Wednesday, December 5, 2012
Sunday, December 2, 2012
Wednesday, November 28, 2012
Monday, November 12, 2012
Evaluating WebQuests
| Overall Aesthetics (This refers to the WebQuest page itself, not the external resources linked to it.) | ||||
Overall
Visual Appeal
|
0 points | 2 points There is only one picture, though there is a change in layout when comparing pages. |
4 points | 2 |
Navigation
& Flow
|
0 points |
2 points |
4 points Navigation is seamless. It is always clear to the learner what all the pieces are and how to get to them. |
4 |
Mechanical
Aspects
|
0 points |
1 point | 2 points There are no broken links. |
2 |
| Introduction | ||||
Motivational
Effectiveness of Introduction
|
0 points | 1 point |
2 points The introduction draws the reader into the lesson by the mentioning of paper machè. |
2 |
Cognitive
Effectiveness of the Introduction
|
0 points |
1 point The introduction previews to some extent what the lesson is about. |
2 points |
1 |
| Task (The task is the end result of student efforts... not the steps involved in getting there.) | ||||
Connection
of Task to Standards
|
0 points |
2 point |
4 points
The task is clearly connected to what students must know and be able to do to achieve proficiency, and contains a table showing the standards to meet.
|
4 |
Cognitive
Level of the Task
|
0 points |
3 points |
6 points Task is doable and engaging, and elicits thinking that goes beyond rote comprehension. The task requires synthesis of multiple sources of information, and/or taking a position, and/or going beyond the data given and making a generalization or creative product. |
6 |
| Process (The process is the step-by-step description of how students will accomplish the task.) | ||||
Clarity
of Process
|
0 points |
2 points |
4 points Every step is clearly stated. Most students would know exactly where they are at each step of the process and know what to do next. |
4 |
Scaffolding
of Process
|
0 points | 3 points | 6 points The process provides links with strategies and organizational tools to access and gain the knowledge needed to complete the task. Activities are clearly related and designed to help the students understand the project. |
6 |
Richness
of Process
|
0 points |
1 points |
2 points Different roles are assigned to help students understand different perspectives and share responsibility in accomplishing the task. |
2 |
| Resources (Note: you should evaluate all resources linked to the page, even if they are in sections other than the Process block. Also note that books, video and other off-line resources can and should be used where appropriate.) | ||||
Relevance
& Quantity of Resources
|
0 points | 2 point |
4 points There is a clear and meaningful connection between all the resources and the information needed for students to accomplish the task. There are many resources, and every resource carries its weight. |
4 |
Quality
of
Resources |
0 points |
2 points |
4 points Links make excellent use of the Web's colorfulness. Varied resources provide enough meaningful information for students to think deeply. |
4 |
| Evaluation | ||||
Clarity
of Evaluation Criteria
|
0 points |
3 points |
6 points Criteria for success are clearly stated in the form of a rubric. The evaluation instrument clearly measures what students must know and be able to do to accomplish the task. |
6 |
| Total Score |
47/50
|
|||
This is Version 1.03. Modified by Laura Bellofatto, Nick Bohl, Mike Casey, Marsha Krill, and Bernie Dodge and last updated on June 19, 2001.
Friday, November 9, 2012
Wednesday, November 7, 2012
WebQuest
|
|
|
|
| Contains questions for students to answer. Contains much information about the topic. |
Getting into groups can be time consuming. Who knows how long this assignment will take? |
|
|
There is a lot of information that can be used in later English courses. |
Time consuming; may take a few days to have complete assignment. |
|
| May be helpful in later experiences of life. |
Very time consuming. |
|
| May only take one day to finish if homework is given. Lets students research other countries. |
Time must be made for all students to present to the class. |
|
| It is fun and teaches a good topic. Seems fast. |
Unless homework is given, may take two days to complete all questions. |
Tuesday, November 6, 2012
Double Entry Journal #15
The purpose of this chapter is to move beyond commonly held views of students as digital natives.
"Young people use technology, what technologies and technology-based tools young people are using and the extent to which they are using them."
Information Literacy is "the digital (and non-digital)strategies university students use to locate and access information and resources for their studies."
The clear message is that "all that is required is a computer, Internet access, and for access to sanctioned scholarly content, the necessary authentication." This information also reflects my information seeking behaviors.
"The social scientist Herbert Simon is attributed with coining the term 'satisficing' in the area of decision-making to describe the decisions individuals take that are satisfactory but are not 'maximal' or optimal."
When contending that "students' behavior, attitudes, and values surrounding scholarly information seeking reflect a culture of 'satisficing' decision-making that is in turn indicative of a surface approach to learning."
"Students who adopted a 'deep' approach to the learning task were inclined to focus on trying to comprehend the meaning behind learning material, whereas students who adopted a 'surface' approach to the learning task tended to focus on simply reproducing what was contained within the learning material with little concern for understanding the overall meaning."
To improve the scripts student have for sophisticated online information seeking, educators should make the topic being researched more interesting.
"Undergraduate students had difficulties finding and using appropriate information for their studies."
According to this book, I am not "digitally wise." When I research information about artists for my design course I always use Google or other search engines.
In my opinion, the Internet has helped students find information faster by containing most, if not all, information contained in books. Also, this can make students smarter to a certain extent. Because it contains all of this information with easy access through search engines, the Internet could possibly research skills away from students, but at a good cost.
The clear message is that "all that is required is a computer, Internet access, and for access to sanctioned scholarly content, the necessary authentication." This information also reflects my information seeking behaviors.
"The social scientist Herbert Simon is attributed with coining the term 'satisficing' in the area of decision-making to describe the decisions individuals take that are satisfactory but are not 'maximal' or optimal."
When contending that "students' behavior, attitudes, and values surrounding scholarly information seeking reflect a culture of 'satisficing' decision-making that is in turn indicative of a surface approach to learning."
"Students who adopted a 'deep' approach to the learning task were inclined to focus on trying to comprehend the meaning behind learning material, whereas students who adopted a 'surface' approach to the learning task tended to focus on simply reproducing what was contained within the learning material with little concern for understanding the overall meaning."
To improve the scripts student have for sophisticated online information seeking, educators should make the topic being researched more interesting.
"Undergraduate students had difficulties finding and using appropriate information for their studies."
According to this book, I am not "digitally wise." When I research information about artists for my design course I always use Google or other search engines.
In my opinion, the Internet has helped students find information faster by containing most, if not all, information contained in books. Also, this can make students smarter to a certain extent. Because it contains all of this information with easy access through search engines, the Internet could possibly research skills away from students, but at a good cost.
Monday, November 5, 2012
Friday, November 2, 2012
Double Entry Journal #14
The purpose of this chapter is to explain that not all young people are digitally competent.
"Access to computers, the Internet, and mobile phones with Internet capabilities among people between the ages of sixteen and twenty-two is more than 90 percent, and in some areas up to 100 percent. So access is not an issue for most youths in the Nordic countries."
In the Nordic countries, "the main focus has been on the technology itself, and on getting access to computers and the Internet into schools. There has generally been a much stronger tradition of project-based learning, a strong emphasis on social structure and the welfare society model, which are similar in all Nordic countries, have created a different framework for how people engage themselves in their own societies."
"In order to grasp the more qualitative aspects of media use, we need to specify certain focus areas of media use."
"Five dimensions can be elaborated, which highlight different aspects of how we understand digital literacies as part of school-based learning."
"Access to computers, the Internet, and mobile phones with Internet capabilities among people between the ages of sixteen and twenty-two is more than 90 percent, and in some areas up to 100 percent. So access is not an issue for most youths in the Nordic countries."
In the Nordic countries, "the main focus has been on the technology itself, and on getting access to computers and the Internet into schools. There has generally been a much stronger tradition of project-based learning, a strong emphasis on social structure and the welfare society model, which are similar in all Nordic countries, have created a different framework for how people engage themselves in their own societies."
"In order to grasp the more qualitative aspects of media use, we need to specify certain focus areas of media use."
"Five dimensions can be elaborated, which highlight different aspects of how we understand digital literacies as part of school-based learning."
- Basic Skills
- Media as Object of Analysis
- Knowledge Building in Subject Domains
- Learning Strategies
- Digital Bildung/Cultural Competence
"Young people use a wide variety of digital media that are part of their activities from the time they get up in the morning until they go to bed. Still, from an educational point of view, and relating to digital literacy, it is rarely expressed in a critical analytical way as something they reflect on. Digital media is something they 'do stuff with.' And that is why formal education becomes important."
Wednesday, October 31, 2012
Friday, October 26, 2012
Tuesday, October 23, 2012
Double Entry Journal #12
"We need to be careful with terms such as 'Digital Natives' that lead to an understanding of a whole generation as a homogeneous group. There is more variance across individuals than is suggested by broad generalizations such as the 'Digital Native' or the 'Net Generation.'"
Positive outcomes have been reported where young people have been encouraged to transform their understanding of particular topics by designing a multimodal text. "Such studies support the notion that digital transformations and designing can enhance the learning process."
"The study examined the processes undertaken by secondary students in online learning environments and the multimodal products that they generated. The goal in terms of product was to track the development of the participants' multimodal literacies over a two-year period by comparing two multimodal products created at the beginning and end of the period."
"The goal in terms of process was to gain a deeper understanding of how multimodal texts were created, especially when the students were working in pairs at the computer."
"Fourteen secondary schools participated in this study and we were able to track 115 students studying the subject Study of Society and the Environment from Years 8 and 10 to years 10 and 12. The complete dataset consists of survey data, product data, process data, and screen capture data."
Students had to do two tasks including "a comparative examination of two products created by the same student in Year 8 and Year 10;" and they had to "describe qualities and characteristics of the process as two students work together to create a website describing the impact of plastic bags on the environment with their conclusion."
They chose to focus on a small group represented by one school; students who had "worked collaboratively in pairs, they had fully completed the task, and the video screen data recordings were intact and complete."
"As with the dynamic build of the title slide, the student is inventive and playful. Thus, in the Year 8 product, we find headings characterized by five different fonts and five different colors for each heading: the student is clearly experimenting with the shadow settings."
"There are at least three important differences. First, while typed words may appear immediately on screen, there is often a considerable wait time between the keying in of an instruction and a response from the computer. Second, the length of the wait time is unpredictable and may be several minutes. The result the computer provides to an instruction is often unexpected. What follows are some of the process phenomena observed while the students were working together."
"Interactional coordination was frequently observed across modalities, specifically between the two participants through talk and through the keyboard/ mouse to the computer screen."
"Technological infrastructure does play a part in supporting learning either 'on task' and 'off task,' and poor infrastructure leads to a loss of time that students are engaged in learning."
"Environment is necessary, especially in terms of how it differs from technology engagement in the school environment. Specific task design will lead to specific learning outcomes."
In a way, I am not surprised by the conclusions drawn in this study because most of these requirements are needed for other things. Also, I think students are sometimes smarter than adults give them credit for.
Value
In my opinion, this site was well worth the visit. I found a lot of useful information, and I did not see any spelling or grammatical errors.
Coverage
The information in the article is stated after much research and thought. The article is arguing that art in schools is, for the most part, useless.
Currency
The article was originally written in winter of 2001. There is no evidence of the site being updated.
Monday, October 22, 2012
Objectivity
Based on this article, the author feels that art has played an unimportant role in schools and academic achievement. The author states that "arts educators have tried to strengthen the position of the arts in our schools by arguing that the arts can be used to buttress the 3Rs. The arts, they said, could help children learn to read and write and calculate and understand scientific concepts. The reasoning was clear: perhaps schools under pressure would value the arts because the arts strengthened skills in “valued” areas. This approach became a favored strategy in the United States for keeping the arts in the schools and for making sure that every child had access to arts education." The purpose of this site is to argue that art in schools is typically unimportant.
Accuracy
I feel that the information on this site is semi-accurate because, though there are no sitings, there are many explanations of the information provided. For example: "Listening to Music and Spatial-Temporal Reasoning: Based on 26 reports (36 effect sizes), a medium-sized causal relationship was found between listening to music and temporary improvement in spatial- temporal reasoning. However, there was wide variation in the studies, with some showing the effect clearly and many not showing the effect at all. Moreover, the existing research does not reveal conclusively why listening to music affects spatial-temporal thinking. For education, such a finding has little importance, since it is temporary and not consistently found. Scientifically, however, this finding is of interest because it suggests that music and spatial reasoning are related psychologically and perhaps neurologically as well. Further research is needed to understand the mechanism by which certain types of music influence spatial skills."
Authority: Does Art Play A Role In Academic Achievement?
This article was funded by the Bauman Foundation, Ellen Winner, Principal Investigator, Boston College and Harvard Graduate School of Education Lois Hetland, Project Manager, Harvard Graduate School of Education.
REAP Research Team
Ellen Winner, Principal Investigator; Lois Hetland, Project Manager; Ron Butzlaff, Statistics Consultant; Mia Keinanen, Dance Specialist; Ann Podlozny, Drama Specialist; Kathryn Vaughn, Music Specialist; Kristin Burger; Monica Cooper; and, Erik Moga
Research Assistants
Lisa French, Kimberlee Garris, Nandita Ghosh, Jessica Gordon, Joanna Holtzman, Jenny Martin, Elisabeth Moriarty-Ambrozaitis, Brian Moss, Melissa Mueller, Leah Okimoto, Nina Salzman, and Daniel Schneider served as research assistants during various periods of this project.
Project Advisors
Howard Gardner, John H. and Elisabeth A. Hobbs Professor of Cognition and Education, Harvard Graduate School of Education; Richard Light, Professor, Harvard Graduate School of Education and John F. Kennedy School of Government David N. Perkins, Professor, Harvard Graduate School of Education; Robert Rosenthal, Edgar Pierce Professor of Psychology, Emeritus, Harvard University, Distinguished Professor, University of California, Riverside ; Judith D. Singer, Academic Dean and Professor of Education, Harvard Graduate School of Education
Funder
The Bauman Foundation supported the research reported here. We thank John Landrum Bryant, co-director of the Bauman Foundation, for his vision and generous support The double issue of The Journal of Aesthetic Education, entitled Special Issue: The Arts and Academic Improvement: What the Evidence Shows (Vol. 34, No. 3-4, Fall/Winter 2000) can be ordered from the University of Illinois Press. The Journal of Aesthetic Education is item number JAE-1055. To order from the University of Illinois Press contact: Journals Division, University of Illinois Press, 1325 S. Oak St., Champaign, IL 61820 or go to the website: pzweb.harvard.edu
The Arts and Academic Improvement: What the Evidence Shows
There were many people who researched the information for this article. Many of these people are professors or graduates from Harvard. Given this fact, I do believe that many, if not all, of these people have the authority to write this article.
REAP Research Team
Ellen Winner, Principal Investigator; Lois Hetland, Project Manager; Ron Butzlaff, Statistics Consultant; Mia Keinanen, Dance Specialist; Ann Podlozny, Drama Specialist; Kathryn Vaughn, Music Specialist; Kristin Burger; Monica Cooper; and, Erik Moga
Research Assistants
Lisa French, Kimberlee Garris, Nandita Ghosh, Jessica Gordon, Joanna Holtzman, Jenny Martin, Elisabeth Moriarty-Ambrozaitis, Brian Moss, Melissa Mueller, Leah Okimoto, Nina Salzman, and Daniel Schneider served as research assistants during various periods of this project.
Project Advisors
Howard Gardner, John H. and Elisabeth A. Hobbs Professor of Cognition and Education, Harvard Graduate School of Education; Richard Light, Professor, Harvard Graduate School of Education and John F. Kennedy School of Government David N. Perkins, Professor, Harvard Graduate School of Education; Robert Rosenthal, Edgar Pierce Professor of Psychology, Emeritus, Harvard University, Distinguished Professor, University of California, Riverside ; Judith D. Singer, Academic Dean and Professor of Education, Harvard Graduate School of Education
Funder
The Bauman Foundation supported the research reported here. We thank John Landrum Bryant, co-director of the Bauman Foundation, for his vision and generous support The double issue of The Journal of Aesthetic Education, entitled Special Issue: The Arts and Academic Improvement: What the Evidence Shows (Vol. 34, No. 3-4, Fall/Winter 2000) can be ordered from the University of Illinois Press. The Journal of Aesthetic Education is item number JAE-1055. To order from the University of Illinois Press contact: Journals Division, University of Illinois Press, 1325 S. Oak St., Champaign, IL 61820 or go to the website: pzweb.harvard.edu
The Arts and Academic Improvement: What the Evidence Shows
There were many people who researched the information for this article. Many of these people are professors or graduates from Harvard. Given this fact, I do believe that many, if not all, of these people have the authority to write this article.
Friday, October 19, 2012
Does Art Play A Role In Academic Achievement?
Evaluating Web Pages Worksheet
First Article
Title of web page:
The Arts and Academic Improvement: What the Evidence Shows Executive Summary Harvard Project Zero Reviewing Education and the Arts Project (REAP)
URL of the web page:
http://www.arteducators.org/advocacy/HarvardT.pdf
Authority
Is there an author of the document or web page? If yes, who is the author?
none
Are his/her affiliations and qualifications given? If yes, list them.
none
Is contact information provided (address, phone number, email)?
Dr. Mary Erickson Arizona State University Tempe, AZ 85287-1505; e-mail: m.erickson@asu.edu
Who is the publisher or sponsoring organization for this web page?
Funded by the Bauman Foundation, Ellen Winner, Principal Investigator, Boston College and Harvard Graduate School of Education Lois Hetland, Project Manager, Harvard Graduate School of Education
Accuracy
Do you trust the information given on the web page? Is it reliable and valid?
no sources
Does the web page document its sources? In other words, does it tell you where the information comes from?
no
How does the information on the web page compare with what you already know?
accurate
Currency
Does the web page tell you when it was created and last revised?
winter 2001
Are there outdated (dead) links?
no links
Coverage
What is the depth and breadth of the information on the web page?
The arts have typically played a relatively unimportant role in American schools.
Does it contain original information or just links to other sources?
original information
Does the information have real value? Explain.
Yes, this article goes into great detail about its topic.
Objectivity
What is the web page's purpose or intent? Why was it created?
To explain why art does not improve academic achievement.
Is the information biased? Is it designed to sway opinion?
This article uses information to show that art is not important in schools.
Second Article
Title of web page:
URL of the web page:
http://www.edweek.org/ew/articles/2000/11/01/09winner.h20.html
Authority
Is there an author of the document or web page? If yes, who is the author?
Ellen Winner and Lois Hetland
Are his/her affiliations and qualifications given? If yes, list them.
none
Is contact information provided (address, phone number, email)?
no
Who is the publisher or sponsoring organization for this web page?
Aleks
Accuracy
Do you trust the information given on the webpage? Is it reliable and valid?
yes
Does the web page document its sources? In other words, does it tell you where the information comes from?
yes
How does the information on the web page compare with what you already know?
accurate
Currency
Does the web page tell you when it was created and last revised?
no
Are there outdated (dead) links?
no
Coverage
What is the depth and breadth of the information on the web page?
how art in schools is important
Does it contain original information or just links to other sources?
The article contains original information as well as links to other sources.
Does the information have real value? Explain.
The information given in this article has is important to the sake of the argument. It states facts rather than only thoughts.
Objectivity
What is the web page's purpose or intent? Why was it created?
explain
Is the information biased? Is it designed to sway opinion?
The information explains facts, though is designed to keep art in schools.
First Article
Title of web page:
The Arts and Academic Improvement: What the Evidence Shows Executive Summary Harvard Project Zero Reviewing Education and the Arts Project (REAP)
URL of the web page:
http://www.arteducators.org/advocacy/HarvardT.pdf
Authority
Is there an author of the document or web page? If yes, who is the author?
none
Are his/her affiliations and qualifications given? If yes, list them.
none
Is contact information provided (address, phone number, email)?
Dr. Mary Erickson Arizona State University Tempe, AZ 85287-1505; e-mail: m.erickson@asu.edu
Who is the publisher or sponsoring organization for this web page?
Funded by the Bauman Foundation, Ellen Winner, Principal Investigator, Boston College and Harvard Graduate School of Education Lois Hetland, Project Manager, Harvard Graduate School of Education
Accuracy
Do you trust the information given on the web page? Is it reliable and valid?
no sources
Does the web page document its sources? In other words, does it tell you where the information comes from?
no
How does the information on the web page compare with what you already know?
accurate
Currency
Does the web page tell you when it was created and last revised?
winter 2001
Are there outdated (dead) links?
no links
Coverage
What is the depth and breadth of the information on the web page?
The arts have typically played a relatively unimportant role in American schools.
Does it contain original information or just links to other sources?
original information
Does the information have real value? Explain.
Yes, this article goes into great detail about its topic.
Objectivity
What is the web page's purpose or intent? Why was it created?
To explain why art does not improve academic achievement.
Is the information biased? Is it designed to sway opinion?
This article uses information to show that art is not important in schools.
Second Article
Title of web page:
Does Studying the Arts Enhance Academic Achievement?
URL of the web page:
http://www.edweek.org/ew/articles/2000/11/01/09winner.h20.html
Authority
Is there an author of the document or web page? If yes, who is the author?
Ellen Winner and Lois Hetland
Are his/her affiliations and qualifications given? If yes, list them.
none
Is contact information provided (address, phone number, email)?
no
Who is the publisher or sponsoring organization for this web page?
Aleks
Accuracy
Do you trust the information given on the webpage? Is it reliable and valid?
yes
Does the web page document its sources? In other words, does it tell you where the information comes from?
yes
How does the information on the web page compare with what you already know?
accurate
Currency
Does the web page tell you when it was created and last revised?
no
Are there outdated (dead) links?
no
Coverage
What is the depth and breadth of the information on the web page?
how art in schools is important
Does it contain original information or just links to other sources?
The article contains original information as well as links to other sources.
Does the information have real value? Explain.
The information given in this article has is important to the sake of the argument. It states facts rather than only thoughts.
Objectivity
What is the web page's purpose or intent? Why was it created?
explain
Is the information biased? Is it designed to sway opinion?
The information explains facts, though is designed to keep art in schools.
Double Entry Journal #11
When hierarchies are surrounded by changes, they lack flexibility and are slow to adapt to external changes, the people are used more as information transmitters than as independent agents, and the leaders at the top end up swamped when the rate of change is high.
"The nation-state is a territorial concept defined by a geographical border."
"Civil Society has become a powerful force. The number of known international NGOs went from 6,000 in 1990 to 26,000 in 2000." NGOs are nongovernmental organizations.
"Raising the human institutions line with their triple requirement of moving beyond traditional hierarchies, beyond the traditional nation-state ways of doing things, beyond the now untenable separation of the public, private, and civil society spheres is a challenge."
"The large and vocal alliances of protesters of all stripes rallying around large international events and decrying the inability of established institutions to meet their concerns and respond to the momentous changes afoot."
The global issue that concerns me the most is the spread of new infectious diseases. Over the past twenty years or so, there have been many outbreaks of diseases. The Swine Flu, for example, came out of nowhere and killed many people. In my opinion, this is something we need to do more research on and try to prevent.
"The nation-state is a territorial concept defined by a geographical border."
"Civil Society has become a powerful force. The number of known international NGOs went from 6,000 in 1990 to 26,000 in 2000." NGOs are nongovernmental organizations.
"Raising the human institutions line with their triple requirement of moving beyond traditional hierarchies, beyond the traditional nation-state ways of doing things, beyond the now untenable separation of the public, private, and civil society spheres is a challenge."
"The large and vocal alliances of protesters of all stripes rallying around large international events and decrying the inability of established institutions to meet their concerns and respond to the momentous changes afoot."
The global issue that concerns me the most is the spread of new infectious diseases. Over the past twenty years or so, there have been many outbreaks of diseases. The Swine Flu, for example, came out of nowhere and killed many people. In my opinion, this is something we need to do more research on and try to prevent.
Tuesday, October 16, 2012
Double Entry Journal 10
1.
“A striking feature of Net Generation and
digital native discourses is a particular understanding of the relationship
between technologies and change.”
2.
“Moral panic is a term that has arisen to
describe conditions in which an identified group in society is portrayed as a
threat to social values and norms.”
3.
I would like to engage in more collaborative learning
because I like to involve texting and use of the Internet in education.
4.
I think Universities should move to a more
free-market based privatization business model because, if students could
choose from the world’s best professors and gather their own program of study from
the Internet, that would be a great opportunity for the students.
5.
According to the author, Prensky’s revised
position is deterministic. He also says that “while Prensky has softened the
edges of the immigrant-native divide, he retains a deterministic argument that
relies on a technology driven imperative for educational change.”
6.
“Millennials are simply a recent outcrop of a
long historical process and the fusion of the idea of the Net Generation with
the idea of Millennials in the work of Oblinger and Oblinger can be seen as
cementing this cyclical generational view into the idea of a Net Generation in
education.” I do not believe that I am a Millenial.
7.
I believe that Net Generation is real because “studies
suggest that while age is a factor there is no single Net Generation or digital
native group and that first-year university students show a diversity that is
inconsistent with a generational hypothesis.
8.
“The term ‘networked individualism’ suggests a
move away from place-to-place interaction towards interactions that are
person-to –person in character.”
9.
I would encourage the use of Gmail and Google
tools rather than Blackboard and Webmail at Fairmont State because I have heard
many complaints about Blackboard and Webmail, and I have also used Gmail and Google
tools, and they are much less confusing; they are easier to use.
10.
“The approaches point towards potentially
significant age-related changes in the activities of young people who have
grown up in environments that are heavily interpenetrated by digital and
networked technologies.”
11.
There is an argument that “there is a sharp
generational break between a group of young people who are immersed in new
technologies, and older generational groups who are less familiar with technology.
It has persisted despite repeated reports of empirical work that undermine the
basic case.”
12.
In my opinion, the first argument needs to be discarded
and the second needs to be further explored because the second requires social
engagement, and I think that is significant.
Thursday, October 11, 2012
Double Entry Journal #9
“Perhaps the main reason for the very success of the
inflation targeting, may be the less inflation-prone environment created across
the globe by the very fluid new world economy with its twin economic and
technological revolutions.” According to chapter five of “High Noon; 20 Global Problems, 20 Years to Solve them,” inflation rates
have decreased the world over. The book states that global inflation was 15-20
percent in the 1980s and early 1990s, but it fell below 10 percent by 1995 and
below 5 percent by 2000.
The new information economy will progressively be a
positive-feedback economy, according to the book. “In the old economy, things start out rare and
expensive before they become widespread and cheaper. In the new world economy,
addition capacity becomes available so quickly and inexpensively that
traditional supply constraints become almost unimportant. A negative-feedback
economy is limited by short-term supply-and-demand constraints.”
Many evolving countries could benefit excessively from the
opportunities brought by new technologies and new ways of doing things. Some
examples are Bangalores’s software services
exports, garment assembly in Lesotho, and U.S. insurance paperwork in Ghana.
“The new world economy is full of unprecedented, wonderful
opportunities. But it also brings its load of stresses.”
“The market’s own mindless expansion, effective as it is in
the short term, inevitably brings its own long-term problems as it further
taxes the planet’s carrying capacity beyond the already bad overload coming
from the population increase. The new world economy has no clue about limits;
nor do most politicians and thinkers, trained by the prosperous second part of
the twentieth century to be overly market-trusting.”
I did not know much about market regulations before these
readings, and in my opinion, the market needs not to further tax the world’s
people beyond the overloaded population. In “Efficient
markets and market Regulation” I have discovered that “market prices are
good indicators of rationally evaluated economic value”. I also learned that “securitized
credit has improved allocative efficiency and financial stability, mathematical
analysis can deliver robust quantitative measures of trading risk, market
discipline can be used as an effective tool in constraining harmful risk taking,
and financial innovation can be assumed to be beneficial.”
Does the market try to be fair at all?
Does the market think about the consequences of the things
it carries out?
“The two forces of the population increase and the new world
economy spew unprecedented complexity in economic, social, political and
environmental matters. Human problems are becoming more pressing, more global,
and more difficult to solve—technically and politically.”
Sources:
"Efficient markets and market Regulation."
Financial Services Authority. N.p., n.d. Web. 11 Oct. 2012.
<http://www.fsa.gov.uk/library/communication/
Rischard, J. F.. High noon: twenty global problems, twenty
years to solve them. New York: Basic Books, 2002. Print.
Tuesday, October 9, 2012
Double Entry Journal #8
The term “Digital Native” was intended to be a
metaphor for telling the variances that many people observed, around the turn
of the twenty-first century, between the attitudes of younger and older people concerning
digital technology.
Some characteristics associated with digital natives are “younger people’s comfort with digital technology, their belief in its ease, its usefulness, and its being generally benign. It is about their seeing technology as a fun “partner” that they can master, without much effort, if they are shown or choose to.”
I believe I am a Digital Native because I have a comfort with new technology. I find that I would be lost without it.
“Digital wisdom is a twofold concept, referring both to wisdom arising from the use of digital technology to access cognitive power beyond our innate capacity and to wisdom in the prudent use of technology to enhance our capabilities.”
The author defines wisdom as “how and how much people make use of resources around them, how they filter through them to find what they need, and how technology aids them will play an important role in determining the wisdom of their decisions and judgments.”
“We make decisions based on only a portion of the available data. We make assumptions, often inaccurate, about the thoughts or intentions of others. We depend on educated guessing and verification to find new answers.” New technology can help us in these areas by giving us all of the possible information so that we do not need to make educated guesses and it verifies the answers.
“Socrates feared that writing would diminish our memories.”
“Parents and educators are digitally wise when they recognize the imperative and prepare the children in their care for the future. Educators can let students learn by using new technologies, putting themselves in the role of guides, context providers, and quality controllers.”
The author states that he is "...opposed to those who claim the unenhanced mind and unaided thinking are somehow superior to the enhanced mind." I, however, am not opposed to that claim because all of the Internet’s information was once in books. Just because one does not use new technology does not mean that their mind is inferior to those who do.
Some characteristics associated with digital natives are “younger people’s comfort with digital technology, their belief in its ease, its usefulness, and its being generally benign. It is about their seeing technology as a fun “partner” that they can master, without much effort, if they are shown or choose to.”
I believe I am a Digital Native because I have a comfort with new technology. I find that I would be lost without it.
“Digital wisdom is a twofold concept, referring both to wisdom arising from the use of digital technology to access cognitive power beyond our innate capacity and to wisdom in the prudent use of technology to enhance our capabilities.”
The author defines wisdom as “how and how much people make use of resources around them, how they filter through them to find what they need, and how technology aids them will play an important role in determining the wisdom of their decisions and judgments.”
“We make decisions based on only a portion of the available data. We make assumptions, often inaccurate, about the thoughts or intentions of others. We depend on educated guessing and verification to find new answers.” New technology can help us in these areas by giving us all of the possible information so that we do not need to make educated guesses and it verifies the answers.
“Socrates feared that writing would diminish our memories.”
“Parents and educators are digitally wise when they recognize the imperative and prepare the children in their care for the future. Educators can let students learn by using new technologies, putting themselves in the role of guides, context providers, and quality controllers.”
The author states that he is "...opposed to those who claim the unenhanced mind and unaided thinking are somehow superior to the enhanced mind." I, however, am not opposed to that claim because all of the Internet’s information was once in books. Just because one does not use new technology does not mean that their mind is inferior to those who do.
Quote:
“As the world becomes more complex, planning and
prioritization skills far beyond the capability of the unenhanced human brain
will be required; digital enhancements will be needed to help us to anticipate
second- and third-order effects to which the unaided mind may be blind.”
Response:
This quote from the book “Deconstructing
Digital Natives” describes how complex the world’s technology is becoming.
I believe that the planning and prioritization skills will be required. I also agree that these skills will be far beyond
the capability of the unenhanced human brain.
Because of this fact, digital enhancements will be needed to assist us.
Sources:
Thomas, Michael. Deconstructing digital natives: young people, technology, and the new literacies. New York: Routledge, 2011. Print.
"Digital natives | asocialspectator."
asocialspectator | the observations of a geek on #brandreputation & #comms
in the digital landscape. N.p., n.d. Web. 9 Oct. 2012.
<http://asocialspectator.wordpress.com/category/digital-natives/>.
Skype Session
When I found out that we were going to be talking to fifth-grade students one on one, I was actually a bit nervous. I was extremely excited though. While creating my magazine cover, I made sure to incorporate that my class will be fun. It is hard for kids to learn without being interested in the subject. With that, the fifth-graders judged our magazine cover, and chose two people from our class to be the winners. I was one of them. Knowing that I caught the attention of these students with my desire to have fun in the classroom gave me more confidence to become a teacher.
When a little boy called for Ms. Richards to come speak with him, I was flattered. Though the fact that I was the first one to be called made me very nervous, I was speechless to the fact that I had been called Ms. Richards. It made me feel like I was actually a teacher. The boy explained to me that he really liked the fact that I like to get messy in the classroom, and I assured him that it is truly fun to do so. Not many teachers try to have fun in class, though when I become a teacher, I will do my best to make the kids feel at home with the fun activities in my classroom; and it will all be done through learning. The student asked me what grade I will be teaching, and I told him that I am majoring in Secondary Education- Art. This means that I can teach from elementary school all the way up to high school. He smiled and said "thank you."
As I walked back to my seat, I had thought about how amazing it felt to speak to this child. I find it absolutely incredible that kids can lift our spirits without even trying; I want to lift theirs as well. This is why I want to become a teacher.
When a little boy called for Ms. Richards to come speak with him, I was flattered. Though the fact that I was the first one to be called made me very nervous, I was speechless to the fact that I had been called Ms. Richards. It made me feel like I was actually a teacher. The boy explained to me that he really liked the fact that I like to get messy in the classroom, and I assured him that it is truly fun to do so. Not many teachers try to have fun in class, though when I become a teacher, I will do my best to make the kids feel at home with the fun activities in my classroom; and it will all be done through learning. The student asked me what grade I will be teaching, and I told him that I am majoring in Secondary Education- Art. This means that I can teach from elementary school all the way up to high school. He smiled and said "thank you."
As I walked back to my seat, I had thought about how amazing it felt to speak to this child. I find it absolutely incredible that kids can lift our spirits without even trying; I want to lift theirs as well. This is why I want to become a teacher.
"Skype - The Big Blog - The Transformational Power of
Skype in the Classroom." Skype: Skype Blogs. N.p., n.d. Web. 9 Oct. 2012.
<http://blogs.skype.com/en/2011/09/transfor
Monday, October 8, 2012
Photo Essay
"Federal Dead on the Field of Battle of First Day, Gettysburg, Pennsylvania"
Mathew Brady, 1863
When one hears the word "art," they probably have a few of their favorite drawings, paintings, or even songs come to their mind. Though this is not a bad thing, there are other forms of art that are in the world. This photograph, for example, shows dead soldiers on a battle field. When one sees this photograph, they are usually thinking about its content; not about who took it. Being an artist has its perks, like being able to express oneself and showing the world ones talent, but there are some difficult things about the job that most people do not think about. In order to shoot this picture, Mathew Brady had to go through many difficult events.
Using this photograph, I would teach to my class the various different types of art. I would also explain the difficulties that many artists go through to express themselves and show the world their work.
- How did photographers develop their photographs in the 1800s?
- What other difficulties did Mathew Brady have to overcome?
- Were there other artists who went to war to create their artwork?
- Do artists still go to war to create artwork today?
EDUC 6810 Photo Analysis Obama
Concerned Obama
| People | Objects | Activities |
| President Obama | books | frowning |
| trees | staring | |
| table | wrinkled forehead | |
- President Obama looks as if he is thinking. He may be trying to figure out a plan for something.
- What is the President thinking about, exactly? Why does he seem so concerned?
Action Obama
| People | Objects | Activities |
| President Obama | flags | walking |
| staff | water | smiling |
| officials | dock | |
| BP workers | boat |
- President Obama looks happy. He is smiling and walking as if he is in action, ready to do something important. He looks like he is listening to the people around him.
- Why is Obama so happy? What is he doing that is so important?
Wednesday, October 3, 2012
Double Entry Journal #7
By 2020, China could be on its way to becoming the world’s
largest economy. “Billions of computer chips will have launched a world in
which objects talk to each other.” Electronic money will send central banks
looking for fresh roles. Water will become the main cause of strategic tension.
Overcrowding will become a consistent feature around the
world. This will come with many bad consequences for poverty, health, and
social stresses. The challenges of traffic, housing, waste management, sewage,
and water supply in cities will become unbearable. Even Africa will face increasing
urbanization rates doubling the level of a generation ago.
Global warming will be one of the big worries of the future,
though there will also be many regional and local stresses. “China will need
one new 1,000-megawatt power plant every month.” If those new plants are based
on coal, acid rain could build up to a substantial problem in Asia by 2020. “Acid
rain could have a dramatic impact on Japan and its forests, just as it badly
damaged spruce trees in the Adirondacks and red maples in Pennsylvania over the
last decades.”
Quote:
"The new world economy is full of such radically different ways of doing things, many of which have nothing to do with the Internet and the narrow "new economy" concept that has become attached to it. It's more like a new mindset- brought about by the twin economic and technological revolutions that are behind all this."
Response:
This quote states that the Internet does not have much significance in the new world economy. It states that the new world economy is simply a new mindset. I disagree. In my opinion, the Internet has a lot to do with it. The Internet is the most popular thing in the world, and it influences many things. To say that the new, radically different economy does not have much at all to do with the Internet, in my opinion, is impossibly untrue.
Sources:
Rischard, J. F.. High noon: twenty global problems, twenty years to solve them. New York: Basic Books, 2002. Print.
Response:
This quote states that the Internet does not have much significance in the new world economy. It states that the new world economy is simply a new mindset. I disagree. In my opinion, the Internet has a lot to do with it. The Internet is the most popular thing in the world, and it influences many things. To say that the new, radically different economy does not have much at all to do with the Internet, in my opinion, is impossibly untrue.
Rischard, J. F.. High noon: twenty global problems, twenty years to solve them. New York: Basic Books, 2002. Print.
2014, and 53% of total retail sales (. "The Website
Visitor Part 1 | CBIL360." Web Design Company | Website Design |
Professional Web Designers - CBIL360.COM. N.p., n.d. Web. 3 Oct. 2012.
<http://www.cbil360.com/blog/2012/04/11/the-website-visitor-part-1/>.
Activity #1
Quote:
"Explicit teaching of 21st-century literacy meta skills can position students to analyze and evaluate news reporting in today’s visually drenched world."
Response:
I chose to write about this quote because, in my opinion, it is true. It would be good for students to know more about what is going on in the world, and it would be even better if they actually wanted to. If students were taught about 21st-century literacy meta skills, they would probably be more interested in it. Also, if students are more interested in the subject, it would be much easier to teach them about it.
"Semiotics is the study of how the reading of signs and symbols together communicate complicated ideas in the form of codes."
"Explicit teaching of 21st-century literacy meta skills can position students to analyze and evaluate news reporting in today’s visually drenched world."
Response:
I chose to write about this quote because, in my opinion, it is true. It would be good for students to know more about what is going on in the world, and it would be even better if they actually wanted to. If students were taught about 21st-century literacy meta skills, they would probably be more interested in it. Also, if students are more interested in the subject, it would be much easier to teach them about it.
"Semiotics is the study of how the reading of signs and symbols together communicate complicated ideas in the form of codes."
Basic textual literacy uses various media to communicate ideas and feelings to readers. Both basic and visual literacy Depend on active structure of meaning through a procedure of
interpreting codes and signs."Teaching must capitalize on students’ preferred literacy behaviors online. Simple techniques, such as cutting back the URL, or pasting the author’s name or an asserted fact into a search engine, can validate authority or confirm bias."
"The tools of visual, media, and information literacy must be taught in school because they will (or won’t) be used at home." A student who is media-literate knows that dramatic news can draw an audience.
"The tools of visual, media, and information literacy must be taught in school because they will (or won’t) be used at home." A student who is media-literate knows that dramatic news can draw an audience.
| Subject | Grade/Subject | Objectives Number | Objectives Text | |
|---|---|---|---|---|
| English Language Arts | Third Grade
View |
RLA.O.3.3.3 | create an age appropriate media literacy product that reflects understanding of format and characteristics. | Teach21 Resources Thinkfinity |
| English Language Arts | Fourth Grade
View |
RLA.O.4.3.4 | create an age appropriate media literacy product that reflects understanding of format, characteristics and purpose. | Teach21 Resources Thinkfinity |
Sources:
A Seven-Power Lens on 21st-Century Literacy
"Teach21 On-line CSO Level Resources." WVEIS Home Page. N.p., n.d. Web. 3 Oct. 2012. <http://wveis.k12.wv.us/Teach21/public/cso/cso.cfm>.
"Media Literacy/Digital Literacy: text, images, music,
video | Glogster EDU - 21st century multimedia tool for educators, teachers and
students."normaaylward's Profile | Glogster EDU - 21st century multimedia
tool for educators, teachers and students. N.p., n.d. Web. 3 Oct. 2012.
<http://normaaylward.edu.glogster.com/media-literacy/>.
Tuesday, October 2, 2012
Double Entry Journal #6
After reading chapter one of “Deconstructing Digital Natives,” I have discovered that I am a “technoloskeptic.”
While a technoloevangelist is one who attempts to build a mass of support for a
given technology in order to establish it as a technical standard in a market,
I sometimes question the validity of the sources. “Technology evangelists have
become particularly prominent in many areas of education, promising to
“transform” and “revolutionize” pedagogy using a variety of devices, all the
way from digital television to the Nintendo DS and the Apple iPad.”
The term “Digital Native” is identified by marketers with a
young person who has grown up with digital technologies and the Internet as everyday
parts of their lives. “Digital Natives” has reserved an influential and continuing,
yet, problematical resonance since Prensky popularized it in his essay, “Digital
Natives/Digital Immigrants.”
At first, I was unsure of what a few of the words in this
book meant, though, after I finished the chapter, I looked up their
definitions:
- · Luddite- a member of any of various bands of workers in England organized to destroy manufacturing machinery, under the belief that its use diminished employment.
- · Polarization- a sharp division, as of a population or group, into opposing factions.
- · Parlance- a way or manner of speaking, especially in a formal discussion or debate.
Quote:
"The current generation of young people will reinvent the
workplace, and the society they live in. They will do it along the progressive
lines that are built into the technology they use everyday-of networks,
collaboration, co-production and participation. The change in behavior has already
happened. We have to get used to it, accept that the flow of knowledge moves
both ways and do our best to make sure that no one is left behind.” -Green
& Hannon, 2007, n.p.
Response:
I chose this quote because I entirely agree. I have also noticed the change in behavior that has happened to our current generation. In fact, I also agree that the older generations have to get used to it. The flow of knowledge really does move both ways and those who know about the subject should teach others about it.
Sources:
Sasaki, David. "Protest Infatuation and the 4th Wave of
Democratization (1) » OWNI.eu, News, Augmented." OWNI.eu, News, Augmented.
N.p., n.d. Web. 2 Oct. 2012.
<http://owni.eu/2012/01/02/protest-infatuation-and-the-4th-wave-of-democratization-1/>.
Saturday, September 29, 2012
Wednesday, September 26, 2012
Double Entry Journal #5
Quote:
"Advocates of digital media education agree that reading online demands
different skills than reading print-only texts does. They differ,
however, on the extent to which training in the new literacies should go
beyond procedural learning—how to use search engines, read URLs,
identify Web site publishers, and so on—to include more cognitively
demanding tasks that teach sound critical judgment and sense making." -Teaching Media Literacy
Response:
As a 21st century approach to education, Media Literacy provides a framework to access, analyze, evaluate, create, and participate with messages. This includes a variety of forms from print to video on the Internet. The Collegiate Dictionary states that literacy is "the quality or state of being literate," though Media literacy helps us understand the role of
media in society as well as necessary skills and
self-expression for citizens of a democracy. The literacy skills that are required to
navigate and understand text, images, and multimedia
on screen are different from the traditional literacy skills of reading,
writing, viewing and listening.
Sources:
"Media Literacy: A Definition and More | Center for Media Literacy." Center for Media Literacy. N.p., n.d. Web. 26 Sept. 2012. <http://www.medialit.org/media-literacy-definition-and-more>.
"Definitions of Literacy." UNM - New Mexico's Flagship University | The University of New Mexico. N.p., n.d. Web. 26 Sept. 2012. <http://www.unm.edu/~devalenz/handouts/literacy.html>.
Librarianship, International Association of School. "How much do traditional literacy skills count?." Upload & Share PowerPoint presentations and documents. N.p., n.d. Web. 26 Sept. 2012. <http://www.slideshare.net/IASLonline/literacy-skills-challenged>.
Wednesday, September 19, 2012
Double Entry Journal #4
Quote:
"Educators need to work together to insure that every American young person has access to the skills and experiences needed to become a full participant, has the ability to articulate their understanding of the way that media shapes our perceptions of the world, and has been socialized into the emerging ethical standards which should shape their practices as media makers and participants in online communities." -What Wikipedia Can Teach Us About The New Media Literacies (Part One)
Response:
I chose this quote because I think it is very true. Children are our future leaders, and they need to know how to do the acts associated with new technology; Wikipedia is a part of new technology. When people use Wikipedia, they need to also use other sources. They need to make sure what they are reading is true. In this way, Wikipedia promotes the development of 21st centure skills. In my opinion, teachers should allow their students to use Wikipedia, though they need to use other resources as well. This will help students practice the skills they need for their future life of work.
"Educators need to work together to insure that every American young person has access to the skills and experiences needed to become a full participant, has the ability to articulate their understanding of the way that media shapes our perceptions of the world, and has been socialized into the emerging ethical standards which should shape their practices as media makers and participants in online communities." -What Wikipedia Can Teach Us About The New Media Literacies (Part One)
Response:
I chose this quote because I think it is very true. Children are our future leaders, and they need to know how to do the acts associated with new technology; Wikipedia is a part of new technology. When people use Wikipedia, they need to also use other sources. They need to make sure what they are reading is true. In this way, Wikipedia promotes the development of 21st centure skills. In my opinion, teachers should allow their students to use Wikipedia, though they need to use other resources as well. This will help students practice the skills they need for their future life of work.
Sources:
"WHAT WIKIPEDIA CAN TEACH US ABOUT THE NEW MEDIA
LITERACIES (PART ONE)." Confessions of an Aca-Fan — — The Official Weblog
of Henry Jenkins. N.p., n.d. Web. 19 Sept. 2012. <http://henryjenkins.org/2007/06/what
" Google Image Result for
http://www.wikiforkids.ws/images/Wikipedia-kids.png." Google. N.p., n.d.
Web. 19 Sept. 2012.
<http://www.google.com/imgres?
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