EDUC 6809 Weekly Reading #5

"Chakra is the energy needed by ninjas to perform special ninja arts and techniques called jutsu.  Chakra is generated within the body by combining elements..."

I chose this quote because I was really surprised by the depths of Peter's answers when he was interviewed about Naruto.  I read through his answers multiple times and I had trouble following.  Just the vocabulary confused me.  I was surprised these answers came from a fourteen year old boy.  But from his answers it is obvious that he comprehends the vocabulary, characters, and storylines of Naruto.  His answers prove that he is able to read digital texts and take away meaning from them.  It doesn't surprise me that he does well with this type of text, but not school required print texts.  Naruto is something that he is passionate about, so of course he puts more time and effort into learning everything he can about it.  This is why it is so important for us as teachers to get to know our students' interests.  If we can incorporate their interests into either print based texts or digital texts it will get them reading and motivated.  It shouldn't matter what they are reading, as long as they're reading.

I chose the image below because I like the message.  We are still reading, we're just reading in a different way.

 

Image by Martin. (July 2012). Retrieved from http://thoughtful-faith.blogspot.com/2012/07/philosophy-of-e-reading.html 

 

 

1. What did you learn about how reading of digital texts differs from the reading of print texts?

 

Reading digital texts is different because of the composition of the text.  Print text is linear, but digital text is not.  The way that print text is set up the reader knows where to start and where to go next.  With digital text the reader has to decide where to start reading and where to go from there.  Digital texts could have videos to view or links to follow. 

 

2. Do you agree that the reading of digital texts is complex?

 

Yes, I agree that it is complex.  With digital texts the reader is not only reading the text, but also has to understand the sound and visual narratives as well.  There could be images or video to supplement the text, or some of the text could be narrated.  The reader has to interpret visual clues, read subtext, follow a non linear format, and decode all at the same time.  They are using higher level thinking skills to take in all this information, comprehend, analyze, and make judgments about it.

 

3. Do you think that reading digital texts has value for reading in school?

 

Yes, I do believe it has value.  I believe the most important thing is that kids are reading, not what they're reading.  Why does what they read have to come out of a textbook?  Throughout their lives a majority of what they will read will be digital text; social media, personal research, college, the workplace.  We need to start preparing them early.  Digital media also has the benefit of greater access to different genres of text.  This is important when trying to match what our students are reading to their interests.  If they are interested, it will be important to them and they will be more motivated to read it.

 

4. How might a teacher connect Peter's online reading skills with academic reading?  How might this improve Peter's academic reading?

 

Since Peter is so good as reading digital texts, the teacher could design Internet activities to supplement the print text that he is reading.  That way he is engaging with both types of text, print and digital.  The teacher could also have Peter seek out information about anime since that is an interest of his.  Both of these suggestions will help Peter and improve his academic reading by giving him a higher level of interest and motivating him.

 

Source

 

Rowsell, J., & Burke, A. (2009, October). Reading by Design: Two Case Studies of Digital Reading Practices. Journal of Adolescent & Adult Literacy, 53(2), pp. 106-118. doi:10.1598/JAAL.53.2.2



 

 

EDUC 6809 Weekly Reading #4

"Walsh found that his students became empowered as authors, producing sophisticated pieces of multimodal work that would have been very difficult for his students in a conventional essay."

I chose this quote because I believe it addresses an important issue in schools today; writing pencil and paper essays and biographies has become outdated.  It doesn't surprise me that students are uninterested in writing and find it boring.  When my class was getting ready for WV Writes they were so unhappy about doing it.  They didn't like it because they had to write on a topic chosen by someone else; if it was something they were not interested in it didn't matter, they had to write about it anyway.  The only part they liked was when they got to type it into the computer.  That is why I really like Walsh's approach to writing.  By allowing the students to create multimodal writing projects it gives them the opportunity to be more creative.  They are also able to use multiple learning styles by incorporating writing, images, music, and video.  This approach does empower them as authors; they have more freedom to create what they want to create, how they want to create it.  They aren't confined to limits like with pencil and paper writing.

I chose the image below because it goes along with my quote.  A book report is another example of an outdated assignment.  They are better, more engaging learning activities that our students can do.  Students could review a book they are reading in a blog where their peers can also read and comment on the thoughts presented.  Or, they could discuss the book in a literature circle group. 

Glasbergen, Randy. (2005). Retrieved from http://www.glasbergen.com

1. Why is it important for teachers to use digital media to support writing instruction in school?

Children today are born into a culture of technology.  They are exposed to it from birth.  They have handheld gaming devices, iPods, and can work their parents cell phones.  I know kids who can navigate an iPad better than I can.  Being so immersed in this culture, it is only natural that we should incorporate that into school.  Of course they find pencil and paper writing boring; they are used to interactive technology.  As the article states, kids are good with online writing.  It is important to validate that writing as good writing.

2. What are the differences between online writing and writing in school?

Online writing is interactive and engaging.  Students find this type of writing fun.  Writing in school is solitary and boring.  Online writing can be collaborative; students who blog can read and comment on their peers' work.  This makes writing more social and interesting for students.  If their peers are reading what they are writing they will care more about what they are presenting.  Students often care more about what their peers think than what a teacher thinks.  Online writing also offers more opportunity to be creative.  Students can add music, picture, and video to support their writing.

3. How should teachers use digital spaces to support writing instruction in school?

I really like the idea of a class blog.  There are so many possibilities.  I think blogging would give students a sense of pride and that what they are writing is important.  They are writing for an authentic audience, instead of just a pencil and paper writing assignment only to be seen by the teacher.  Students have the chance to share their thoughts on a topic, and then give and receive peer feedback.  I like the collaboration aspect of a class blog.  Again, I think students will care about what they are writing if their peers are reading it.

4. What are some of the challenges of using digital spaces for writing instruction in school?

I think the biggest challenge would be time and technology access.  Doing these kinds of online writing assignments will take a lot of time, and you have to take into consideration your access to technology.  For example, at the school I was at, my class only had access to laptops one day a week.  You could reserve the computer lab, but with only one lab, that was difficult.  With these assignments you would probably need multiple days with the computers, so you would have to really plan in advance.  Another challenge is to develop meaningful tasks; you don't want them to be writing online just for the sake of doing it.  The lessons should be authentic, engaging, and meaningful.

5. Example of using digital spaces in the classroom:

I chose the lesson plan The Bird Can Blog: Online Blogging with a Twist because I think it is a great way to introduce blogging to younger students.  In the lesson, students take on the role of a real or imagined classroom pet and create a blog journaling what the pet sees happening in the classroom throughout the day.

Sources

Adlington, R., & Hansford, D. (2008, July 6). Digital spaces and young people’s online authoring: Challenges for teachers. Retrieved June 10, 2013, from National Conference for Teachers of English and Literacy: http://www.englishliteracyconference.com.au/files/documents/AdlingtonHansford-Digital%20spaces.pdf

Jackson, Lorrie. Education World.  The Bird Can Blog: Online Blogging with a Twist.  Retrieved from http://www.educationworld.com/a_tech/techlp/techlp055.shtml

EDUC 6816 Weekly Reading #4

1. What surprises you about the strategies digital age students use as they conduct research for course assignments?

I am the most surprised that students use course readings as their first strategy instead of Google.  I would have thought Google would have been the first choice.  In my personal college experience, I would Google information first, and then if I couldn't find what I needed there, then I would look through the course readings.  I chose Google first, because it seemed so much more convenient.  I could just type in a question and the information was right there.  I didn't have to go searching through a book.

2. How accurately do the findings from this study reflect your own research strategies?

These strategies are pretty similar to my own, except that Google was my first choice.  I agree that Google and the course readings were my main sources during research.  I also never asked the librarian for help with research.  The only time I went to the library was to use the computers.  The entire time I was there, I may have checked books out three to five times.  I did occasionally use EBSCO, but usually only when the teacher recommended it.

3. How does it differ from the kinds of research people do in the workplace?

When you are researching information for the workplace you usually have the big picture in mind.  You aren't just doing research to do research; which is what I think happens a lot in college.  During my general education classes we did research on random topics that I always felt they never dealt with what I would be doing in the workplace.  It seemed pointless to me and that is why I was so uninterested.  However, when  I started taking my teacher education classes the research had a purpose.  The topics I was researching were things I needed to know as a teacher. 

4. Do you think the recommendations to improve the research process for college students will better prepare students for the world outside of school?

Yes, I believe it will better prepare them.  Giving the students course related research will prepare them for researching specific information that they will need in the workplace.  I believe they will be more engaged and motivated because the research has a purpose and they can see the big picture.  It won't be just busy work or trying to get a certain grade, it will be about the information; it will be important to them.  I also believe that building a relationship with the librarian is a great recommendation.  They are a valuable resource to finding reliable sources.  They know where to search that students might not.  I wish I had taken advantage of this while I was working on my undergrad degree.

5.  Embed an image related to searching for information.



Created by Fitz. (September 2006). Retrieved from http://blaugh.lockergnome.com/2006/09/26/where-is-the-secret-of-life/

Source

Head, A.J. & Eisenberg, M.B. (2009). LESSONS LEARNED: How College Students Seek Information
in the Digital Age. Retrieved from: http://kennison.name/files/zopestore/uploads/libraries/documents/student-info-seeking-2009.pdf

EDUC 6816 Week 4 TrackStar

Activity #1

I have never used TrackStar before, but after looking through the activities I think this would be a great tool to use with students for information literacy.  I like how you are able to give students step by step directions about what you want them to do.  That was so important with my students this year.  When I did web quests with them they had to have very specific directions or else they were completely lost.  I also like how it gives them questions to think about while they are researching.  It's a great way to hold them accountable for what they are reading.  These type of activities can help develop information literacy by teaching the students how to validate their sources, gather and analyze data, and look at different media tools that can be used to present information.  I really liked the time travel one; it was my favorite.

Activity #2

My TrackStar link

EDUC 6809 Illuminated Text Final

Illuminated Text

More PowerPoint presentations from Abigail Hayhurst

EDUC 6816 ThinkAloud

Think aloud from abigailh24

For my ThinkAloud project I chose sources that I believed would be reliable: the National School of Safety and Security Services and CNN.  After performing a web evaluation, I found my sources to be valid and credible.  Making the slideshow was a great learning experience.  I've used Jing before, but only to take screen captures.  I've never added my own quotes with text boxes.  It is a great way to comment on what you are reading/researching.  I would love to do this with my students in the future.  What an engaged way to take notes or leave comments!

I believe it is important to provide students with information literacy skills in the digital age because digital media is a huge form of communication for us.  It is a way for students to be able to present information and show us what they know.  There is a higher level of engagement when students construct a project like the ThinkAloud, as opposed to just reading a textbook.  They are able to use a variety of learning styles by incorporating writing, art, and music.

Sources

National School of Safety and Security Services. (2013). Kenneth Trump. Retrieved from http://www.schoolsecurity.org/trends/arming_teachers.html

CNN. Granderson, LZ. (December 2012). Arming Teachers with Guns is a Crazy Idea. Retrieved from http://www.cnn.com/2012/12/19/opinion/granderson-guns-in-schools 

EDUC 6816 Resource for ThinkAloud

I believe there is no bias in the article I chose, “Arming Teachers and School Staff With Guns.”  The author is President of the National School Safety and Security Services, and has over 25 years of experience in school safety.  Based on his expertise I consider him a reliable source.  The strategy I used to validate my source was to perform a web evaluation:

Name of the Page:

National School Safety and Security Services

URL:

http://www.schoolsecurity.org/trends/arming_teachers.html

Date Accessed:

June 7, 2013

How did you find the page?

Google search

What is the domain?

.org

Is the domain reliable?

Yes, this is the web page for the National School Safety and Security Services

Is the author identified?

Yes, Kenneth S. Trump

Is the authors identified with an organization?  Is he a professional?

KENNETH S. TRUMP, M.P.A., is President of National School Safety and Security Services, a Cleveland-based national consulting firm specializing in school security and emergency preparedness training, school security assessments, school emergency planning consultations, and related school safety and crisis consulting services.  Ken is one of the nation’s leading school safety experts and has 25 years of front-line public and private urban, suburban, and rural school security experience working with school and safety officials from all 50 states and Canada.

Ken served as founder and supervisor of the nationally recognized Youth Gang Unit for the school safety division of the Cleveland City Schools, and as a suburban Cleveland school security director.  He also served as assistant director of a federal funded anti-gang task force for three Cleveland suburbs. 

Is there any bias?

No, I don’t believe there is any bias.  He presents the information as an expert in the field of school safety, and he does present both sides of the argument.  He has over 25 years of experience in school safety

Is contact information provided?

Yes, address, email, and phone.

What is the purpose of the article?  Who is the intended audience?

The purpose of the article is to inform the public concerning the topic of arming teachers with guns.

Are their any advertisements on the web page?

No

When was the page last updated?

That information is not provided.  The copyright for the page is 2013.

Is the content peer reviewed or authenticated by an expert?

No, but with over 25 years of experience in school safety, I consider him the expert.

Do you feel this source is reliable?  Would you recommend it?

Yes, I believe, with his experience, he is a very reliable source.  I would recommend this source to others.

Source

National School Safety and Security Services. (2013). Arming Teachers and School Staff With Guns. Retrieved from http://www.schoolsecurity.org/trends/arming_teachers.html.