay more attention and remember more thanks to entertaining visuals that can be utilized within the story.
The literacies that are involved with podcasting and digital storytelling is first knowing what type of program to use for both items. There are a diverse set of programs that can be utilized depending on the amount of money one wishes to spend. The next thing a person needs to know how to do in regard to podcasting is how to set up a website/account. Then, they must know whether or not and how to set up a microphone so that they may record their podcast. Once this step is complete, they have to learn how to record, edit, save, and publish the recorded podcast. In regard to digital storytelling, one must figure out how to create and upload images that go along with their story. They also have to know how to record a voice over. Literacy fits in because most people who create a podcast and/or digital story write down brainstorming ideas about topics to discuss and/or stories to tell. They also might write down what they may say or talk about during the podcast and/or write out their story before creating a digitalized version. Both podcasting and digital storytelling allow people to go through the steps to the writing process before making a finalized version.
Both podcasts and digital stories transform teaching and learning by providing "Real work for real audiences" (Richardson, 2010, p. 116). Students take pride in their work especially in regard to this technology. These two technologies engage students and allow for freedom of expression within the realms of education. It also allows for higher order thinking skills to occur. It has been found that "podcasts have revealed increased motivation and higher-level thinking, and improvement in writing and listening skills" (Putman & Kingsley, 2009, p. 101). Digital stories as a language experience approach can provide students with the opportunities of being literate, "capable of writing and reading" (Labbo, Eakle, & Montero, 2002, p. 10). Digital stories allow students to "control the learning environment and design a learning experiences" (Figg & McCartney, 2010, p. 54). They transform teaching in the sense that there is easier access to education. Teachers can post their own podcasts and digital stories for their students to see. They can also show other teachers and students podcasts and/or stories from all over the world because both are easily accessible if posted on the internet. Podcasting and digital storytelling allow teachers more room for creativity and make their lives a little bit easier in the sense that it is more likely that if they take part in either one or both activities, they will engage their students in learning, making it easier to teach various concepts that must be learned throughout the year.
http://epnweb.org/player.php?podshow=http://prtl.uhcl.edu/portal/page/portal/SOE/Programs/Instructional_Technology_MS/Podcasts/MP3_files/ChildatRiskPt1.mp3&podcast=Instructional Technology Podcasts&program=Creating Effective Schools, Part 1
This is a good example of a podcast because this link goes to a show that discusses how to create an effective classroom environment while integrating technology. I noticed that it was very linear in how it went from topic to topic during the broadcast. It also provided not only facts, but opinions as well. I noticed that these podcasters have numerous podcasts (this being part one of a particular topic). With their podcasts, they stick to a general theme surround technology and education. This further connects to the readings because this podcast shows that they outlined what they wanted to discuss, edited, and used a clear microphone to ensure that everyone who listens can understand what they are saying.
Digital Story Example:
This video is a good example of a digital story because it was created by a student. It had the student recalling a time when he was younger and playing baseball with his brother and the event that occured. I noticed that it used a lot of illustrations to aid with the story re-tell. It made the story that much more amusing and it helped to make the story more powerful. Having the animations made the students' story come to life. You can tell by the sound of his voice and the amount of animations (his time and effort) that the student enjoyed working on this story. It further connects to the reading in the sense that it is a pretty short story, which was the recommendations found within the readings.
Both podcasting and digital storytelling have diverse classroom applications. Podcasts can be a great resource for teachers to utilize. Teachers can record all lessons so that if students miss a class or a whole day of school, all they would have to do would be to sign onto the podcasting link the teacher creates and listen to the podcasts. This creation would also be a great for parents because they could listen to what their children are learning about. Teachers could also create a podcast specifically for parents to provide them with news, ideas, information, and tips for what they can do to help their children at home. This will help teachers in the long run because it sends the message to parents that they are a team with a common goal to help the children academically. Administrators could use teachers' podcasts to ensure that the teachers are being effective and covering all of the necessary teaching standards. Students can also use podcasts to share their opinions about topics they learned in school among many other things. Podcasting allows students to practice their oral language/speech skills. Digital storytelling is a great motivator for students. It "uses authentic real-world skills (videography, video consturction, and video editing skills) in a situated learning experience" (Figg & McCartney, 2010, p. 41). Students can use this technology to tell various types of stories whether it be on topics discussed in class or pertaining to their interests. It allows students to practice their oral language and storytelling skills. Many projects can be created using digital story telling such as recreating books read in class and mini-biographies about the students in class; the list of ideas can be endless. Digital storytelling brings students' stories to life in an interactive way with their targeted audience. Digital stories can even be completed at home with family members, which can be view not only as a fun, but an interactive learning activity. Teachers can also use digital stories to teach daily topics that are taught in class. When teachers utilize Digital stories, it allow students to not only practice their listening skills, but engages them, allowing them to pay more attention and remember more thanks to entertaining visuals that can be utilized within the story.
The literacies that are involved with podcasting and digital storytelling is first knowing what type of program to use for both items. There are a diverse set of programs that can be utilized depending on the amount of money one wishes to spend. The next thing a person needs to know how to do in regard to podcasting is how to set up a website/account. Then, they must know whether or not and how to set up a microphone so that they may record their podcast. Once this step is complete, they have to learn how to record, edit, save, and publish the recorded podcast. In regard to digital storytelling, one must figure out how to create and upload images that go along with their story. They also have to know how to record a voice over. Literacy fits in because most people who create a podcast and/or digital story write down brainstorming ideas about topics to discuss and/or stories to tell. They also might write down what they may say or talk about during the podcast and/or write out their story before creating a digitalized version. Both podcasting and digital storytelling allow people to go through the steps to the writing process before making a finalized version.
Both podcasts and digital stories transform teaching and learning by providing "Real work for real audiences" (Richardson, 2010, p. 116). Students take pride in their work especially in regard to this technology. These two technologies engage students and allow for freedom of expression within the realms of education. It also allows for higher order thinking skills to occur. It has been found that "podcasts have revealed increased motivation and higher-level thinking, and improvement in writing and listening skills" (Putman & Kingsley, 2009, p. 101). Digital stories as a language experience approach can provide students with the opportunities of being literate, "capable of writing and reading" (Labbo, Eakle, & Montero, 2002, p. 10). Digital stories allow students to "control the learning environment and design a learning experiences" (Figg & McCartney, 2010, p. 54). They transform teaching in the sense that there is easier access to education. Teachers can post their own podcasts and digital stories for their students to see. They can also show other teachers and students podcasts and/or stories from all over the world because both are easily accessible if posted on the internet. Podcasting and digital storytelling allow teachers more room for creativity and make their lives a little bit easier in the sense that it is more likely that if they take part in either one or both activities, they will engage their students in learning, making it easier to teach various concepts that must be learned throughout the year.
Saturday, February 5, 2011
Wiki of The Week Blog 3 Week #3
I am really excited about this weeks genre study because it incorporates one of my passions: music! This week thanks to our text book, I decided to follow LyricWiki.org.
Http://www.lyricwiki.org
The objective of LyricWiki.org is to provide users with lyrics to their favorite songs. The website also provides readers with a song of the day and album of the week, as well as the reason for these selections. The website is part of "Wikia" so there are links at the top of the screen that go to wikis about television shows, movies, games, books, and food. If there is a mistake, users can log on and fix the errors. It is fair to say that this website is a good wiki because it has all the features that Chapter 4 of Richardson's books details such as a page history, edit page, and a discussion area. The page is update and added to everyday. I enjoy reading the song of the day section because most of them have been songs I know and enjoy.
According to Richardson (2010), even younger elementary school students can operate wikis. Wikis such as LyricWiki can be used as a research report. Students can look up the history of their favorite song lyrics, as well as how and why they were written. Groups of students can collaborate on this wiki or any other wiki for that matter and "monitor the content that is added and make the necessary edits and revisions" (Richardson, 2010, p. 61). Using the wikis can also show students how to publish content because "technologies such as wikis and blogs are increasing the opportunities that students have to publish in meaningful ways for real and varied audiences" (Hunt & Hunt, 2006, p. 91). Teachers and students can use wikis to share either personal interests or to teach new concepts/ideas. They "afford students unprecedented opportunities to share their ideas, celebrate their creativity and receive immediate feedback from fellow networkers" (Wheerler, Yeomans, & Wheeler, 2008, p. 988). Wikis can be used for reflections. LyricWiki can be used as a motivation for encouraging wikis in the classroom. Students can look up their favorite song lyrics and analyze the meaning of the song in an essay. Younger students can write a journal entry as to what the song lyrics mean to them and why they like the song. Another motivational use of wikis is that it allows teachers "to chronicle and archive all of the good work those students are doing" (Richardson, 2010, p. 65), which allows students to take pride in their work.
Several literacies are involved when it comes to using wikis. First of all, one needs knowledge of how to use a wiki. There are many buttons, the most important one being the edit button. One must know when and how to use the edit button and for this to happen, a user must know how to determine when it is appropriate to do so. Users must be able to read, determine if the information is accurate and be able type to make the necessary corrections. While editing, it would also be helpful if the user is a good spell or knows how to use spell check. Literacy fits into Wikis because they allow users to evaluate and synthesize the information that is found on these pages. To navigate through LyricWiki, a user has to know which song they want to search for. They then must determine if the lyrics are correct. If something is wrong, they can open the page and make the necessary corrections.
This technology has transformed both teaching and learning in the sense that students can now teach one another and sometimes even their teachers too. Wikis can be used to share content with other classes as well as to allow students to help design curriculum content with their teachers. Graphics and links can be shared with teachers and students to provide more resources to each other. Wikis also allow students to share notes and ideas with each other. LyricWiki can transform teaching and learning because it allows students to practice their analyzing and evaluation skills in a fun manner. This activity provides students with more choice as they can decide which lyrics they want to search for.
The objective of LyricWiki.org is to provide users with lyrics to their favorite songs. The website also provides readers with a song of the day and album of the week, as well as the reason for these selections. The website is part of "Wikia" so there are links at the top of the screen that go to wikis about television shows, movies, games, books, and food. If there is a mistake, users can log on and fix the errors. It is fair to say that this website is a good wiki because it has all the features that Chapter 4 of Richardson's books details such as a page history, edit page, and a discussion area. The page is update and added to everyday. I enjoy reading the song of the day section because most of them have been songs I know and enjoy.
According to Richardson (2010), even younger elementary school students can operate wikis. Wikis such as LyricWiki can be used as a research report. Students can look up the history of their favorite song lyrics, as well as how and why they were written. Groups of students can collaborate on this wiki or any other wiki for that matter and "monitor the content that is added and make the necessary edits and revisions" (Richardson, 2010, p. 61). Using the wikis can also show students how to publish content because "technologies such as wikis and blogs are increasing the opportunities that students have to publish in meaningful ways for real and varied audiences" (Hunt & Hunt, 2006, p. 91). Teachers and students can use wikis to share either personal interests or to teach new concepts/ideas. They "afford students unprecedented opportunities to share their ideas, celebrate their creativity and receive immediate feedback from fellow networkers" (Wheerler, Yeomans, & Wheeler, 2008, p. 988). Wikis can be used for reflections. LyricWiki can be used as a motivation for encouraging wikis in the classroom. Students can look up their favorite song lyrics and analyze the meaning of the song in an essay. Younger students can write a journal entry as to what the song lyrics mean to them and why they like the song. Another motivational use of wikis is that it allows teachers "to chronicle and archive all of the good work those students are doing" (Richardson, 2010, p. 65), which allows students to take pride in their work.
Several literacies are involved when it comes to using wikis. First of all, one needs knowledge of how to use a wiki. There are many buttons, the most important one being the edit button. One must know when and how to use the edit button and for this to happen, a user must know how to determine when it is appropriate to do so. Users must be able to read, determine if the information is accurate and be able type to make the necessary corrections. While editing, it would also be helpful if the user is a good spell or knows how to use spell check. Literacy fits into Wikis because they allow users to evaluate and synthesize the information that is found on these pages. To navigate through LyricWiki, a user has to know which song they want to search for. They then must determine if the lyrics are correct. If something is wrong, they can open the page and make the necessary corrections.
This technology has transformed both teaching and learning in the sense that students can now teach one another and sometimes even their teachers too. Wikis can be used to share content with other classes as well as to allow students to help design curriculum content with their teachers. Graphics and links can be shared with teachers and students to provide more resources to each other. Wikis also allow students to share notes and ideas with each other. LyricWiki can transform teaching and learning because it allows students to practice their analyzing and evaluation skills in a fun manner. This activity provides students with more choice as they can decide which lyrics they want to search for.
Sunday, January 30, 2011
Week #2 Blog On Social Networking
The Internet sensation known as Twitter has several objectives. Twitter is a social network that allows users to make a post up to 140 characters about their daily lives, comments, and opinions. The website also allows users to follow other people whether it is family members, friends, celebrities, or just random people on the Internet and see the posts they decide to share. This social network is a good resource in the sense that it provides "opportunities for young people to write, read, and speak their worlds into existence" (Alvermann, 2008, p. 13). I have my own Twitter account and although I do not update all the time, this week I noticed that just because I do not post, does not mean that there are not several hundred posts that come up on my own feed from people I am currently following. I follow both celebrities and friends to keep up on the latest news, which means that for the most part, I take advantage of what the site has to offer in regard to social networks. Every time I reloaded my home page this week, it seemed that I had at least ten new tweets. Upon the end of the week, there were thousands of posts from what a person was doing, to where someone was going for the weekend, to celebrities promoting television shows, music, and movies. By the end of the week, I felt that I had some insight as to various topics that were occurring all around both the east and west coasts. As a result of these findings, it is safe to say that twitter definitely fits the category of a social network.
Twitter can be implemented in several classroom applications areas. A good quote found in chapter six of Richardson's text states, "more and more I see Twitter as an excellent resource for assessing several of the skills that are fundamental to learning and living such as: the ability to make mistakes and immediately get positive critical feedback [and] the ability to take part in a communal discussion" (Richardson, 2009, p/ 89). Students can use twitter to talk to one another via the website for various reasons, such as sharing personal interests, ideas from school, homework or research help, or even to communicate with one another, especially when someone has missed school. Students can also use twitter to follow other classes across the globe that might be studying the same topic in order to generate ideas. They could also follow celebrities' Twitter accounts and create a report based on their posts or even follow news/weather updates to report to the class. Teachers can use Twitter not only to do the same with their students, but also to inform parents/guardians of daily happenings, as well as networking in order to share ideas with other teachers not only inside of their school, but even outside of their school district or country. Richardson (2010), claimed, "Following other educators on Twitter creates a 'network at my fingertips' phenomenon where people ask questions and get answers, link to great blog posts or resources, or share ideas for projects as they go through the day" (p.86). Teachers can have students use Twitter to summarize what they learned throughout any given school day. They can also use Twitter to allow students to take a vote about certain topics, such as what book they would like to read next in class or even which type of field trip they would like to go on. An activity I would even like to try that I read about which teachers have completed is creating a story using twitter. Students would work together and one by one post a piece of a story. Everyone must contribute to at least one part of the story. This process would continue until the story is complete.
The first literacy that is involved when using Twitter is to set up an account. There are several steps a person must complete in order to make an account, such as creating a username and password. The second literacy that is involved is to learn all of the website's functions such as learning: how to follow someone, all of the symbols such as hashtags, how to retweet a post, and how to reply to a tweet. An important literacy that is utilized through Twitter surrounds when to retweet a post. Users must be able to read and determine if a tweet is important enough to retweet or respond to. A retweet is important because you would be sharing information to people who follow you that might not be following the original poster. This can not only inform people of certain ideas or events, but can also lead to networking, as your followers can end up following the person who originally posted the tweet if they are not already doing so if they like their tweets. All of these aspects fall into understanding how to navigate through the system. A person also must be able to send a message under 140 characters, therefore, users must learn proper word choice in order to get their message across using the minimal amount of space they have.
Technology is used to transform teaching and learning because twitter allows for an open forum. Similar to blogs, it gives a voice to students who might have something important to share, but they are afraid or unwilling to do so while in school. Twitter provides these students with an opportunity to express their ideas. Twitter also allows teachers to see what their students are like outside of the classroom. Through twitter, teachers might be able to see each of their students' interests, which they can use to tie their interests into the curriculum in order to engage the students. By allowing the students to vote on certain topics through Twitter, it allows students to not only have a voice, but an opinion as well in regard to their education, allowing them to not only take on more responsibilities, but care about their education. As a result, students are more likely to value their education.
Wednesday, January 26, 2011
Week #1 Reflection On Blogging
http://www.perezhilton.com
The objective of Perez Hilton’s perezhilton.com blogs are to inform readers about events such as charities, arrests, sightings, fights, and so on that involve celebrities such as newscasters, musical artists, politicians, television and movie stars, as well as even ordinary people who have five minutes of fame. Perez Hilton is the epitome of a “blogger” as he utilizes every key characteristic of what a blog should contain. On any given day, Perez updates his page at least five times, posting not only in the morning, but even late into the night. In almost every blog, he provides links to videos, photos, personal affiliations, other websites for further investigation about the topic at hand, and even his other weblogs. Perez allows readers the opportunity to be a part of the writing process by leaving their comments/opinions on each page. He not only engages readers, but demands interaction with his readers through questions he poses on each blog for readers to answer. Another good characteristic of blogging that Perez Hilton follows is archiving his posts, which allows readers to navigate and find blogs based on personal interests faster. Perez further creates a community among bloggers in the sense that every one of his posts is a link in and of itself that people can access and share with others.
There are several classroom applications that can be implemented with Perez Hilton’s blogs, as long as teachers preview the articles for approval before each activity. I believe that Perez Hilton’s blogs could be a huge motivator in getting students to participate not only in class lectures, but reading and writing as well since the use of “the internet is this generations defining technology for literacy” (Zawilinski, 2009, p. 651). His posts can be used as a topic of the day discussion, especially if its centers around a “news worthy” topic, which on any given day, there are informative articles that can be found on his blog. Students could further research topics of interests from any one of Perez Hilton’s blogs and present it to the rest of the class. In order to promote writing, students could also write in journals about their reactions and opinions about blog post that they find interesting. Students can also create their own blogs where they can write their own comments, opinions, or questions about Perez Hilton’s posts that interest them.
The literacies that are involved when entering any one of Perez Hilton’s websites include, reading his actual blogs, navigating through the links, searching through relevant topics according to preferences, and responding to blogs. Literacy is also involved when readers post their opinions about certain topics Perez decides to discuss, which “on the internet, writing is intrinsically integrated with the reading comprehension process” (Zawilinski, 2009, p. 652). Literacy fits into his blogs because sometimes his posts are helpful in informing readers about news that pertains to them such as political and wellness information.
Technology is used to transform teaching and learning through providing students a choice in which blogs and articles they decide to read, respond to, and/or report about. The fact that Perez Hilton allows for online communication on his website is important because “online communication has become an essential aspect of online reading comprehension” (Zawilinski, 2009, p. 652). Not only is the use of Perez Hilton’s blog a motivational attempt to engage students in literary practices, but it allows students to “turn to online networks as learning resources” (Johnson, 2010, p.180).
http://cocoperez.com/
http://teddyhilton.com/
http://fitperez.com/
http://perezhilton.com/radioperez/?autostart=yes
http://cocoperez.com/
http://teddyhilton.com/
http://fitperez.com/
http://perezhilton.com/radioperez/?autostart=yes
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