Topic: Prayer in school
Identify resources students will use to create their print texts, people to interview, phenomenon to observe that would enable your student to become a citizen journalist:
Students could view scholarly journals, newspapers, books, blogs, YouTube videos, Wikipedia, or Google. Students could interview principals, teachers, students, members of the community, and religious leaders. They could interview them to get their opinion; whether or not they believe prayer should be permitted in school.
Identify lesson plans or resources that you would use to design a citizen journalism project:
I would have students read Prayer and the Public Schools
Lesson Plan - Education for Freedom- sample lesson plan
I would have students read Are Prayers Allowed in School
I would have students read Wikipedia - School Prayer to learn about evaluating resources. I would ask them to determine whether this source is reliable.
I would have students read The Case Against Prayer in School to research the side that is against prayer in school. I would ask them to determine bias.
Identify the media tools student will use to create their final product:
Students could create a Prezi, Illuminated Text, Photo Story, or blog.
In a blog posting describe your citizen journalism project:
I want to develop a citizen journalism project on whether or not prayer should be allowed in public schools. I think this is an important topic that effects the community and that most people have a strong opinion about. In addition to researching journals, blogs, websites, etc. I want my students to interview school personnel, students, and members of the community to get their opinion on the subject. At the end of the project I would like them to create their project using one of the digital tools listed above.
Sunday, June 30, 2013
EDUC 6816 Weekly Reading #6
Reading #1
"As teachers we can make research more relevant to students’ lives by making it an activity that is done outside, in the community, by exploring students’ environments."
I chose this quote because I think one of the main problems with traditional research is that is not relevant to our students' lives. We give them topics that have nothing to do with where they come from, their families, or their interests. Then, we send them to the internet to conduct generic research. Instead, we should be giving them research that is authentic. We can give them topics that involve their communities and issues that effect the people in their communities. Instead of sending them to the internet for research they can acquire the information firsthand by interviewing people in the community. They could also visit local historic sites for information.
I chose the image below because I feel it shows students' interest level in writing research papers. It is something most find boring and unimportant; they just want to get it done and turn it in, even if that means simply copying information from the internet. I believe authentic research would help solve this problem. Give students topics that matter to them. Have them conduct research in the community, such as interviews, surveys, or community research.
Image retrieved from Cartoon Stock. (2013). http://boydclassroom.com/Report_&_Abstract.html
Source
Herrmann, B. (2012, Fall). Writing as an Exploration: Rethinking the Research Paper. Wisconsin English Journal, 54(2), 49-51. Retrieved June 25, 2013, from http://journals.library.wisc.edu/index.php/wej/article/viewFile/538/579
Reading #2
1. What is the difference between writing a report and "doing research"?
When students are writing a report they are mostly concerned with the mechanics of the paper; how the paper is set up, margins, grammar, spelling, report length, etc. Less emphasis is on what information is in the paper. When students are doing research, they are actively looking for information to include in the paper. This research can include the internet, books, interviews, articles, etc.
2. How might doing authentic research better prepare students for the 21st century work place? Give specific examples from the "Between a Rock and a Hard Place" reading.
In the reading, "Between a Rock and a Hard Place", they talk about research in the workplace. In the workplace people are conducting research about topics they actually want to know about. This research is personally beneficial to them because it will help them do their jobs better. Doing this type of authentic research in school will get students ready to do this type of research in their future workplace.
3.Why might Constructivist type learning better prepare students for the 21st century work place than Behavioral approaches?
The Constructivist approach is much more complex than the Behavioral approach. Constructivists use critical thinking to problem solve. There is no one way to do things; there can be multiple solutions. These kinds of skills prepare students for the 21st century workplace because they will have to problem solve and come up with solutions to complex problems.
4. How does authentic research support new media literacies?
By giving students research that matters to them and their community you will motivate them to work hard and take the research seriously. We are relating the research to the real world of the students. Also, authentic research supports collaboration. Students can share work with peers, just like colleagues do in the workplace.
Source
Gordon, C. (2013). "Students As Authentic Researchers: A New Prescription for the High School Research Assignment" Retrieved from http://www.ala.org/aasl/aaslpubsandjournals/slmrb/slmrcontents/volume21999/vol2gordon
"As teachers we can make research more relevant to students’ lives by making it an activity that is done outside, in the community, by exploring students’ environments."
I chose this quote because I think one of the main problems with traditional research is that is not relevant to our students' lives. We give them topics that have nothing to do with where they come from, their families, or their interests. Then, we send them to the internet to conduct generic research. Instead, we should be giving them research that is authentic. We can give them topics that involve their communities and issues that effect the people in their communities. Instead of sending them to the internet for research they can acquire the information firsthand by interviewing people in the community. They could also visit local historic sites for information.
I chose the image below because I feel it shows students' interest level in writing research papers. It is something most find boring and unimportant; they just want to get it done and turn it in, even if that means simply copying information from the internet. I believe authentic research would help solve this problem. Give students topics that matter to them. Have them conduct research in the community, such as interviews, surveys, or community research.
Source
Herrmann, B. (2012, Fall). Writing as an Exploration: Rethinking the Research Paper. Wisconsin English Journal, 54(2), 49-51. Retrieved June 25, 2013, from http://journals.library.wisc.edu/index.php/wej/article/viewFile/538/579
Reading #2
1. What is the difference between writing a report and "doing research"?
When students are writing a report they are mostly concerned with the mechanics of the paper; how the paper is set up, margins, grammar, spelling, report length, etc. Less emphasis is on what information is in the paper. When students are doing research, they are actively looking for information to include in the paper. This research can include the internet, books, interviews, articles, etc.
2. How might doing authentic research better prepare students for the 21st century work place? Give specific examples from the "Between a Rock and a Hard Place" reading.
In the reading, "Between a Rock and a Hard Place", they talk about research in the workplace. In the workplace people are conducting research about topics they actually want to know about. This research is personally beneficial to them because it will help them do their jobs better. Doing this type of authentic research in school will get students ready to do this type of research in their future workplace.
3.Why might Constructivist type learning better prepare students for the 21st century work place than Behavioral approaches?
The Constructivist approach is much more complex than the Behavioral approach. Constructivists use critical thinking to problem solve. There is no one way to do things; there can be multiple solutions. These kinds of skills prepare students for the 21st century workplace because they will have to problem solve and come up with solutions to complex problems.
4. How does authentic research support new media literacies?
By giving students research that matters to them and their community you will motivate them to work hard and take the research seriously. We are relating the research to the real world of the students. Also, authentic research supports collaboration. Students can share work with peers, just like colleagues do in the workplace.
Source
Gordon, C. (2013). "Students As Authentic Researchers: A New Prescription for the High School Research Assignment" Retrieved from http://www.ala.org/aasl/aaslpubsandjournals/slmrb/slmrcontents/volume21999/vol2gordon
Thursday, June 27, 2013
EDUC 6809 Weekly Reading #6
"I can recall my first IM experience. I felt anxious and rushed, unable to keep up with the lightening fast keyboard skills of my sister-in-law. The fast paced dialogue would flash upon the screen instantly. I would compose one answer mentally and then the next question would be staring at me waiting for a reply."
I chose this quote because I also remember my first IM experience. I was a freshman in high school. I had one of those huge desktop computers. I was so excited because it was my first computer. I still remember all of the kids talking about this IM thing at school and how great it was. I can still remember creating my screen name and creating a buddy list by adding all of my friends. That became our new way to communicate. My friends and I didn't call each other on the phone anymore, we talked over IM. I agree with the author about being overwhelmed by the speed at which the conversations flowed. It definitely took some getting used to. The thing I remember the most is using all of the abbreviations. Although I used IM all through high school, I haven't used it since.
I chose the image below because I definitely see students doing this when they're supposed to be doing something else. One of the reasons we have to constantly monitor what they are doing on the computer.
Photo by Jamie McKenzie. (2002). From Now On: The Educational Technology Journal. (Vol. 11 No. 7). http://www.fno.org/apr02/aprcartoon.html
1. How can instant messaging support reading and writing in school?
It supports reading and writing because it is another form of communication. When students are instant messaging they are simultaneously doing a number of things: "decoding, encoding, interpretation, analysis, multi modalities, inter textual reading and writing, lateral reading, collaborative discourse, and multitasking." They have to be able to read and interpret information quickly and then respond in order to communicate with someone else.
2. How did your attitudes and beliefs about the value of instant messaging change as a result of reading the research in instant messaging as a literary practice?
Before reading this research I had never thought of instant messaging as a literary practice. I simply thought of it as a convenient, quick form of communication; just like email or text messages. After reading this research I can see how it is a form of digital literacy. It requires reading and writing skills, just in a different way. It is an example of a way we can prepare our students to be digitally literate in the 21st century.
Source
Carey, J. (n.d.). Instant Messaging: A Literacy Event. Retrieved June 25, 2013, from Google Docs: https://docs.google.com/file/d/0B6DFAmexYq7vYWdXV2RacF9EVXc/edit
I chose this quote because I also remember my first IM experience. I was a freshman in high school. I had one of those huge desktop computers. I was so excited because it was my first computer. I still remember all of the kids talking about this IM thing at school and how great it was. I can still remember creating my screen name and creating a buddy list by adding all of my friends. That became our new way to communicate. My friends and I didn't call each other on the phone anymore, we talked over IM. I agree with the author about being overwhelmed by the speed at which the conversations flowed. It definitely took some getting used to. The thing I remember the most is using all of the abbreviations. Although I used IM all through high school, I haven't used it since.
I chose the image below because I definitely see students doing this when they're supposed to be doing something else. One of the reasons we have to constantly monitor what they are doing on the computer.
1. How can instant messaging support reading and writing in school?
It supports reading and writing because it is another form of communication. When students are instant messaging they are simultaneously doing a number of things: "decoding, encoding, interpretation, analysis, multi modalities, inter textual reading and writing, lateral reading, collaborative discourse, and multitasking." They have to be able to read and interpret information quickly and then respond in order to communicate with someone else.
2. How did your attitudes and beliefs about the value of instant messaging change as a result of reading the research in instant messaging as a literary practice?
Before reading this research I had never thought of instant messaging as a literary practice. I simply thought of it as a convenient, quick form of communication; just like email or text messages. After reading this research I can see how it is a form of digital literacy. It requires reading and writing skills, just in a different way. It is an example of a way we can prepare our students to be digitally literate in the 21st century.
Source
Carey, J. (n.d.). Instant Messaging: A Literacy Event. Retrieved June 25, 2013, from Google Docs: https://docs.google.com/file/d/0B6DFAmexYq7vYWdXV2RacF9EVXc/edit
Saturday, June 22, 2013
EDUC 6816 Weekly Reading #5
- What does the term "discursive practices"
mean?
The processes by which
cultural meanings are produced and understood (anthropology.hawaii.edu)
- What does "discourse" mean?
Written or spoken
communication or debate (dictionary.com)
- What is the "rock" and what is the "hard
place"?
The rock is the
current conception of information literacy, and the hard place is the translation
and understanding of information literacy practice
- What are the differences between the skills prescribed
for information searching in academic and workplace settings?
The workplace setting
is more complex and collaborative. The
setting is not as rigid and regulated as the academic setting.
- How do academic notions
of information literacy undermine workplace
notions information literacy?
Academic notions don’t
focus on the researcher. They don’t take
workplace knowledge into consideration; the people, settings, production,
distribution, and circulation.
- How are information needs identified in work place
setting like nursing and emergency workers?
Each profession has a
need for a specific body of knowledge.
And each profession relies on communication and collaboration with
colleagues. They need to understand the
language, practices, and procedures to do their jobs effectively.
- Why do issues
of plagiarism not resonate in workplace settings?
The main source of
data in the workplace is internal.
Colleagues share information with each other freely. They see no need to be so formal with their information.
- Are information literacy skills transferable across
contexts and settings? Why or Why not?
No, information
literacy skills are different for each setting and context. These skills are critical and complex, not
generic and transferable.
- What is "practice theory"?
Practice theory
emphasizes the analysis of ways of engaging with the world.
- How does the author of this article define information
literacy?
The author defines information
literacy as knowledge of how information sources and the activities used to
access them, which are constructed through discourse. Also, connections between people, texts, experiences,
and artifacts.
- How do educators need to change their understanding of information literacy
in order to prepare student for the information literacy practices they
will encounter in workplace settings?
It is critical to
acknowledge the role of the community with regards to information literacy. It is also critical to acknowledge that information
literacy is a practice, not a skill, that needs to be studied and understood.
- What do the terms "ontological" and
"epistemological" mean?
Ontological pertains
to the nature of being or the kinds of things that have existence. Epistemological pertains to what we
know. (Merriam-webster.com)
- After reading this article, how useful is the
traditional research paper we expect students to produce in school in
preparing them for workplace settings? What
are traditional research papers useful for? Should we
still assign traditional research papers?
Traditional research
papers are not preparing students for the workplace. They do not take into account the setting and
skills needed for a particular workplace.
They also do not encourage collaboration. Traditional research papers should only be
assigned sparingly, and only to teach students about setting up a formal research
paper.
- What is one of the biggest challenges to changing the
way information literacy is conceptualized in school settings?
I think the biggest challenge
is the amount of information out there, and that not all of it is correct. We need to teach our students to look closely
at their sources and evaluate them for reliability.
- What attributes of the 21st century make it
essential that educators change their approaches toward information
literacy?
Again, I believe it is
important to prepare students for false information. Anyone can create a web page and post
whatever they want. It is important to
begin research projects by teaching about domains, bias, and evaluating
sources.
16. What changes can teachers make to their classroom activities
to engage students in the information literacy practices they will encounter in
21st century workplace settings?
I like the idea of using something like
TrackStar or Web Quests to guide the students’ research. Take them through the process of evaluating
sources step by step. Give them guiding
questions to get them thinking critically.
Source
Literacy in the Workplace and How Is It Conceptualized? Library Trends, 60 (2) pp. 277-296
EDUC 6816 Final TrackStar
Activity #1
Here is the link to my final TrackStar
Activity #2
1. What are the strengths of your TrackStar in terms of promoting content learning and information literacy?
One of the strengths on my TrackStar is that it doesn't leave the students doing blind research. They have steps to follow and websites that I have pre-approved. This is important because having the students just type phrases into a search engine could lead them to sites that are not appropriate. Another strength is that they have guided questions to get them started and get them thinking critically. It also gets them questioning the bias of a website and whether it is a reliable source.
2. How does your TrackStar differ from typical classroom research projects and how does it better prepare students for research in the workplace?
During a typical classroom research project students are given a generic topic and set free. There is nothing set up to guide them. They end up just parroting back information they have googled. With my TrackStar, the students are researching a topic with the purpose of becoming more informed so that they can choose a side. They are looking for specific information, as well as evaluating the reliability of a source. This translates to the workplace because they will never search for generic information; there will always be a purpose in mind. And, in a workplace setting, sources are crucial. They will have to be able to back up their claims with reliable information.
Here is the link to my final TrackStar
Activity #2
1. What are the strengths of your TrackStar in terms of promoting content learning and information literacy?
One of the strengths on my TrackStar is that it doesn't leave the students doing blind research. They have steps to follow and websites that I have pre-approved. This is important because having the students just type phrases into a search engine could lead them to sites that are not appropriate. Another strength is that they have guided questions to get them started and get them thinking critically. It also gets them questioning the bias of a website and whether it is a reliable source.
2. How does your TrackStar differ from typical classroom research projects and how does it better prepare students for research in the workplace?
During a typical classroom research project students are given a generic topic and set free. There is nothing set up to guide them. They end up just parroting back information they have googled. With my TrackStar, the students are researching a topic with the purpose of becoming more informed so that they can choose a side. They are looking for specific information, as well as evaluating the reliability of a source. This translates to the workplace because they will never search for generic information; there will always be a purpose in mind. And, in a workplace setting, sources are crucial. They will have to be able to back up their claims with reliable information.
Friday, June 21, 2013
EDUC 6809 Analyze the Interview
Social Bug: The person I interviewed talks mostly about social media. She likes to use technology to keep in touch with her friends and see what they are doing. Her favorite things to do on the computer are Facebook and Twitter.
Hanging Out: The technology use for the person I interviewed is friendship driven. It's the way she communicates with her friends. She and her friends like to take group pictures and post them on Instagram.
Gamer: The person I interviewed loves to play Candy Crush Saga. It is her favorite game. She likes the challenge of the different levels. She also likes it because all of her friends play.
Traditional Schooling: The person I interviewed states that computer use at school is mostly for traditional purposes; they take online tests and do research. There is nothing innovative or 21st century about these practices. She also states that she would like to be able to use iPads in the classroom.
Hanging Out: The technology use for the person I interviewed is friendship driven. It's the way she communicates with her friends. She and her friends like to take group pictures and post them on Instagram.
Gamer: The person I interviewed loves to play Candy Crush Saga. It is her favorite game. She likes the challenge of the different levels. She also likes it because all of her friends play.
Traditional Schooling: The person I interviewed states that computer use at school is mostly for traditional purposes; they take online tests and do research. There is nothing innovative or 21st century about these practices. She also states that she would like to be able to use iPads in the classroom.
Thursday, June 20, 2013
EDUC 6809 Interview with a Young Person
Do you have a computer /iPod/MPC playerWii/ etc.....?
Laptop, iPad, iPod, Xbox
What kinds of things do you use the computer for?
Facebook, Twitter, Instagram
What is your favorite thing to do on the computer?
Facebook
How did you learn to do that?
I taught myself by just playing around with it.
What are some other things you use the computer for?
I like to play games and post pictures of me and my friends on Instagram.
What is your favorite game? Why?
Candy Crush because it's a lot of fun. I like trying to beat all the levels. All of my friends play it too.
Do you know other people who do this?
Yes, all my friends.
How do you use the computer at school?
We take tests on it. Sometimes we look up famous people or places.
How would you like to use the computer at school?
I would like to play games.
Do you think teachers would let you use the computer to do those things? Why? Why not?
No, the only games we are allowed to play are math games.
Anything else you would like to tell me? What other types of technology would you like to use in school?
I wish we could use iPads.
Laptop, iPad, iPod, Xbox
What kinds of things do you use the computer for?
Facebook, Twitter, Instagram
What is your favorite thing to do on the computer?
How did you learn to do that?
I taught myself by just playing around with it.
What are some other things you use the computer for?
I like to play games and post pictures of me and my friends on Instagram.
What is your favorite game? Why?
Candy Crush because it's a lot of fun. I like trying to beat all the levels. All of my friends play it too.
Do you know other people who do this?
Yes, all my friends.
How do you use the computer at school?
We take tests on it. Sometimes we look up famous people or places.
How would you like to use the computer at school?
I would like to play games.
Do you think teachers would let you use the computer to do those things? Why? Why not?
No, the only games we are allowed to play are math games.
Anything else you would like to tell me? What other types of technology would you like to use in school?
I wish we could use iPads.
Tuesday, June 18, 2013
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.
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
Sunday, June 16, 2013
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
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.
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
Saturday, June 15, 2013
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
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
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
Friday, June 7, 2013
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
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:
.org
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. Thursday, June 6, 2013
EDUC 6809 Illuminated Text Rough Draft
Here is my rough draft for my illuminated text. I still have a few kinks to work out; when I uploaded it from Power Point, the speaker button was hidden and now it isn't. Also, a few of my transitions are off.
Illuminated Text
More PowerPoint presentations from Abigail Hayhurst
Wednesday, June 5, 2013
EDUC 6809 Weekly Reading #3
1. What is the main argument presented in this article?
The main argument presented in this article is that literacy is entangled; it encompasses more than just reading a book or writing a paper. People express themselves in multiple ways, forms, and communications. Multimodality allows people to express themselves through other mediums. For example, they can create digital projects that combine their words, art, and music.
2. Why is it imperative that teachers and educational policy makers recognize the role multimodality plays in redefining literacy in the 21st century?
Today, a literate person must be able to read and create a range of texts, from paper-based to online texts. They will need to be able to research information, and verify the reliability of their source. Companies may require their employees to communicate through email or create multimedia presentations. A literate person must also be able to participate in and create virtual settings. Online communities, such as blogging and social media, require knowledge of reading and writing in this medium. Finally, a literate person must be able to critically analyze multimodal texts.
3. What is the fundamental philosophical orientation of educators who engage in multimodal literacy instruction?
Children and adults learn best when they are engaged in complex, socially constructed, personally relevant, creative compositions of texts that incorporate a variety of communicative modes. This kind of instruction incorporates higher order thinking, collaboration, personal interest, and choice. It is instruction that is relevant and motivating for students.
4. What is the rational for engaging children in learning through the arts promoted by educational philosophers like Maine Green and Elliot Eisner?
Do you share this philosophical orientation? Why? Why not?
Engaging children in learning through art enables them to become different and look through the lenses of various ways of knowing, seeing, and feeling in a conscious endeavor to change one's perspective on the world. Yes, I definitely share this perspective. I believe art is so important for our students. At my school we don't have an art teacher, so part of my curriculum is teaching art. It is so great to watch how motivated and alive my students become when they are creating art. I really get to see their personalities come through. The best part is, for some of my students who struggle in reading or math, this is really their place to shine. So I do believe that art can change their perspective on themselves and the world.
5. Name three benefits of multimodal reading and writing for students? Be specific and use quotes from the text to support your claims.
(1) "Their ideas are imaginative and their language in discussing them is unusually descriptive."
By integrating art and writing it gives the students the opportunity to free up their thinking. Their are no guidelines or restrictions; they create the art they want to make and discuss it using their own language.
(2) "These stakeholders must also become familiar with how today's messages are sent, received, and interpreted."
Multimodal learning prepares students for the real world. They must learn how to read, write, and send emails and documents. They may have to interpret or create their own multimedia presentation.
(3) "...they revealed themselves as individuals, members of families, and as members of school through art and writing."
Through multimodal projects, students are able to express themselves and tell us who they are. Teachers are able to get to know their students better.
6. Give an example of how blogging supports the four aspects of multimodal theory proposed by Kress and Jewitt.
Materiality-is in the ideas that you express and the pictures and videos you use in your post
Framing-the way you format your words; from the type of font you use to the spacing. In blogging you keep your post short and to the point so that they can be read easily
Design-is the way we express ourselves; the format of our background, personal pictures, the colors we use
Production-technical skills; actually setting up and creating blog posts; our final product
7. What can teachers learn about their students from their image productions? Why is this important?
Image productions can show us traces of past experiences. They can tell us who are students are; where they're from, their family, their interests. It is important because it is a way to bridge a connection between home and school.
8. According to this article, why should teachers use technology in their teaching?
Some teachers are wary of using technology because they are unfamiliar with it and they like to teach what they know. However, if they gave it a chance and started incorporating it into their lessons they would become more comfortable with it. This would provide more opportunities for students to use multimodal literacy. The better they become, the more prepared they will be. In order to be successful in the 21st century they need to be literate in more than just reading and writing in a traditional way.
9. How does multimodal literacy realte to 21st century literacy?
New technical stuff-we are doing things we've always done, just in a new way. For example, we used to communicate by letter or phone, now we do it through text or Facebook.
New ethos-we are taking our ideas and knowledge and sharing it worldwide. For example, students in West Virginia can create a podcast on the history of our state and share it with students in another country.
10. What project described intrigued you the most?
I really liked reading about the "DC Area Literacy Map Podcast." I think it is a really cool idea for students to create a podcast and share it with students somewhere else. I would like to try this someday with my students. It would be a great multicultural project.
11. What challenges to integrating multimodal reading and writing into schools do you most identify with?
I can identify with those who are afraid to integrate a content area they are unfamiliar with. At my school we also don't have a music teacher, so I am responsible for music instruction as well. This really overwhelmed me because I have very limited musical knowledge. I love music, but I wasn't sure how to teach it. I can see why those who are unfamiliar with technology are so resistant to integrate it.
12. Why is mulitmodal literacy essential in preparing students for work, play and democratic participation in the 21st century?
We all think, learn, and express ourselves differently. Multimodal literacy reaches those who are marginalized; those who are not traditional learners. It encompasses all learning styles and intelligences. Their is something for every student to excel at.
13. Find and embed an image in your blog posting that relates to mulitmodal literacy.
Source
Sanders, Jennifer and Albers, Peggy. Multimodal Literacies: An Introduction. Retrieved from https://docs.google.com/viewer?a=v&q=cache:ZnRBedCgj_IJ:https://secure.ncte.org/library/NCTEFiles/Resources/Books/Sample/32142Intro_x.pdf+are+literacies+and+Discourses+used+interchanably&hl=en&gl=us&pid=bl&srcid=ADGEESjE9pBd2JmN_g_xuDVosAj01ImYkr6u-oyjriG0tREXG8fzwbyeuhcmDw0rrbTA1rug-bgizHwuiUlocJcQwdvcCiPOxZYWVExNgQ8BmulksyeRUcUX4LJmfxLlw7e8UTdG2TuT&sig=AHIEtbSZ7RHTNL_Rfe2bglUQRg9zzCD2JA
Monday, June 3, 2013
EDUC 6816 Weekly Reading #3
1. How do
you feel about using web-based resources instead of textbooks in school?
I am completely for using
web-based resources instead of textbooks.
Throughout all of my clinical observations, my host teachers never
taught from a textbook. During my student
teaching and my long- term sub jobs I rarely have used a textbook to
teach. The only time I use a textbook is
for the students to read their reading story.
Everything else I do is hands-on.
Some of the things I use are manipulatives, laptops, iPads, experiments,
and group work. I like to do a lot of
project-based learning. I feel my
students learn so much more from hands-on experience, and I am able to better
assess whether they understand what I am teaching them.
2. What
opportunities are there for the development of information literacy skills for
students if they begin to learn without textbooks?
A lot of students find
textbooks boring, which can hinder them from reading and conducting research
from the beginning of schooling. On the
other hand, if we start them out reading other sources, such as web pages or
iPads, they might have a more positive outlook on reading and research. For most students reading from a textbook
feels like a chore, whereas using a laptop or iPad to read is fun and engaging.
3. How do
these articles change or support your stance on using Wikipedia as a learning
resource in the classroom?
These articles support my
stance that Wikipedia is a good resource to get students started on
research. My students definitely prefer
doing research online instead of using a textbook. They find the textbooks uninteresting, but
they like when we do web quests where they have the opportunity to look through
different web pages for information. I
would advise them to use Wikipedia to search for other resources, but only
after I have taught them how to evaluate a web page for reliability.
4. Find an
image that relates to information literacy and schooling. Embed the image in you blog and provide
proper attribution.
Ansary,
Tamim. A Textbook Example of What’s Wrong With Education. (November 2004).
Retrieved from http://www.edutopia.org/muddle-machine
Ruth,
Geoff. No Books, No Problem: Teaching Without a Text. (February 2005).
Retrieved from http://www.edutopia.org/teaching-without-text
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