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!
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