Friday, May 11, 2007
Inspiration
So, the other night Willis and I finally finished our inspiration software project, and let me tell you, it certainly was fun! We will be presenting a short lesson on our last class day on the 16th on just what this website is and how it is beneficial for teachers and students in the classroom. We are having a huge problem saving the project, however. For some reason we cannot get it to save to a disk or a flash drive and it will only save to the computer we used to create it. Does anybody have any suggestions on how to save this or any idea how to help us? Willis is away for lacrosse this entire weekend, as she left yesterday and will not be returning until Sunday evening. I would definitely appreciate some help with this! Anyway, I hope all of you are excited about wrapping up yet another semester. Good luck on finals and see you on Wednesday.
Wednesday, May 2, 2007
In-Class Project
When we were first given this assignment, I must admit that I was very taken by surprise, as this is a task that most certainly is not easy. The first thing that came to my mind, however, was to create a powerpoint. Having created several powerpoints in the past, this is a program that I feel extremely comfortable working with. The next issue, was figuring out what to create the powerpoint on. A topic that I am extremely passionate about, is the topic of banning books in high school. I feel very strongly that banning books is 100% detrimental to students. Why do we as educators feel that it is necessary to discourage our students from reading certain material? It is difficult enough to get our children to read in the first place, so why ban certain material.
Again, this was a spur of the moment activity, so I wasn't able to accomplish a whole lot. My immediate response was to work with a program that I felt comfortable with. Having prior knowledge and experience with banning books, I felt that this was a good choice for me.
Again, this was a spur of the moment activity, so I wasn't able to accomplish a whole lot. My immediate response was to work with a program that I felt comfortable with. Having prior knowledge and experience with banning books, I felt that this was a good choice for me.
Monday, April 30, 2007
Hobbs Chapter 3
I was very glad that chapter 3 was the chapter that I was assigned to discuss, as this is the main chapter I have been focusing on in regards to my media literacy project. In this chapter, Hobbs dicusses ways in which certain high schools are becoming more media literate and incorportaing that into the classroom. Some high schools were very excited and interested in adapting media tools in the classroom, however not all were receptive to this new idea. The school that Hobbs most focused on was that of Concord High School. Concord's teachers were receptive to this new material and Hobbs was thrilled.
There were several activities in this chapter that I found extremely creative in relation to integrating new media literacy into the classroom. Teacher Joanne McGlynn, who began teaching in 1998, showed a video of President Clinton and his denials of having an affair with Monica Lewinsky. After viewing the video, the class was given a sheet of the Five Core Concepts of Media Literacy. They are as follows:
-All media messages are constructed.
-Media use symbol systems with codes and conventions to shape messages.
-Media messages have embedded values and points of view.
-Different people interpret the same media message differently.
-Most media messages are constructed to gain profit and/or power (41).
The next class, McGlynn showed another film, this time of Clinton testifying about his sexular relationship with Lewinsky and also images of the Unites States' decision to use cruise missiles in Sudan. Then, using the critial questions and core concepts above, the students discussed how media messages have their own uniqe languages. Finally, the students pointed out how the language of the pieces, "emphasized the sense of responsibility and focus of the president in taking meaningful action to limit the spread of global terrorism" (42).
The activity that I found most interesting was that of the docudrama project for Faulkner's "As I Lay Dying." In this project, students were asked to create a television program, 30 minutes in length, that will relate to Faulkner's book. In that half hour, students were asked to tell the story of the Bundren family and the trip they took when dropping their dead mother off in Jefferson. The project consisted of five components. The first, (1) "An overview of the program that will describe your approach to the story, outline the sequence of scenes you will dramatize, and dealieniate the characters and narrators if any) who will be the program's focus, (2) A brief rationale for your particular approach, (3) A storyboard depicting the sequence of scenes in the program, (4) A transcript of an interview with at least one of the participants in the docudrams, (5) A screenplay (or otherwise detailed description) of one 3-5 minute scene: (54).
I can foresee myself assigning a project like this to my students someday in my own classroom. Not only do they first have to read As I Lay Dying, but after the story is read, they are required to talk about it. Most teachers, after reading a novel with their class, simply assign a paper in response to the material in the book, and then the knowledge is forgotten. With this new media literacy approach, students are allowed to dicusss the book with other students, take on roles of several of the characters, and act out on scenes in the book. In addition, other students will have the ability to watch their classmates' films, which can only give new and fascinating ideas about the book. This was by far my favorite project that Hobbs discussed in Chapter 3, as it incorporates active learning, listening, reading, writing, creating, etc. The possibilities with projects like this are endless, and the rewards will far exceed teacher's expectations.
In the final pages of Chapter 3, Hobbs gives a brief summary of what was discussed. She states, "English 11 teachers at Concord used reading, viewing, discussion, and writing in a sequence of activities designed to promote inquiry, critical thinking, and communication skills" (58). This most certainly is my goal when I become a teacher, as it is vital for our children to go beyond what is written in textbooks and novels. This is not to say that I will not have my students reading and writing, as I most certainly will. However, there is so much more to teaching english than what meets the eye. We should all be taking advantage of the new media tools and technologies that are available to us. There are there for a reason, and it is about time we start using them. It is time to add more to the "traditional" way of teaching, as times are changing right before our eyes.
There were several activities in this chapter that I found extremely creative in relation to integrating new media literacy into the classroom. Teacher Joanne McGlynn, who began teaching in 1998, showed a video of President Clinton and his denials of having an affair with Monica Lewinsky. After viewing the video, the class was given a sheet of the Five Core Concepts of Media Literacy. They are as follows:
-All media messages are constructed.
-Media use symbol systems with codes and conventions to shape messages.
-Media messages have embedded values and points of view.
-Different people interpret the same media message differently.
-Most media messages are constructed to gain profit and/or power (41).
The next class, McGlynn showed another film, this time of Clinton testifying about his sexular relationship with Lewinsky and also images of the Unites States' decision to use cruise missiles in Sudan. Then, using the critial questions and core concepts above, the students discussed how media messages have their own uniqe languages. Finally, the students pointed out how the language of the pieces, "emphasized the sense of responsibility and focus of the president in taking meaningful action to limit the spread of global terrorism" (42).
The activity that I found most interesting was that of the docudrama project for Faulkner's "As I Lay Dying." In this project, students were asked to create a television program, 30 minutes in length, that will relate to Faulkner's book. In that half hour, students were asked to tell the story of the Bundren family and the trip they took when dropping their dead mother off in Jefferson. The project consisted of five components. The first, (1) "An overview of the program that will describe your approach to the story, outline the sequence of scenes you will dramatize, and dealieniate the characters and narrators if any) who will be the program's focus, (2) A brief rationale for your particular approach, (3) A storyboard depicting the sequence of scenes in the program, (4) A transcript of an interview with at least one of the participants in the docudrams, (5) A screenplay (or otherwise detailed description) of one 3-5 minute scene: (54).
I can foresee myself assigning a project like this to my students someday in my own classroom. Not only do they first have to read As I Lay Dying, but after the story is read, they are required to talk about it. Most teachers, after reading a novel with their class, simply assign a paper in response to the material in the book, and then the knowledge is forgotten. With this new media literacy approach, students are allowed to dicusss the book with other students, take on roles of several of the characters, and act out on scenes in the book. In addition, other students will have the ability to watch their classmates' films, which can only give new and fascinating ideas about the book. This was by far my favorite project that Hobbs discussed in Chapter 3, as it incorporates active learning, listening, reading, writing, creating, etc. The possibilities with projects like this are endless, and the rewards will far exceed teacher's expectations.
In the final pages of Chapter 3, Hobbs gives a brief summary of what was discussed. She states, "English 11 teachers at Concord used reading, viewing, discussion, and writing in a sequence of activities designed to promote inquiry, critical thinking, and communication skills" (58). This most certainly is my goal when I become a teacher, as it is vital for our children to go beyond what is written in textbooks and novels. This is not to say that I will not have my students reading and writing, as I most certainly will. However, there is so much more to teaching english than what meets the eye. We should all be taking advantage of the new media tools and technologies that are available to us. There are there for a reason, and it is about time we start using them. It is time to add more to the "traditional" way of teaching, as times are changing right before our eyes.
Wednesday, April 25, 2007
New Project
In addition to Willis and I continuing our media literacy project, we also have made plans for our next project. It is something different than anything we've done in class so far this semester, but it should prove to be a unique and powerful tool in the classroom. Dr. Stearns informed us of a new site called "Inspiration Software." This is such a cool site because it actually allows students and adults as well, to create visual thinking tools for pretty much anyone. Essentially, what Willis and I are planning on doing, is choosing a book that is appropriate for high school english classes. We both decided that Romeo and Juliet was a good choice, as nearly every student will or already has read this classic play. Since the two of us are huge fans of the play, and we have a great deal of knowledege on the topic, we thought that this would be a good choice. The Inspiration Software website gives a great explanation for their reasoning in creating this site. It states:
"At Inspiration Software®, Inc. we are dedicated to developing and providing visual thinking tools that help establish a solid learning foundation for all students. Built on a solid base of educational research, our products support improved performance for all students, helping them achieve standards across the curriculum"
I will give you all the link to this site so that you can take a look at all it has to offer for students, teachers, parents, etc... The possibilites of this new virtual learning tool are endless, as there are several different approaches one can make in attacking a project like the ones listed on the site. By having students create a web-like project after reading a particular novel, and branching out on the many important aspects of that novel, we are allowing them to think critically about the book as well as artistically. The outline that follows the "web" design, allows for students to pick out important parts of the novel and elaborate on them.
Willis and I still have a lot of research to do on this site, as we only had a brief time in class this afternoon to check it out. At the bottom, I will leave the link for any of you whom are interested in taking a look at this.
http://www.inspiration.com/productinfo/index.cfm
"At Inspiration Software®, Inc. we are dedicated to developing and providing visual thinking tools that help establish a solid learning foundation for all students. Built on a solid base of educational research, our products support improved performance for all students, helping them achieve standards across the curriculum"
I will give you all the link to this site so that you can take a look at all it has to offer for students, teachers, parents, etc... The possibilites of this new virtual learning tool are endless, as there are several different approaches one can make in attacking a project like the ones listed on the site. By having students create a web-like project after reading a particular novel, and branching out on the many important aspects of that novel, we are allowing them to think critically about the book as well as artistically. The outline that follows the "web" design, allows for students to pick out important parts of the novel and elaborate on them.
Willis and I still have a lot of research to do on this site, as we only had a brief time in class this afternoon to check it out. At the bottom, I will leave the link for any of you whom are interested in taking a look at this.
http://www.inspiration.com/productinfo/index.cfm
Second Life
I must say that before Ray spoke to us in class today about Second Life, I had never heard of it. After viewing what I did, I must say that I was both surprised and intrigued. I literally had no idea that this virtual society existed, where one can actually build and support their own personal community. I found it so funny that not only can you build your own town, but you can also fly, dance, and interact with other people in the site. Things like this just make me realize that there is so much on the web that I am unfamiliar with. I took a look at Second Life's homepage today and I was blown away as to how many people were actually members of the site. Nearly millions of people worldwide are a part of this remarkable site, and most of us in the class had no idea that it even existed. The fact that some classes in the United States are actually running virtual class through this site is unbelievable to me. This just goes to show us that the times really are changing and they are changing fast. I am very interested in doing some further research on this site and well as even possibly becoming a member just to check it out! Thanks, Ray for showing us this cool site!
Tuesday, April 24, 2007
Warick Put Into Play!
I just thought I'd blog on something simple that happened in class yesterday. I was in Dr. DiCicco's class and we were discussing our new paper assignment that is due on Wednesday. Someone brought up the idea that it is very difficult at times to switch from AIM lingo back to normal, cohesive, english. DiCicco then responded by saying that he notices in a lot of his student's papers that very often they use this instant messenger lingo in their papers. This immediately made me think of the discussion that we had in class a few weeks back when we were discussing Warick and how it is very difficult for some students to differentiate the difference between this "new" language and proper english. Anyway, some of the kids in the class agreed that this was a problem for them as well, yet most of them responded that this new lingo that is being used over the internet just isn't for them and that they never use it. It was very easy for me at that time to realize who the english majors were and who weren't! Very rarely do I use this particular type of language, but in the few times that I have used it, I've found it difficult at times to refrain from using it in a paper. Just wanted to share that with you!
Family Guy and Media Literacy
FINALLY, Willis, Charity, and myself are meeting once again tomorrow night in the library immediately after our class. Between my sickness, Willis' lacrosse, and Charity's busy schedule, we have found it quite difficult to find time to work on this project. So finally, we can wrap up this Family Guy project. Chairty has prepared a great list of questions from a media literacy site (along with those she thought up herself), as we will be answering these questions and editing in clips from actual Family Guy episodes into a podcast that we will be presenting to the class next week. Again, we will keep you posted on the outcome of our project!
Virginia Tech and Wikipedia
It is not surprising to me that wikipedia was one of the leading websites to broadcast information from all over the globe on the VT shooting. Being the lead editing-based website, it is no wonder that hundreds of thousands of contributions were created in response to the shootings. It is instances like this which make it clear as to why so many people use this amazing site. Not only is there information from popular servers, but there is also a plethora of extra knowledge from others around the world. I can imagine that wikipedia was the most informative and helpful website involving the events of that tragic April morning in Virginia. After reading this article, I visitied this particular wiki site and was blown away at the number of posts that layed before me. There was information from people in other countries, as well as information from people who were witnesses to this tradgedy. Of course, as mentioned in the article, there is always inaccurate information given on these sites, and it is up to its true readers to edit this false material. Again, we are so lucky to have access to sites such as wikipedia, as they are, in my opinion, the most informative site on the web.
Monday, April 23, 2007
Tess' "pokinitis"
After reading this short post from Richardson, it is clear to see how genius this man really is. It seems that in anything he does, Will forces people to think past the obvious. In this particular post, Will shares with us a discussion that he had with his daughter, Tess on their way to a horse show in South Dakota. While driving to the airport, Tess begins to poke Will in the back, as she says she does this "every thirty seconds." This sets off a light bulb in Will's head, as he sees this as a perfect opportunity to learn. Richardson suggests that his daughter write a book on how she has to poke people all the time, with illustrations and dialogue. Being the creative girl that she is, Tess agrees and says that she will call this constant urge to "poke" people, "pokinitis." First, it is clear to see that the apple doesn't fall far from the tree (as Tess is critically thinking like her father), but it also shows how genius Richardson is. He takes everyday conversations and turns them into a lesson or a project. It is clear by the end of this conversation that Will is suggesting that Tess make this idea into a story, and then share it with other students, possibly over the internet in a podcast. This is certainly implying to future ELA teachers that sharing of information and ideas is vital for students of all ages. By taking these everyday, ordinary ideas, (like that of Tess), and sharing them with other students, we as teachers are continuing to encourage our students to be active learners not just in school, but all the time. Learning shouldn't stop at the conclusion of the school day. Creative thinking and learning should also be encouraged at home and in every day life. Will's post also emphasizes the importance of parents as learning tools for their children. Even on a day off from school when he and his daughter are going out to have some fun, Will makes sure that Tess is thinking and learning. Though this would appear to be such a simple idea, it it shocking that more parents are not constantly teaching their kids new and fun ways to relay their ideas and express their feelings.
Tuesday, April 17, 2007
Virginia Tech
Before I begin my blog quiz for this week, I just wanted to write on how truly saddened I am about the shootings that took place in Virginia Tech yesterday. I honestly have never seen anything so sad and unfortunate in my entire life. We should be thankful for every day that we have. Many of my friends have friends that attend VTech and my condolences go out to them, as many of them haven't heard word from them since the tradgedy happened. I've read many articles on this particular subject but this is the one that I feel is most accurate and informative. Here is the link:
http://www.9wsyr.com/news/local/story.aspx?content_id=da986c88-1d05-4273-b3d1-5ef4dfdc6a35
I think we should all say a prayer for those who tragically lose their lives in this freak and sudden atrocity.
http://www.9wsyr.com/news/local/story.aspx?content_id=da986c88-1d05-4273-b3d1-5ef4dfdc6a35
I think we should all say a prayer for those who tragically lose their lives in this freak and sudden atrocity.
Saturday, April 14, 2007
Project 3
Hello, everyone. Since I was not in class last Wednesday I missed out on picking a new project for block 3. I am very interested in creating an iMovie, so if any of you who are creating an iMovie can take on an extra person let me know because I'd love to join! Thanks!
Wednesday, April 11, 2007
Project Info!
Hello, everyone. It has been a long time since I posted last. Since getting my widsom teeth out last week I've been a little under the weather. I am disappointed that I missed people's projects last week. I'm sure they were all wonderful. Now that I am back on my feet, Willis and I are meeting in the library this evening to begin our media literacy project. Again, this is a project on the popular TV show, "Family Guy." I have several of the DVD's and that is all fine and great, however, we not only want to focus on the show itself, but we also want to focus on the commercials that air during the time the show is broadcasted. This would mean we would have to wait and view a live version of the show, as it is on weeknights at 11:30 on the Cartoon Network. What we plan on doing today is watching some of the videos, getting some good clips, and anazlyzing them by using Hobbs' book as a prompt. There are several questions in her book that will greatly help us begin this long process. Then, as previously mentioned, we are going to be using the clips and excerpts from the actual show and incorporate it into a podcast. Believe it or not, as ridiculous as this show would appear to be, it is quite controversial and political. Our goal is to answer several important questions when doing a close analysis of any television program: Who is the intended audience? Why is the show aired at the particular times it is shown on television? We have come up with several other questions, along with many of Hobbs' ideas, that will surely help to make this project possible. We will be sure to keep you posted on our progress. We are meeting in the library tonight at 7:00. Talk to you all later!
Sunday, April 1, 2007
Blog Quiz Continued
The article on Technology Counts 2007 was extremely lengthy, but also very insightful. All of the questions that were asked were very well thought-up, as they all address important isses and many questions that I've been curious about as well. It would appear that those teachers who teach at a grade-school level are understanding and utilizing this new technology the most. Several college professors asked questions, yet theirs seemed to be more questions about the actual process of using media literacy. The comments from those who are involved in a school setting every day seemed to have a better grasp on just how important this is. The part that most inrigued me was the question that was asked by a retired assistant professor in Philadelphia. He asks:
-Question from Michael Carlsson, Asst. Principal (retired) in Philadelphia: Has the use of computers to write meant that students are writing better? worse? no difference?
This is a great question to ask, and to be honest, not very surprising. Being that this man is retired, shows that while he was involved in the school system, the internet wasn't used as greatly as it is today. Again, it is difficult for those who are older to truly understand the importance of new technologies. It can be assumed based on his question, that this man has never taken advantage of all that technology has to offer. He obviously taught/remained in a school before most of these new tools came about.
Though this was a great question to ask, I feel as though it is fairly difficult to know whether or not students are writing better or worse. In relation to Warlick and him talking about the new "instant messaging lingo" that students are becoming more and more involved with, it can be said that maybe computers are only detrimental to the progression of students as good writers. Again, the internet and computer serve also as a reference device, where students can find the answer to nearly any question they may ask. Yet, is the information that students are getting always credible? Not always. This certainly is a question with several answers, none of which are right or wrong.
Another great question that was asked was by an art teacher from "Queen of Pace High School." She asks:
Question from Linda Vorderer, art teacher Queen of Peace High School: Our school is going to issue laptops to each student next year. What ways can I best use this opportunity in the art room. I guess I am asking about 'best practices' as I transition into a wireless classroom and want to use this technology efficiently while still teaching a project-based subject.
Again, another interesting question. The best part about this question, though, is that this woman is an art teacher; not english, social studies, science...and she is questioning on how she can become involved in using a computer in her classroom. What a smart and intelligent lady. She knows the importance of this new digital world and wants to know what she can do to help, although this isn't the standard setting for the computer. Interesting, eh?
-Question from Michael Carlsson, Asst. Principal (retired) in Philadelphia: Has the use of computers to write meant that students are writing better? worse? no difference?
This is a great question to ask, and to be honest, not very surprising. Being that this man is retired, shows that while he was involved in the school system, the internet wasn't used as greatly as it is today. Again, it is difficult for those who are older to truly understand the importance of new technologies. It can be assumed based on his question, that this man has never taken advantage of all that technology has to offer. He obviously taught/remained in a school before most of these new tools came about.
Though this was a great question to ask, I feel as though it is fairly difficult to know whether or not students are writing better or worse. In relation to Warlick and him talking about the new "instant messaging lingo" that students are becoming more and more involved with, it can be said that maybe computers are only detrimental to the progression of students as good writers. Again, the internet and computer serve also as a reference device, where students can find the answer to nearly any question they may ask. Yet, is the information that students are getting always credible? Not always. This certainly is a question with several answers, none of which are right or wrong.
Another great question that was asked was by an art teacher from "Queen of Pace High School." She asks:
Question from Linda Vorderer, art teacher Queen of Peace High School: Our school is going to issue laptops to each student next year. What ways can I best use this opportunity in the art room. I guess I am asking about 'best practices' as I transition into a wireless classroom and want to use this technology efficiently while still teaching a project-based subject.
Again, another interesting question. The best part about this question, though, is that this woman is an art teacher; not english, social studies, science...and she is questioning on how she can become involved in using a computer in her classroom. What a smart and intelligent lady. She knows the importance of this new digital world and wants to know what she can do to help, although this isn't the standard setting for the computer. Interesting, eh?
Blog Quiz
I'm doing this blog quiz early this week because I have a lot of work to do between now and Wednesday, as I am getting my wisdom teeth taken out and am going to need a few days to recover. Since I won't be in class on Wednesday, I want to wish everyone good luck on their presentations. I know you'll all do great.
In response to the articles we read on student voice and new media literacies, I now have a better understanding of just how important this new learning is. Students nowadays are far more advanced in technology than us. Between creating their own personal podcasts, text messaging, and designing their own blogs and websites, the adolescents of today leading this particualr technological rebirth on their own. It is material like those listed above that keep students interested and on their toes. For example, the one article written by Catherine Gewertz on "Outside Interests," is extremely telling. 17-year-old Randy Herrera literally begins every morning using technology. However, in school, Herrera feels as though he is doing the wrong thing by using these tools. The particular portion of this article that really intrigued me was when Herrera mentions that he doesn't have access to many of the computers in his high school:
-But in school, he has little chance to use new technologies. In English, for instance, there is a computer in the classroom, but he says students are not allowed to use it. To do research, his class of 29 troops upstairs to the media center to share 15 computers. And there, he says, many useful sites are blocked (Gewertz).
To me, this makes absolutely no sense. This is definitely a step in the wrong direction, as we are depriving our children from important knowledge. This is almost as ridiculous as a teacher not allowing his or her students to bring textbooks home with them at the end of the school day and telling them not to read ahead. Why do we feel as though we have the right to tell these students, "no" when esentially all they want it to learn. Herrera is a perfect example of an eager, curious, student who is being told not to use the internet. In the same article Anastasia Goodstein states, "There are really just pockets of innovation happening, in certain classrooms. Most teachers are really not taking advantage of all the things they could be doing" (Gewertz). Obviously in the case of Herrera's classroom, this is becoming a huge problem.
Even since we were in high school so many advances have been made concerning new media literacies. We never had iPods, podcasts, garage band, blogs, etc...So why are we keeping our children from learning how to use these in a constructive manner? I don't believe there is only one answer to that particluar question, for not all teachers are trying to prevent their students from using these sources. I think an appropriate answer, however, is that teachers are afraid that their students may more than them. Yet this is not a bad thing in any way, shape, or form. Why not allow students to share with their teachers tidbits of helpful, new, knowledge. Many teachers have a pride issue and feel as though it is either their way or the highway. This is so far from what should be going on in classrooms that it really makes me ill. We should encourage our students to always voice their own opinion, and if they have something that they feel could benefit the class as a whole, to share it!
Perhaps the most insightful and promising evidence that new media literacy is being used, was in the article, "A Digital Decade." In the article it states, Billions of dollars are being spent each year in an effort to prepare schools and students for tomorrow’s technological demands and challenges." This is certainly something to smile about when practicing to become a future teacher. Friedman and Richardson, as well as Hobbs and Warlick would be thrilled to hear about this. All in all, steps are being made in the right direction, and it is up to us to keep them going the right way.
In response to the articles we read on student voice and new media literacies, I now have a better understanding of just how important this new learning is. Students nowadays are far more advanced in technology than us. Between creating their own personal podcasts, text messaging, and designing their own blogs and websites, the adolescents of today leading this particualr technological rebirth on their own. It is material like those listed above that keep students interested and on their toes. For example, the one article written by Catherine Gewertz on "Outside Interests," is extremely telling. 17-year-old Randy Herrera literally begins every morning using technology. However, in school, Herrera feels as though he is doing the wrong thing by using these tools. The particular portion of this article that really intrigued me was when Herrera mentions that he doesn't have access to many of the computers in his high school:
-But in school, he has little chance to use new technologies. In English, for instance, there is a computer in the classroom, but he says students are not allowed to use it. To do research, his class of 29 troops upstairs to the media center to share 15 computers. And there, he says, many useful sites are blocked (Gewertz).
To me, this makes absolutely no sense. This is definitely a step in the wrong direction, as we are depriving our children from important knowledge. This is almost as ridiculous as a teacher not allowing his or her students to bring textbooks home with them at the end of the school day and telling them not to read ahead. Why do we feel as though we have the right to tell these students, "no" when esentially all they want it to learn. Herrera is a perfect example of an eager, curious, student who is being told not to use the internet. In the same article Anastasia Goodstein states, "There are really just pockets of innovation happening, in certain classrooms. Most teachers are really not taking advantage of all the things they could be doing" (Gewertz). Obviously in the case of Herrera's classroom, this is becoming a huge problem.
Even since we were in high school so many advances have been made concerning new media literacies. We never had iPods, podcasts, garage band, blogs, etc...So why are we keeping our children from learning how to use these in a constructive manner? I don't believe there is only one answer to that particluar question, for not all teachers are trying to prevent their students from using these sources. I think an appropriate answer, however, is that teachers are afraid that their students may more than them. Yet this is not a bad thing in any way, shape, or form. Why not allow students to share with their teachers tidbits of helpful, new, knowledge. Many teachers have a pride issue and feel as though it is either their way or the highway. This is so far from what should be going on in classrooms that it really makes me ill. We should encourage our students to always voice their own opinion, and if they have something that they feel could benefit the class as a whole, to share it!
Perhaps the most insightful and promising evidence that new media literacy is being used, was in the article, "A Digital Decade." In the article it states, Billions of dollars are being spent each year in an effort to prepare schools and students for tomorrow’s technological demands and challenges." This is certainly something to smile about when practicing to become a future teacher. Friedman and Richardson, as well as Hobbs and Warlick would be thrilled to hear about this. All in all, steps are being made in the right direction, and it is up to us to keep them going the right way.
Chris Sperry and Ithaca Field Trip
I really enjoyed going to the alternative school in Ithaca last week. Chris Sperry's presentation really got me to better understand the importance of using the media in the classroom. I remember when Chris said he was going to pop in a video and have us analyze it. At first I was thinking to myself, this goes against a lot of what we have spoken about in class. However, as he added in the importance of analyzing a film using different vocab and terms, I realized that this was a great idea. I was quite interested in answering the questions that he had to ask and it actually became very fun. I think this is a great way to allow students to think critically using a media source. It incorporates class discussion, personal opinion, active learning, critical thinking, etc...Overall, I was very impressed with his presentation as well as his plan.
Another very useful technique that Chris incorporated into his lesson, was the importance of finding/using credible internet information. Teaching students at a young age that they cannot rely on the internet for credible information all the time is very important. He again mentioned the Martin Luther King Jr. website which at a glance would appear to be a credible source. Certainly it is important to monitor the sources in which our students are using.
The exercise that Chris also showed us dealing with his class text and Islam was also interesting. The main goal of that exercise is to have kids decipher the difference between text and internet sources. The book that Sperry uses in his classroom is different than another book I used to use when I was still in school. The whole idea of teaching at an alternative school is something that I really am considering after going to see Sperry. It would really be a great thing to not have to worry so much about censorship and using material that may be a bit too riskee for an every-day-classroom. I am somewhat torn now because I would really love to teach novels and have a course with a decent amount of paper involved. On the other hand, the new media literacies that are available in today's day and age is also very intriguing. I would like to teach a class with a direct combination of both of these elements. That way, I feel, students would literally be receiving the best of both worlds. It surely is something to think about.
After Sperry's presentation, a few of us went out to dinner at the Lost Dog Cafe. We really had a great time, and I ate until I nearly exploded. Phil was the only guy and he was a good sport, and Karen let me eat her sweet potato fries so it was all in all a very fun evening. Thanks again girls (and guy) for coming out to eat. It was nice to have a chat outside the classroom and get to know more about each of you. We'll have to do it again sometime!
Another very useful technique that Chris incorporated into his lesson, was the importance of finding/using credible internet information. Teaching students at a young age that they cannot rely on the internet for credible information all the time is very important. He again mentioned the Martin Luther King Jr. website which at a glance would appear to be a credible source. Certainly it is important to monitor the sources in which our students are using.
The exercise that Chris also showed us dealing with his class text and Islam was also interesting. The main goal of that exercise is to have kids decipher the difference between text and internet sources. The book that Sperry uses in his classroom is different than another book I used to use when I was still in school. The whole idea of teaching at an alternative school is something that I really am considering after going to see Sperry. It would really be a great thing to not have to worry so much about censorship and using material that may be a bit too riskee for an every-day-classroom. I am somewhat torn now because I would really love to teach novels and have a course with a decent amount of paper involved. On the other hand, the new media literacies that are available in today's day and age is also very intriguing. I would like to teach a class with a direct combination of both of these elements. That way, I feel, students would literally be receiving the best of both worlds. It surely is something to think about.
After Sperry's presentation, a few of us went out to dinner at the Lost Dog Cafe. We really had a great time, and I ate until I nearly exploded. Phil was the only guy and he was a good sport, and Karen let me eat her sweet potato fries so it was all in all a very fun evening. Thanks again girls (and guy) for coming out to eat. It was nice to have a chat outside the classroom and get to know more about each of you. We'll have to do it again sometime!
Tuesday, March 27, 2007
Middle School Chaos
In response to Gootman's article on Chaotic Middle Schools, I must say that I am rather surprised with some of the changes that are being made to improve students learning. Just on the first page I was shocked to see that one particular school in South Carolina is actually separating students into boy classrooms and girl classrooms. I don't think this is a good idea at all. We cannot allow our students to control our classrooms. I understand the reasoning behind it, as middle school is definitely the time where boys and girls become most self-conscience, flirtatious, and distracted. But I don't see they should be separated from one another. By doing this, students are missing out on other student's interpretations of literature, media, websites, etc...There must be a more appropriate and less drastic change that can be made so that this doesn't have to happen anywhere else. If I had a son or daughter I most certainly would want them to be in a co-ed classroom. Just because they may be more "distracted" by the opposite sex doesn't mean we should separate them. I would want my child to receive an equal distribution of male/female opinions in the classroom as well as in life. If we separate them now, we are shunning them from the social aspect that school brings. In my opinion this is definitely a step in the wrong direction.
On the other hand, in regards to another new idea brought about in Brooklyn that school doesn't begin until mid-morning as opposed to the crack of dawn, is a great idea in my opinion. Now I know I may be a bit partial to this, as I love to sleep in and could essentially sleep all day, however, I feel as though people in general are far more productive in the latter morning hours. 9:00 is the proposed time for grades 6-12 to begin, and I couldn't agree with this time more. My high school began at 7:15 and I remember dreading hearing that alarm at 6:00am. At these wee hours of the morning students, especially teens, are lethargic, unfocused, and simply worn out. Why not begin school a bit later? Now I know this doesn't hold true for all kids, some are early risers who give their best performance in the morning. But if I were to guess, I would bet that the majority of students would be more than willing to begin the school day a couple hours later. I wish when I was in high school this was being considered. I truly feel that I would have been able to perform better all around.
Again, I know this is a very difficult topic to write on, as children in middle school are coming-of-age and are very different from one another. So what is the solution to the many problems at the middle school level? The best answer I can give is to think back to when I was around that age and what were the things that I liked/disliked when it came to school. Again, I hated getting up so early in the morning. Breakfast at 7:00am was a complete drag and it was so hard for me to become motivated for the long day ahead. I remember my favorite classes being those that allowed for class collaboration. I enjoyed getting into groups with my peers and meeting new students. I definitely would not have liked being seperated from the boys, because let's get real here, a lot of times in latter middle school years, the main reason you went to class was to sit next to your crush. Gym, art, and music classes were also still the most popular, but student/teacher interaction was key. If you didn't have a teacher that was personable, there was no way anything productive was going to be done.
After reading this article I can really say that I feel somewhat sorry for middle school teachers, as it is such a tough age for both student and teacher. I can understand why this is such a huge topic of interest, as the years one is in middle school are some of the most important years of one's life.
On the other hand, in regards to another new idea brought about in Brooklyn that school doesn't begin until mid-morning as opposed to the crack of dawn, is a great idea in my opinion. Now I know I may be a bit partial to this, as I love to sleep in and could essentially sleep all day, however, I feel as though people in general are far more productive in the latter morning hours. 9:00 is the proposed time for grades 6-12 to begin, and I couldn't agree with this time more. My high school began at 7:15 and I remember dreading hearing that alarm at 6:00am. At these wee hours of the morning students, especially teens, are lethargic, unfocused, and simply worn out. Why not begin school a bit later? Now I know this doesn't hold true for all kids, some are early risers who give their best performance in the morning. But if I were to guess, I would bet that the majority of students would be more than willing to begin the school day a couple hours later. I wish when I was in high school this was being considered. I truly feel that I would have been able to perform better all around.
Again, I know this is a very difficult topic to write on, as children in middle school are coming-of-age and are very different from one another. So what is the solution to the many problems at the middle school level? The best answer I can give is to think back to when I was around that age and what were the things that I liked/disliked when it came to school. Again, I hated getting up so early in the morning. Breakfast at 7:00am was a complete drag and it was so hard for me to become motivated for the long day ahead. I remember my favorite classes being those that allowed for class collaboration. I enjoyed getting into groups with my peers and meeting new students. I definitely would not have liked being seperated from the boys, because let's get real here, a lot of times in latter middle school years, the main reason you went to class was to sit next to your crush. Gym, art, and music classes were also still the most popular, but student/teacher interaction was key. If you didn't have a teacher that was personable, there was no way anything productive was going to be done.
After reading this article I can really say that I feel somewhat sorry for middle school teachers, as it is such a tough age for both student and teacher. I can understand why this is such a huge topic of interest, as the years one is in middle school are some of the most important years of one's life.
New Media Literacy
Finally Jen, Charity, and myself thought of an idea for our new media literacy project that is due by the end of the semester. The goal of our project is to give new insight to media literacy and show how it can be applied in the classroom. Based on Hobbs' book, we found some very useful and helpful information that will help us begin this very difficult take. What we are planning on doing is combining a media literacy critique of the popular TV show "Family Guy," with a podcast involved as well. In our project we will be looking at questions on who exactly is the intended audience of Family Guy, is the show directed to any group of people in particular, who watches it, etc... We also have several other questions along with video clips from the actual show that we will put into our project. We are really excited to do a project like this because we feel that a popular show like "Family Guy" will be an easy topic for adolescents/college students to understand and relate to. We will definitely keep you posted on our progress, as this is an ongoing project that should be fairly time consuming. Wish us luck!
Monday, March 26, 2007
Youtube Clip
Wow....I must say that after viewing that video on youtube, I'm a little shocked. The information that was incorporated into that clip was extremely intense and it dealt with issues that I have never really given much thought to. I was definitely impressed with the presentation and it really kept me focused and ready for more. It's funny to see a segment as simple as that one have such a huge impact on society. I saw that nearly 115,000 people viewed that particular clip and I cannot say that I'm surprised. It is almost scary to know that within our lifetime we will see these new superior technological advances come about. This has truly made stop and wonder....am I ready for this?This video and Friedman's book have really made me re-evaluate my future teaching strategy. I honestly don't know if I'm ready to take on this huge, new role called "English Teacher." It's definitely time for me to step up my game and really begin to pay attention and follow these new and upcoming teaching trends. One of Friedman's statements really intrigued me a great deal, as I feel as though it directly related to the youtube video. "We cannot hope to fight jobs lost to international competition without a well-trained and educated work-force" (269). In relation to the video, foreign countries like China are far surpassing us in education as well as in the work place. They are more advanced that us, and therefore will be the first to be introduced to this new material.One of the most intriguing facts that was given in my opinion was the fact that 25% of the population in China with the highest IQ's, is greater than the entire population of people in North America. Also, the fact that if you took every single job in the US today and shipped it to China. it would still have a labor surplus. That is incredible! The statment that Li makes on page 268, "There is a deep and widely shared view that China was once great, that it succeeded in the past but now is far behind and must catch up again. If our lab can do as well as the Redmond lab, that could really be exciting" (268). Then Friedman states, "that sort of inspired leadership in science and engineering education is now totally missing in the United States" (268).
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Thursday, March 8, 2007
Digital Literacy
In addition to seeing Jennifer Donnelly yesterday, Ashley, Nichole, Kristin, and I also went to Kjersty VanSlyke-Briggs' presentation on digital literacy. During her presentation she covered some very interesting points. Much of the information that we spoke about during the 50-minute session was material that was very familiar to me (since taking English 307). She reviewed del.ici.ous and explained to us how it was useful to sign up for, especially if you have your own personal blog. She also told warned us about some websites that appeared to be credible, however they were not credible at all.
It is important for us as teachers to decipher the difference between those websites that are in fact credible from those that are 100% fictional. For example, VanSlyke-Briggs brought up the website, www.martinlutherkingjr.org Now one would assume by its attractive website and quick links that this would be a credible source in which to base a paper. However, this particular site it not at all what it appears to be. In reality, this site was created by a white supremisist group that despises King and only tells lies about the late Dr. King. There was also another website that she warned us about, one concerning the endangered "tree octopus." Again, from the looks of the website, it would appear that there really is a species known as the tree octopus. They give several facts and photographs of this supposed endangered creature and explain what we can do to prevent them from becoming extinct. Now, let's get real here! There is no such thing as the tree octopus and they certainly aren't endangered. It is important to warn our students of these sites, as there are millions of non-credible sites available at their fingertips. These are just two sites in particular that were mentioned during the presentation that I found quite interesting. Just based on looking at the website, I was fooled into believing that they were credible sites. It is amazing how people can create these sites based on only fiction.
VanSlyke-Briggs also mentioned how her class at Oneonta and our Eng374 class collaborated in a cross-talk on YA lit blog last semester. She stated that we all understood how to blog correctly, but there was a definitite lack in communication between us and the Oneonta class. I think this was just because a lot of us were unsure how to still use the blog. After taking this class, using a blog seems so easy! I definitely feel as though I am progressing well when it comes to this whole new media literacy thing! Let's just hope that it gets even better in the future!
It is important for us as teachers to decipher the difference between those websites that are in fact credible from those that are 100% fictional. For example, VanSlyke-Briggs brought up the website, www.martinlutherkingjr.org Now one would assume by its attractive website and quick links that this would be a credible source in which to base a paper. However, this particular site it not at all what it appears to be. In reality, this site was created by a white supremisist group that despises King and only tells lies about the late Dr. King. There was also another website that she warned us about, one concerning the endangered "tree octopus." Again, from the looks of the website, it would appear that there really is a species known as the tree octopus. They give several facts and photographs of this supposed endangered creature and explain what we can do to prevent them from becoming extinct. Now, let's get real here! There is no such thing as the tree octopus and they certainly aren't endangered. It is important to warn our students of these sites, as there are millions of non-credible sites available at their fingertips. These are just two sites in particular that were mentioned during the presentation that I found quite interesting. Just based on looking at the website, I was fooled into believing that they were credible sites. It is amazing how people can create these sites based on only fiction.
VanSlyke-Briggs also mentioned how her class at Oneonta and our Eng374 class collaborated in a cross-talk on YA lit blog last semester. She stated that we all understood how to blog correctly, but there was a definitite lack in communication between us and the Oneonta class. I think this was just because a lot of us were unsure how to still use the blog. After taking this class, using a blog seems so easy! I definitely feel as though I am progressing well when it comes to this whole new media literacy thing! Let's just hope that it gets even better in the future!
Jennifer Donnelly
It was so exciting to see Jennifer Donnelly yesterday at the teacher's conference. The speech that she gave was so entertaining and well-prepared. I truly enjoyed every minute of her presentation. The most interesting part for me was when she was going through the numerous pictures that she had from the Glennmore and from Chester Gillette and Grace Brown. I actually got goosebumps as she showed the pictures. It is so eerie knowing what happened to Grace and seeing those old photographs of her and her murderer and Big Moose Lake. Her speech on the imagination was creative, humorous, and inspirational. She was extremely well spoken and was younger than I had expected. She looked as if she were only in her mid-twenties!
It was amazing to hear about all of the historical work that she had to go through before writing A Northern Light. I had no idea how much time and effort she spent searching for photographs, brochures, what life was like in the early 1900's, etc...I found it particularly interesting that she found a lot of her pictures on ebay. I was curious as to how much she paid for those pictures. I should have asked!
The amount of time that it takes to construct a novel is incridible. Donnelly stated that she had been planning to write A Northern Light for nearly 10 years before she found an agent. I never realized that it was 100% necessary to find an agent before even having a book acknowledged by publishing companies. I couldn't believe how many times Donnelly had to make revisions to her book before it was "good enough" to be put out on the market. I've always wanted to someday write my own novel, however I never realized just how time consuming and how difficult it was to do so. Donnelly's presentation was wonderful and it was so amazing to see her in person after reading ANL. It was a great experience and I'm very glad that I had the opportunity to see her!
It was amazing to hear about all of the historical work that she had to go through before writing A Northern Light. I had no idea how much time and effort she spent searching for photographs, brochures, what life was like in the early 1900's, etc...I found it particularly interesting that she found a lot of her pictures on ebay. I was curious as to how much she paid for those pictures. I should have asked!
The amount of time that it takes to construct a novel is incridible. Donnelly stated that she had been planning to write A Northern Light for nearly 10 years before she found an agent. I never realized that it was 100% necessary to find an agent before even having a book acknowledged by publishing companies. I couldn't believe how many times Donnelly had to make revisions to her book before it was "good enough" to be put out on the market. I've always wanted to someday write my own novel, however I never realized just how time consuming and how difficult it was to do so. Donnelly's presentation was wonderful and it was so amazing to see her in person after reading ANL. It was a great experience and I'm very glad that I had the opportunity to see her!
Tuesday, February 27, 2007
Friedman- 2.0-3.0
I completely agree with Friedman's shifr from a 2.0 to 3.0 world. His points are very well written and portrayed and are interesting to boot!
It is very important to be aware when transforming a student from a single dimensional way of learning to a 3-dimensional one. Instead of just conversing with those kids in their own class, by transforming into a 3-dimensional world, we are allowing them to communicate to those in other town, states, and even countries. There are several benefitst to this way of learning, as it will become much easier for students to receive a greater plethora of knowledge.
By blogging, podcasting, creating personal wiki cites, etc...students will be much better off in college and in the post-college life. I know that certainly I will as a result of the many helpful texts that we are reading in this class, along with the importat info that we are all getting from each other and our blogs. There's a little 3-dimensional learning right there!
It is very important to be aware when transforming a student from a single dimensional way of learning to a 3-dimensional one. Instead of just conversing with those kids in their own class, by transforming into a 3-dimensional world, we are allowing them to communicate to those in other town, states, and even countries. There are several benefitst to this way of learning, as it will become much easier for students to receive a greater plethora of knowledge.
By blogging, podcasting, creating personal wiki cites, etc...students will be much better off in college and in the post-college life. I know that certainly I will as a result of the many helpful texts that we are reading in this class, along with the importat info that we are all getting from each other and our blogs. There's a little 3-dimensional learning right there!
Are We Getting Our Money's Worth?
This article was really interesting because it truly makes its reader think about the question, are we really getting our money's worth by attending college? I feel that the answer to that question cannont be answered with a simple "yes" or "no." It is true that those who pay more for college are getting a better education than those who pay less? Are Harvard students receiving a better education that those of us who attend SUNY Cortland? These are all questions that are relevant to this article. I feel that the answer to these questions really depends on the person. It is very possible for someone to receive an equal education at an IVY League school as opposed to a SUNY school. It all depends on how much time, work, and effort the students chooses to put in to their studies.
I feel that most people in America who go to college, do it because they don't really know any other way to succeed. You always hear in high school and from your parents that, "you're not going to go anywhere without a college education." But is this really true. I feel that in most cases, this is true. But there are several people who have made a great living and it wasn't because they attended college. Without a doubt, we are forced to pay way too much to go to college. I don't see why it is fair that we must attend college in order to get a good job, yet for 10 years post-graduation, we are stuck in debt, paying back college loans. College is rather hypcritical if you ask me. I truly don't know whether or not I am getting my money's worth by going to college.
Sure, I am learning a great deal of important information in my classes, but in all honesty, I am learning more outside of the classroom. By living alone, cooking your own meals, choosing whether or not to get up for class, etc...we are slowly but surely becoming adults. Going out, socializing, drinking too much, making mistakes...they are all very important aspects of college. I feel that many of life's lessons are taught and learned during the college years. It certainly is a transitional period. Before I came to college, I literally had no idea what the real world was like. Not that I have a huge understanding of it now (since my parents pay for my car, cell phone, tuition, housing, etc) but I have still learned what it is like to live away from the safety-net called home. The mistakes that I make I must suffer the consequences on my own. My parents of course are always there for me, but college has taught me how to deal with difficult issues on my own, without consulting them all the time on whats right and wrong.
My answer to the initial question that the article brings up is that I feel that most of what's learned in college doesn't cost a dime. In college, you find a sense of self, self-worth, and gratification, not only by getting an A on a paper or a 95% on a test, but by making life-long friends, making mistakes, and picking yourself up when you fall. This isn't to say that classes are worthless, because they most definitely are not. I just feel that we have to pay to learn lessons that go beyond the institution of "school." We are paying for our futures in more ways than one.
I feel that most people in America who go to college, do it because they don't really know any other way to succeed. You always hear in high school and from your parents that, "you're not going to go anywhere without a college education." But is this really true. I feel that in most cases, this is true. But there are several people who have made a great living and it wasn't because they attended college. Without a doubt, we are forced to pay way too much to go to college. I don't see why it is fair that we must attend college in order to get a good job, yet for 10 years post-graduation, we are stuck in debt, paying back college loans. College is rather hypcritical if you ask me. I truly don't know whether or not I am getting my money's worth by going to college.
Sure, I am learning a great deal of important information in my classes, but in all honesty, I am learning more outside of the classroom. By living alone, cooking your own meals, choosing whether or not to get up for class, etc...we are slowly but surely becoming adults. Going out, socializing, drinking too much, making mistakes...they are all very important aspects of college. I feel that many of life's lessons are taught and learned during the college years. It certainly is a transitional period. Before I came to college, I literally had no idea what the real world was like. Not that I have a huge understanding of it now (since my parents pay for my car, cell phone, tuition, housing, etc) but I have still learned what it is like to live away from the safety-net called home. The mistakes that I make I must suffer the consequences on my own. My parents of course are always there for me, but college has taught me how to deal with difficult issues on my own, without consulting them all the time on whats right and wrong.
My answer to the initial question that the article brings up is that I feel that most of what's learned in college doesn't cost a dime. In college, you find a sense of self, self-worth, and gratification, not only by getting an A on a paper or a 95% on a test, but by making life-long friends, making mistakes, and picking yourself up when you fall. This isn't to say that classes are worthless, because they most definitely are not. I just feel that we have to pay to learn lessons that go beyond the institution of "school." We are paying for our futures in more ways than one.
RSS Feed
I must admit that when we mentioned an RSS feed in our podcast that I was still a little confused on just what it was. Of course, Will Richardson has cleared this little issue up for me as he ususally does (when reading his book, of course). I was aware that RSS stoof for Real Simple Syndication, but again, I wasn't really sure what that meant. Richardson mentions that if you are an educator, "it's the one technology that you should start using today, right now, this minute" (75). In his book, Richardson lists several ways that an RSS Feed is necessary in the classroom. Three of those reasons are:
1.) Instead of giving students a large number of weblogs to search through in hopes of finding your latest posts, why not put all of this content in one place? By using an aggregator, it becomes quick and easy to post all of your most recent information on to one cite. This would come in handy if I ever were to teach a class like English 307
2.) Not only beneficial to teachers, students will find RSS feeds very helpful as well. RSS feeds allows students to stay organized. They can stay in tune with things that interest them, like books, websites, authors, etc...
3.)Finally, RSS feeds are important because it allows students and teachers to view each other's blogs. Much like our class, it is extremely helpful and beneficial to read my fellow students' blogs for insight and info!
Richardson was very correct by stating that we as teachers need to learn about RSS feeds today. It clearly will help us all in the future!
1.) Instead of giving students a large number of weblogs to search through in hopes of finding your latest posts, why not put all of this content in one place? By using an aggregator, it becomes quick and easy to post all of your most recent information on to one cite. This would come in handy if I ever were to teach a class like English 307
2.) Not only beneficial to teachers, students will find RSS feeds very helpful as well. RSS feeds allows students to stay organized. They can stay in tune with things that interest them, like books, websites, authors, etc...
3.)Finally, RSS feeds are important because it allows students and teachers to view each other's blogs. Much like our class, it is extremely helpful and beneficial to read my fellow students' blogs for insight and info!
Richardson was very correct by stating that we as teachers need to learn about RSS feeds today. It clearly will help us all in the future!
Students Learning Less
So, I just got done reading the article on students learning less that in previous years, and I must say that I am not surprised. As unfortunate as it may be, teachers are cutting their students short in high schools all over America. I can personally relate to this article, as many of the teachers I had in high school were complete pushovers. I took a few AP courses as well, and in all honesty, they were a joke. For those students who were able to get into AP classes, teachers automatically assumed that they were smarter and more knowledgeable than those students who were in regular english, economics, people in government, etc...classes, that they felt that it wasn't necessary to teach all the time. Quite often (believe it or not) we would actually watch movies in class. But these weren't movies that in any way related to our course. They were just popular movies that teachers thought that we would enjoy. It was almost our reward for being "smarter" than the average student. Little did they know that they were harming us. I passed my AP english exam, but didn't receive credit for my AP government class. My government teacher harldy ever taught us anything about the topic of government, nor anything relating to gorvernment for that matter. I feel as though teachers look at AP classes as being freebee classes; rather they view them as classes that students would be better off teaching themselves.
I am also not surprised that students are not performing up to their age level in english either. I was evaluating some papers in one of my classes this morning, actually, and I honestly can say that I was shocked. These papers were so bad another reader would have assumed that they had been written by 5th graders. The sad reality is, is that these were the compositions of junior-senior college students who were ENGLISH MAJORS. I almost got up and walked out of class as the students were reading their papers aloud to the class. I don't mean to sound conceited or over-confident, but these papers were awful with a capital A. I feel that these students could easily have gone to one of the schools who were studied in the article. Just the basic elements of english, like punctuation, grammar, and spelling, were incorrect. I feel that it would be extremely beneficial for my professor to have a few classes where we just deal with the basic fundamentals of the english language. I had to give a grade for each paper that I corrected, and there was only one paper that I gave an A to. The highest grade besides the A was a C- and even that I thought was being generous.
Hall brings up a great point in this article, one that I completely agree upon. He says, "[w]hat it suggests is that we are telling students that they're being successful in these courses when, in fact, we're not teaching them any more than they were learning in the past," she said. "So we are, in effect, lying to these students." He is 100% correct. Teachers are not there to baby students, especially those at the high-school level. It it time to crack down on students and really begin to give them a run for their money before it's too late. I truly feel bad for the students' papers that I read today. They were quite obviously cheated by both their grade-school teachers, as well as their college professors. It is time to step up and help improve our students. They will never succeed any other way.
I am also not surprised that students are not performing up to their age level in english either. I was evaluating some papers in one of my classes this morning, actually, and I honestly can say that I was shocked. These papers were so bad another reader would have assumed that they had been written by 5th graders. The sad reality is, is that these were the compositions of junior-senior college students who were ENGLISH MAJORS. I almost got up and walked out of class as the students were reading their papers aloud to the class. I don't mean to sound conceited or over-confident, but these papers were awful with a capital A. I feel that these students could easily have gone to one of the schools who were studied in the article. Just the basic elements of english, like punctuation, grammar, and spelling, were incorrect. I feel that it would be extremely beneficial for my professor to have a few classes where we just deal with the basic fundamentals of the english language. I had to give a grade for each paper that I corrected, and there was only one paper that I gave an A to. The highest grade besides the A was a C- and even that I thought was being generous.
Hall brings up a great point in this article, one that I completely agree upon. He says, "[w]hat it suggests is that we are telling students that they're being successful in these courses when, in fact, we're not teaching them any more than they were learning in the past," she said. "So we are, in effect, lying to these students." He is 100% correct. Teachers are not there to baby students, especially those at the high-school level. It it time to crack down on students and really begin to give them a run for their money before it's too late. I truly feel bad for the students' papers that I read today. They were quite obviously cheated by both their grade-school teachers, as well as their college professors. It is time to step up and help improve our students. They will never succeed any other way.
Saturday, February 24, 2007
Wednesday's Presentations
I just wanted to post and say that I thought everybody did a great job with their projects on Wednesday. I learned so much from each and every one of you, and am definitely feeling a bit more confident when it comes to English 307. I was really impressed with Willis, Theresa's, and Barb's group. They did such a great job with their website. It looked like professionals had created it. Savanna's group also did a great job with social bookmarking, too. I was so excited when they showed us how to do a del.ic.ious page. I had been wanting to know how to do that for a while (and I think Ray was glad that I stopped annoying him with all of my questions!) Megan's group also did a great job with their podcasting project. It was interesting to see the difference in our presentations, as both of us took different approaches to podcasting. I would definitely like to learn how to integrate pictures and music into our group podcast. It would just make it so much more interesting and fun to watch. Lauren's group did a good job too with their presentation on wiki project. It just seems to me that there is so much to forming a wiki site/ wiki post. I definitely would like to learn more about how to do that, just because it is such an important thing to learn (especially for a future teacher).
I am looking forward to seeing Kaitlin's presentation next class. She always does a nice job with her presentations, as I was in her seminar last semester and she did a great job with that. All of this new knowledge that we're learning in this class is definitely going to prove to be very helpful in the future. I am much more comfortable with the Macs, too, which is something that I never thought would happen! Ok, well I just wanted to give kudos to everyone who presented on Wednesday. Thanks for teaching us some new and interesting material!
I am looking forward to seeing Kaitlin's presentation next class. She always does a nice job with her presentations, as I was in her seminar last semester and she did a great job with that. All of this new knowledge that we're learning in this class is definitely going to prove to be very helpful in the future. I am much more comfortable with the Macs, too, which is something that I never thought would happen! Ok, well I just wanted to give kudos to everyone who presented on Wednesday. Thanks for teaching us some new and interesting material!
Tuesday, February 20, 2007
Hobbs & NCTE Standards
When I first examined the 6 components for media literacy, I must say that I felt it was pretty self-explanatory. Perhaps the most interesting point that I viewed when reading these 6 bullets was # 2, which states that, "Media literacy can and should be integrated across the K-12 curricula at all grade levels and in multiple subject areas" (PLS). When I read this, I literally knocked myself on the head and stated, "Duh!" As intelligent as that may sound, it's true. If you are going to be using the media to teach in the classroom, it is vital for students to start young. Children as young as kindergartners (as mentioned in the PLS article) should be exposed to media literacy. Of course, monitor students, but I totally agree that students need to start at a young age. I wish that I had had all of the many opportunities that today's youth have when it came to all of the new media technology. Imagine how much better off we would be, especially in English 307, if we had been taught how to use computers in the classroom? Obviously, all of the technology that we have now wasn't available to us when we were elementary school age, but there was no reason why in the upper-level grades that we couldn't have learned more about the media through the many tools that were available to us. I went to the largest high school in New York state and graduated with 900 students. I feel as though we were cheated when it comes to technology and media literacy.
When reading Renee Hobbs, I feel as though Hobbs' third project is the most interesting (this woman has accomplished so much in the 20 years that she has been involved in media education). I love how she is going into a Maryland classroom to find out "the impact of media literacy education on students' academic performance, family communication and civic engagement." I think this is an extremely good subject to study, as media literacy is becoming more and more important in the classroom in the past few years. I feel that Hobbs may find that media literacy has some positive and negative effects. One negative effect could be that on academic progress and family communication. While claiming to be doing school-related activities, some students surely will get off track and check their MySpace, Facebook, and Instant Messenger. This in turn will put a damper on family communication, as its sometimes hard to pry children off of the computer. In contrast, media literacy certainly has some posititive attributes as well, don't get me wrong. By connecting with foreign students, other classmates, and family, media literacy could be extremely beneficial. Sharing ideas on the internet can be very informational as well as educational.
By reporting on her findings, Hobbs' research can be used by others all around the United States. Maybe through her findings, other teachers can read up on her progress and enforce some of her ideas in their own classroom. In relation to the PLS article, I feel as though Hobbs would agree with the many intriguing points that they make. Based on her book, she may find that intigrating media literacy at such a young age as those in kindergarten may be a bit too extreme, but I do think that she would agree that children must begin to learn this type of information at a young age. Without a doubt she would agree that, "Media is essential for the development of informed, reflective and active citizens in a democratic society" (PLS). Overall, Hobbs' book so far is very interesting in the sense that it emphasizes many similar points that we discuss in class, as well as topics dicussed in Richardson's book.
When reading Renee Hobbs, I feel as though Hobbs' third project is the most interesting (this woman has accomplished so much in the 20 years that she has been involved in media education). I love how she is going into a Maryland classroom to find out "the impact of media literacy education on students' academic performance, family communication and civic engagement." I think this is an extremely good subject to study, as media literacy is becoming more and more important in the classroom in the past few years. I feel that Hobbs may find that media literacy has some positive and negative effects. One negative effect could be that on academic progress and family communication. While claiming to be doing school-related activities, some students surely will get off track and check their MySpace, Facebook, and Instant Messenger. This in turn will put a damper on family communication, as its sometimes hard to pry children off of the computer. In contrast, media literacy certainly has some posititive attributes as well, don't get me wrong. By connecting with foreign students, other classmates, and family, media literacy could be extremely beneficial. Sharing ideas on the internet can be very informational as well as educational.
By reporting on her findings, Hobbs' research can be used by others all around the United States. Maybe through her findings, other teachers can read up on her progress and enforce some of her ideas in their own classroom. In relation to the PLS article, I feel as though Hobbs would agree with the many intriguing points that they make. Based on her book, she may find that intigrating media literacy at such a young age as those in kindergarten may be a bit too extreme, but I do think that she would agree that children must begin to learn this type of information at a young age. Without a doubt she would agree that, "Media is essential for the development of informed, reflective and active citizens in a democratic society" (PLS). Overall, Hobbs' book so far is very interesting in the sense that it emphasizes many similar points that we discuss in class, as well as topics dicussed in Richardson's book.
Podcast Project Progress!
So, yesterday Nichole, Kristin, Ashley, and myself met in the Mac lab in the library to record our podcast. I must say it was very interesting considering we were all so new to making a podcast! We first had trouble figuring out where to plug in the microphone (great start, huh?) When we finally got past that little problem, we had to click into Garageband and take a look at all of our options. We actually caught on to recording pretty quickly which made us all feel pretty smart! We had some comical moments cause each of us definitely messed up a few times when we were reading what we were going to say on the podcast. We really had a fun time making the podcast. It wasn't as difficult as we thought it was going to be. Finally, after recording our 5 minutes of footage on how to use, create, and facilitate podcasts into the classroom, we had to figure out how to save it. This without a doubt was the hardest task so far, as we were pretty much clueless on how to export our podcast from Garageband and import in on to iTunes. After about an hour of reading through Will's book and looking over out Macintosh books, we finally figured out how to get our podcast onto our flash drive. All in all, it took us a good 2 & 1/2 hours to complete our podcast (with a few minor setbacks) :) but overall, we had a really fun time with our project. Of course we were a bit apprehensive when beginning, but I know all of us are really proud of our final product. Goal accomplished!
Monday, February 12, 2007
Unlearning to Learn
Will's blog post esentially sums up our discussion in class last Wednesday. At the end of class, I felt that we had a very constructive and interesting conversation about the future of teaching English in the classroom. I definitely agree with his point that as teachers, we need to understand that we are not the most knowledgable person in the classroom. We can learn just as much from students as they can from us. The classroom needs to be constructed in a take/take fashion. We need to be able to take information from our students and use it in everyday life, just as they need to do the same.
Perhaps the one point that most intrigued me and hit close to home was this:
"We need to unlearn the strategy that collaborative work inside the classroom is enough and understand that cooperating with students from around the globe can teach relevant and powerful negotiation and team-building skills" (Richardson).
By directing a classroom in a lecture-like manner, we are depriving our children of learning the opinions of other students. Many students during lectures, daydream or fall asleep. By allowing them to collaborate with other students, they will without a doubt learn a great deal that they wouldn't have if they had simply been lectured.
Also, the idea that we need to unlearn how to prevent and block our students from visiting sites on the internet is also extremely important. We need to realize that students can still utilize the internet and world wide web into the classroom, and have it be a postive-learning experience. First, however, we need to convince parents that we will be using the internet in safe and responsible ways. By monitoring our students, and parents monitoring their children, the internet will prove to be the most vital tool available.
Perhaps the one point that most intrigued me and hit close to home was this:
"We need to unlearn the strategy that collaborative work inside the classroom is enough and understand that cooperating with students from around the globe can teach relevant and powerful negotiation and team-building skills" (Richardson).
By directing a classroom in a lecture-like manner, we are depriving our children of learning the opinions of other students. Many students during lectures, daydream or fall asleep. By allowing them to collaborate with other students, they will without a doubt learn a great deal that they wouldn't have if they had simply been lectured.
Also, the idea that we need to unlearn how to prevent and block our students from visiting sites on the internet is also extremely important. We need to realize that students can still utilize the internet and world wide web into the classroom, and have it be a postive-learning experience. First, however, we need to convince parents that we will be using the internet in safe and responsible ways. By monitoring our students, and parents monitoring their children, the internet will prove to be the most vital tool available.
Cell Phone Article
I was watching the CBS nightly news tonight and saw an interesting story that I felt was appropriate for our class. The story was on cell phones and how teens take them and computers to the extreme. Cell phones in America have become an obsession and most parents have no idea just how crazy this new wave of technology is.
In this article titled, "For Teen Daters, Cell Phones Can Be A Leash" from the Christian Science Monitor, experts give several statistics to show how teens are literally obesessed with their cell phones. Those who are in relationships have it the worst, as significant others are constantly texting and calling just to see where their loved one is. This is referred to as being on an "electronic leash," as there is always a way to get in touch with people. In some cases, this obsession can become violent. One girl explains in this article how her boyfriend used instant messenger on the internet to manipulate her into staying in an unhealthy relationship. He would threaten to kill himself if she ever left him, and gave such threats through the computer.
I feel as though many teens find it easier to express their feelings on the internet or through a text message rather then face-to-face. You have the freedom to say what you want to say without hearing or seeing a reaction. Though at times convenient, texting and IMing can be taken too far. I can remember on a few occasions in high school where I was threatened on the internet. Never would the girls say what she had to say to my face, rather she would hide behind the computer screen and verbally abuse me through cyberspace. Teens need to be very careful with what they say on the internet, as those who monitor conversations are becoming less lenient with online threats. If ever one of your students feels abused, whether on the internet or through the cell phone, be sure to inform them that they do have the option to report their harasser.
In addition the information listed above, this article gives helpful information on how parents should deal with issues that should arise as a result of online or cell phone harassment. I feel that as future teachers, this article is very important to read. With all the new technology out there, and with the majority of America's teens using the internet and cell phones, it is our responsibility to make sure that our kids are safe
Here is the article if any of you should want to read more on the subject:
http://www.cbsnews.com/stories/2007/02/12/tech/main2464217.shtml
In this article titled, "For Teen Daters, Cell Phones Can Be A Leash" from the Christian Science Monitor, experts give several statistics to show how teens are literally obesessed with their cell phones. Those who are in relationships have it the worst, as significant others are constantly texting and calling just to see where their loved one is. This is referred to as being on an "electronic leash," as there is always a way to get in touch with people. In some cases, this obsession can become violent. One girl explains in this article how her boyfriend used instant messenger on the internet to manipulate her into staying in an unhealthy relationship. He would threaten to kill himself if she ever left him, and gave such threats through the computer.
I feel as though many teens find it easier to express their feelings on the internet or through a text message rather then face-to-face. You have the freedom to say what you want to say without hearing or seeing a reaction. Though at times convenient, texting and IMing can be taken too far. I can remember on a few occasions in high school where I was threatened on the internet. Never would the girls say what she had to say to my face, rather she would hide behind the computer screen and verbally abuse me through cyberspace. Teens need to be very careful with what they say on the internet, as those who monitor conversations are becoming less lenient with online threats. If ever one of your students feels abused, whether on the internet or through the cell phone, be sure to inform them that they do have the option to report their harasser.
In addition the information listed above, this article gives helpful information on how parents should deal with issues that should arise as a result of online or cell phone harassment. I feel that as future teachers, this article is very important to read. With all the new technology out there, and with the majority of America's teens using the internet and cell phones, it is our responsibility to make sure that our kids are safe
Here is the article if any of you should want to read more on the subject:
http://www.cbsnews.com/stories/2007/02/12/tech/main2464217.shtml
Tuesday, February 6, 2007
Multitasking , genM, and facebook
So I Just read over the article from TIME Magazine and I can't help but write a some points that really interested me. The most intriguing section of this whole article was the section from myspace and facebook. I was shocked to see that children as young as 15 were logged on to facebook. What had originally began as a college site has now taken over the junior high and high school kids. I wasn't surprised however to see that myspace was the number 2 most visited site on the internet. Nearly everyone I know has myspace, myselk not included. I must admit, I could be considered a facebook junkie. In the article, it is stated that on average students spend about 18 minutes/day on facebook. I can definitely say that that 18 minutes sounds about right. I couldn't really even tell you why I enjoy visiting the site so much. Mostly, it causes unnecessary drama and fighting amongst fellow students, but we can't get enough of it! Myspace really scares me though. I feel more secure on a site who's members are younger and mostly in college. Anyone can have myspace and can visit your site, which could lead to some seriously dangerous situations.
I feel that it is necessary for parents to monitor what their children are viewing on the internet. All of those Dateline NBC shows that are televised weekly show the great number of internet predators that are preying on our youth. So how do we stop this? The only answer is to set guidelines and block the sites that younger children may view. Much of the time I place the blame on the parents when children are exposed to vulgar material on the internet. Kids are curious and parents need to be aware of what they are seeing on the screen in front of them.
As far as multitasking, I must say that I am completely guilty. It is very difficult for me to focus strictly on one thing. While writing a paper I take breaks every few minutes to check out other people's away messages. I couldn't care less what they are doing, rather it is simply a distraction that I feel is necessary. Normally when studying, I have the tv or my iPod playing. A bit of noise in the background really makes me feel comfortable. I definitely do my best work when there is some sort of distraction in the background. Neuroscientest Grafman brings up a good point in his segment on multitasking when he says, "You're doing more than one thing, but you're ordering them and deciding which one to do at any one time" (52).
I feel that it is necessary for parents to monitor what their children are viewing on the internet. All of those Dateline NBC shows that are televised weekly show the great number of internet predators that are preying on our youth. So how do we stop this? The only answer is to set guidelines and block the sites that younger children may view. Much of the time I place the blame on the parents when children are exposed to vulgar material on the internet. Kids are curious and parents need to be aware of what they are seeing on the screen in front of them.
As far as multitasking, I must say that I am completely guilty. It is very difficult for me to focus strictly on one thing. While writing a paper I take breaks every few minutes to check out other people's away messages. I couldn't care less what they are doing, rather it is simply a distraction that I feel is necessary. Normally when studying, I have the tv or my iPod playing. A bit of noise in the background really makes me feel comfortable. I definitely do my best work when there is some sort of distraction in the background. Neuroscientest Grafman brings up a good point in his segment on multitasking when he says, "You're doing more than one thing, but you're ordering them and deciding which one to do at any one time" (52).
Interesting article
My biggest fear with facilitating these new technological programs into the classroom, is the pressure from parents to stop it. With all of the many internet predators that prey on children on the internet, it is no wonder why parents are concerned. I feel as though it is important to explain to parents that using the internet can really do more good than harm. I was recently reading an interesting article that really tied in with my idea, and the results are quite interesting. Instead of allowing concerned parents to put an end to internet use, it is the responsibility of the teacher to inform them on all of the many pluses:
1.) Blogging is the first and foremost important tool that a child can use in this day and age. By allowing children to voice their opinions on a blog site, you are allowing for them to receive positive feedback from other students from literally all over the world. Through doing this, children can learn a whole new array of knowledge, anywhere from what another culture is like, to a foreign language.
2.) Podcasting is also a great way to get students interested in new topics. In Will's book, on page 117 in the final paragraph on that page, he states the many benefits of podcasting. Nearly every single class could learn from podcasting, not just English teachers. Richardson gives several ideas on how podcasts can be faciliated into the classroom. I agree that it may be difficult to get this started, but once we put down the paper and pen, we will open up our students to a whole new world.
More information on blogging, as I feel that it is the most popular and well-known new form of technology. Will states that blogs can:
-promote critical and analytical thinking
-be a powerful promoter of creative, intuitive, and associational thinking
-promote analogical thinking
be a powerful medium for increasing access and exposure to quality information
-combine the best of solitary reflection and social interaction (Richarson 20).
As teachers, we need to assure parents that incorporating the internet into the classroom is not a bad thing. The days of using pens/paper/pencils are over, and are quickly being replaced with new technologies. It is up to them as parents to make their children aware of the dangers of the internet, as there are several. Educating them on the dangers will allow them to reap the benefits of the internet.
Here it the website I found. It's helpful and reassuring.
http://www.stsimon.com/news/images/focus2_106_teens.pdf
1.) Blogging is the first and foremost important tool that a child can use in this day and age. By allowing children to voice their opinions on a blog site, you are allowing for them to receive positive feedback from other students from literally all over the world. Through doing this, children can learn a whole new array of knowledge, anywhere from what another culture is like, to a foreign language.
2.) Podcasting is also a great way to get students interested in new topics. In Will's book, on page 117 in the final paragraph on that page, he states the many benefits of podcasting. Nearly every single class could learn from podcasting, not just English teachers. Richardson gives several ideas on how podcasts can be faciliated into the classroom. I agree that it may be difficult to get this started, but once we put down the paper and pen, we will open up our students to a whole new world.
More information on blogging, as I feel that it is the most popular and well-known new form of technology. Will states that blogs can:
-promote critical and analytical thinking
-be a powerful promoter of creative, intuitive, and associational thinking
-promote analogical thinking
be a powerful medium for increasing access and exposure to quality information
-combine the best of solitary reflection and social interaction (Richarson 20).
As teachers, we need to assure parents that incorporating the internet into the classroom is not a bad thing. The days of using pens/paper/pencils are over, and are quickly being replaced with new technologies. It is up to them as parents to make their children aware of the dangers of the internet, as there are several. Educating them on the dangers will allow them to reap the benefits of the internet.
Here it the website I found. It's helpful and reassuring.
http://www.stsimon.com/news/images/focus2_106_teens.pdf
Monday, February 5, 2007
Class Texts
I've been reading a lot of Will Richardson's book, mainly focusing on the podcasting section. I've also been on iTunes and checking out some pretty cool podcasts that are of interest to me. Ashley and I took interest in the Dane Cook blog that was one of the most popular sites on iTunes and as usual, it was hilarious.
When my group met last Thursday in the library, we thought of many different questions that would be important to clue in our own podcast that we are going to be making later this week. We found that the most important question, especially in relation to this class, is the question of how can podcasts be facilitated into the classroom. Since not all students are fortunate enough to have personal computers, requiring them to use this new technology could get very difficult. I feel that podcasting could be extremely beneficial to to any teacher, not just those who chose to teach english. Foreign language teachers, math teachers, social studies, science, etc...there are numerous podcasts on the web that would very helpful for those students who may need extra help. Podcasts are like modern-day tutors that can be accessed at home and for free.
Will Richardson notes this idea in his segment on podcasting, that it is a tool that can be beneficial for nearly everyone. Podcasting is so easy to use. I would definitely recommend for everyone to find out more about it.
When my group met last Thursday in the library, we thought of many different questions that would be important to clue in our own podcast that we are going to be making later this week. We found that the most important question, especially in relation to this class, is the question of how can podcasts be facilitated into the classroom. Since not all students are fortunate enough to have personal computers, requiring them to use this new technology could get very difficult. I feel that podcasting could be extremely beneficial to to any teacher, not just those who chose to teach english. Foreign language teachers, math teachers, social studies, science, etc...there are numerous podcasts on the web that would very helpful for those students who may need extra help. Podcasts are like modern-day tutors that can be accessed at home and for free.
Will Richardson notes this idea in his segment on podcasting, that it is a tool that can be beneficial for nearly everyone. Podcasting is so easy to use. I would definitely recommend for everyone to find out more about it.
Thursday, February 1, 2007
Meetings
So, Ashley, Nichole, Kristin, and me just met in the library to further discuss our project. So far so good. We each have designated certain questions to answer in preparation for our presentation on podcasting. All of us are still a little hesitant about podcasting, as none of us have ever done one before. We are, however, learning a great deal of helpful and useful knowledge that will hopefully make our podcast fun and interesting.
In addition to explaining what a podcast is, we are also going to be making a slideshow with actual pictures of people podcasting. Through explanation and visuals, we hope as a group that we will be able to give the class a better understanding as to just what a podcast entails. We meet every Thursday to review progress that each of us has made, and starting next week we will actually begin our podcast. I know that we are all anxiously awaiting this project. Let's hope it turns out well!
In addition to explaining what a podcast is, we are also going to be making a slideshow with actual pictures of people podcasting. Through explanation and visuals, we hope as a group that we will be able to give the class a better understanding as to just what a podcast entails. We meet every Thursday to review progress that each of us has made, and starting next week we will actually begin our podcast. I know that we are all anxiously awaiting this project. Let's hope it turns out well!
Meetings
So, Ashley, Nichole, Kristin, and me just met in the library to further discuss our project. So far so good. We each have designated certain questions to answer in preparation for our presentation on podcasting. All of us are still a little hesitant about podcasting, as none of us have ever done one before. We are, however, learning a great deal of helpful and useful knowledge that will hopefully make our podcast fun and interesting.
In addition to explaining what a podcast is, we are also going to be making a slideshow with actual pictures of people podcasting. Through explanation and visuals, we hope as a group that we will be able to give the class a better understanding as to just what a podcast entails. We meet every Thursday to review progress that each of us has made, and starting next week we will actually begin our podcast. I know that we are all anxiously awaiting this project. Let's hope it turns out well!
In addition to explaining what a podcast is, we are also going to be making a slideshow with actual pictures of people podcasting. Through explanation and visuals, we hope as a group that we will be able to give the class a better understanding as to just what a podcast entails. We meet every Thursday to review progress that each of us has made, and starting next week we will actually begin our podcast. I know that we are all anxiously awaiting this project. Let's hope it turns out well!
Tuesday, January 30, 2007
Blogamania
Will Richardson is so intelligent. After watching him on youtube, it becomes even more evident to me that he truly knows what he is talking about when it comes to the importance of blogging. I have always been the type of person that expresses themselves on paper. I only use the internet to talk on instant messenger or to look up information for a class/project. I now realize that the days of writing with pen and paper are coming to a rapid end. It is vital for me as a future teacher to keep up with technological advances. Using iTunes, learning how to create podcasts, wikis, etc..is the future of learning (the very new future I might add). I am beginning to understand Will's argument when it comes to blogging. Not only will students be able to express themselves and their ideas on the intenet, they will also be able to receive feedback on their thoughts and view the thoughts of other students. This is an excellent way to exchange knowledge from student to student.
My only concern with using the internet to teach is wondering whether or not the information students are looking up is credible. Obviously there is a great deal of bogus information on the internet and I would just be concerned that my students would be getting false facts. In high school we were always taught to stay away from cites like wikipedia and google because essentially there is no way to tell if the information given is fact or fiction.
By giving our kids access to a world of information, we are allowing them an endless opportunity to learn. Knowledge is infinite and the internet is a great place to find that knowledge.
Regarding the PEW article, I totally agree with the statement that it is America's youth that uses the intenet the most. Older generations, like those who are our grandparents age, very rarely if ever use the internet. Even those who are our age aren't nearly as experienced with the world wide web as they should probably be. Will Richardson stated in his youtube segment that his 5 year old son and 8 year old daughter are constantly blogging and corresponding with other students on the internet. Exposing our children to the plethora of information on the internet is extremely important. Obviously it is up to the parent/teacher to administer which cites their children/students are viewing, however I truly believe that the internet will do more good than harm, contrary to popular belief.
In response to the other PEW/INTERNET article on social networking websites and teens, I can honestly say that I am a bit surprised to find out that only 55% of American youths use online social networking sites. With all of the material on the internet nowadays, I would think that this number would be significantly higher. It will take people like Will Richardson to really spark an interest in the minds of those who do not use the internet.
I am still waiting for two books for this class to arrive, as I ordered them on Amazon and they still haven't come in. Warlicks book is one of them, so regretfully, I will not be able to respond to this particular part of the assignment. Once the book comes in however, I will be sure to relay my thoughts on the blog.
My only concern with using the internet to teach is wondering whether or not the information students are looking up is credible. Obviously there is a great deal of bogus information on the internet and I would just be concerned that my students would be getting false facts. In high school we were always taught to stay away from cites like wikipedia and google because essentially there is no way to tell if the information given is fact or fiction.
By giving our kids access to a world of information, we are allowing them an endless opportunity to learn. Knowledge is infinite and the internet is a great place to find that knowledge.
Regarding the PEW article, I totally agree with the statement that it is America's youth that uses the intenet the most. Older generations, like those who are our grandparents age, very rarely if ever use the internet. Even those who are our age aren't nearly as experienced with the world wide web as they should probably be. Will Richardson stated in his youtube segment that his 5 year old son and 8 year old daughter are constantly blogging and corresponding with other students on the internet. Exposing our children to the plethora of information on the internet is extremely important. Obviously it is up to the parent/teacher to administer which cites their children/students are viewing, however I truly believe that the internet will do more good than harm, contrary to popular belief.
In response to the other PEW/INTERNET article on social networking websites and teens, I can honestly say that I am a bit surprised to find out that only 55% of American youths use online social networking sites. With all of the material on the internet nowadays, I would think that this number would be significantly higher. It will take people like Will Richardson to really spark an interest in the minds of those who do not use the internet.
I am still waiting for two books for this class to arrive, as I ordered them on Amazon and they still haven't come in. Warlicks book is one of them, so regretfully, I will not be able to respond to this particular part of the assignment. Once the book comes in however, I will be sure to relay my thoughts on the blog.
MoSoSo
After reading the article on the new technology coming out, called the MoSoSo, I must say that I am intrigued. I am very similar to the students listed in this article who could be considered "addicted" to their cell phones. I have my phone on me at all times and check it quite frequently to see if I have any next text messages or calls. For me, text messaging in an addiction. I swear, I could text people all day long, and based on my recent cell phone bills, it would appear that that is exactly what I did. This is a short blog, however I will be sure to add more later. We have too much to do in so little time! Catch you all later!
And it Begins...
Hello, everyone! My name is Lindsay Phillips and welcome to my personal blog. In all honesty, the whole idea of blogging is somewhat new to me. I am currently enrolled in English 307 at SUNY Cortland in New York. I'm a Junior, Adolescent English Education major, and hope to teach high-school english in the near future. After completing my undergraduate degree, I plan to enroll in the Master's Program here at SUNY Cortland. Eventually, I would also like to receive my PhD. in English Education and possibly go on to teach at the college level. For now, however, I am dilligently working on completing my undergraduate degree. I am from Syracuse, NY, which is not too far away from Cortland. I am an only child and live with my parents in the North Syracuse area. My parents are the most important people in this world to me, and I value each and every moment I am able to spend with them. I am a HUGE dog lover and have two golden retrievers, both whom I adore as well.In my spare time, as mentioned above, I love to spend time with my family. I have 7 close friends from Syracuse that are like my second family, and I enjoy spending time with them as well. I love to shop, travel, write, exercise, go out to dinner, and pretty much everything in between. Most importantly, I love to have fun. Smiling and laughing are key to a healthy and successful life.I hope that this post has given you a better insight as to who I am as a person. Throughout the course of this semester, all of you will surely learn much more about me. Thank you for taking the time to get to know a little bit about Lindsay Phillips
Posted by Linds at 2:28 PM
Posted by Linds at 2:28 PM
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