Thursday, August 23, 2007
OMG: Universities are Change…Change…Changing???
In this reading these feeds/blogs, not necessarily this one, I am a little bitter. I am just frustrated with being told that the way of teaching is changing. Don't get me wrong, I love change and I love the new technologies . It seems like a wonderful idea but how can we teach this new technology if every site is blocked. I mean, I am frustrated enough that I can not even get on these sites to do our Lesley assignments at my high school. When I asked the IT at school if he could make these sites available, I was turned down because "students may not use them properly." Don't we need to trust our students integrity at least a little? Especially under supervision! If they are completing there assignments and completing them well, why shoud it matter if they check their email at school? I just want to know where we can go from here.
Tuesday, August 14, 2007
Web-site evaluation
Rebecca Dosch and I will be working together for the web presentation.Come join us in exploring and evaluating the following site:
http://www.brainpop.com
Listen up teachers because this site may be of interest to you and if not, something along these lines may be..
http://www.brainpop.com
Listen up teachers because this site may be of interest to you and if not, something along these lines may be..
WebQuest-Final Project
For our final project, Rebecca Dosch and I will be creating a WebQuest. Students will chose to be either an FBI detective or a biologist for the CDC and research a molecular or chemical threat such as anthrax (harmful bacteria or virus). They will need to devise ways to prevent the spread of the chemical and inform the public about how to deal with threat
The ABC’s of Web Site Evaluation: Teaching Media Literacy in the Age of the Internet
Teaching Media Literacy in the Age of the Internet
Again this is another article that explains and gives tips on how to decipher whether information on a website is viable. I am not going to go over all of these because I have spoken of them in other articles I have read or several other people have touched on them. I will, however, touch on the parts that I found insightful for myself.
I know in reading articles with hyperlinks that I often find myself skipping from site to site reading here and there. This article states that sometimes you are linked to the middle (or some other part) of an article. When this happens you to go back and read the rest of the article because you can be misguided or misled due to not getting all of the facts that are in that particular link swaying you to a specific opinion.
Five W’s in research: who wrote it and are they an expert in the field? What does the author say is the purpose of the site? When was the site created, updated, and last worked on? Where does the information come from? Why is the information useful for my purpose?
Again this is another article that explains and gives tips on how to decipher whether information on a website is viable. I am not going to go over all of these because I have spoken of them in other articles I have read or several other people have touched on them. I will, however, touch on the parts that I found insightful for myself.
I know in reading articles with hyperlinks that I often find myself skipping from site to site reading here and there. This article states that sometimes you are linked to the middle (or some other part) of an article. When this happens you to go back and read the rest of the article because you can be misguided or misled due to not getting all of the facts that are in that particular link swaying you to a specific opinion.
Five W’s in research: who wrote it and are they an expert in the field? What does the author say is the purpose of the site? When was the site created, updated, and last worked on? Where does the information come from? Why is the information useful for my purpose?
Link Like You Mean It! Selecting Web Sites to Support Intentional Learning Outcomes
This article was great for giving examples and types of websites they suggest. I will go through and give you a smaller description of each website. This should help when doing the final project (webquest).
Huge Links- used for exercising literacy skills and work on long-term research skills for the higher learning, more focused students.
Info-rich sites- these sites are more specific and direct the student to pertinent information (target search).
“Emotive” sites- these go for the emotions so student may relate. They connect the students to real life.
“Typical” sites for (conceptual understanding)- these types of sites a student has to read and draw their own thoughts instead of just memorizing.
Perturbing sites (critical thinking)- these are sites that contain stereo types, bias, add, and those sort of things. These sites are more of a teacher structured site but help the students to use critical thinking. The students learn to recognize when bias or stereo types are being used and call it out (know that information is not up to par).
These descriptions should help both students and teachers chose what is good and not good in what they research and use.
Huge Links- used for exercising literacy skills and work on long-term research skills for the higher learning, more focused students.
Info-rich sites- these sites are more specific and direct the student to pertinent information (target search).
“Emotive” sites- these go for the emotions so student may relate. They connect the students to real life.
“Typical” sites for (conceptual understanding)- these types of sites a student has to read and draw their own thoughts instead of just memorizing.
Perturbing sites (critical thinking)- these are sites that contain stereo types, bias, add, and those sort of things. These sites are more of a teacher structured site but help the students to use critical thinking. The students learn to recognize when bias or stereo types are being used and call it out (know that information is not up to par).
These descriptions should help both students and teachers chose what is good and not good in what they research and use.
Monday, August 13, 2007
Netiquette
Shea, V. (1998) The Core Rules of Netiquette (excerpts from her book, Netiquette) Retrieved January 27, 2004 from HYPERLINK http://www.albion.com/netiquette/corerules.html
This article is more a common sense article but it goes through 10 “netiquette” (manners) rules. I especially like the way it reminds you of the human. It is actual people that you are speaking to, taking information from, or giving information to. The article also used a bible verse that my parents always used while I was growing up, “do unto others as you would have others do unto you.” Teaching etiquette or “netiquette” is the key for education today. A few examples of what the article mentioned was how things can be misinterpreted. Everything is recorded somewhere such as e-mails and IM’s. Tone is crucial in conversation and it is close to nonexistent in the technology world (causing the misinterpretation). Words can always be twisted.
The article and it seems every audio/video (DVD, VHS, CD and CD-ROM) advertisement ask that you pay for all software. I know when you watch a DVD, there is the anti piracy commercial that starts out, “you wouldn’t steal a car…” and it continues on in this manner. Netiquette is paying for what you use. Teaching right or wrong with appropriate behaviors and actions dealing with the computer world is one of the most important things that need to be taught.
This article is more a common sense article but it goes through 10 “netiquette” (manners) rules. I especially like the way it reminds you of the human. It is actual people that you are speaking to, taking information from, or giving information to. The article also used a bible verse that my parents always used while I was growing up, “do unto others as you would have others do unto you.” Teaching etiquette or “netiquette” is the key for education today. A few examples of what the article mentioned was how things can be misinterpreted. Everything is recorded somewhere such as e-mails and IM’s. Tone is crucial in conversation and it is close to nonexistent in the technology world (causing the misinterpretation). Words can always be twisted.
The article and it seems every audio/video (DVD, VHS, CD and CD-ROM) advertisement ask that you pay for all software. I know when you watch a DVD, there is the anti piracy commercial that starts out, “you wouldn’t steal a car…” and it continues on in this manner. Netiquette is paying for what you use. Teaching right or wrong with appropriate behaviors and actions dealing with the computer world is one of the most important things that need to be taught.
A Future Fiction
Warlick, D. (2004) A Future Fiction. Library Media Connection. Retrieved May 26, 2005 from http://davidwarlick.com/ff_article/
This was a very interesting article but some things were a bit frightening to me. I am not real sure how I feel about the chips being located on every individual person so as to keep track of a persons location is at all times. I did relax a little after reading the locator chips would be located on ID cards and not on or in an individual.
The interesting parts of the article were the lessons and technology that was being used. I read several good points on how lesson were divided. Many students today are very technology savvy and the article shows where students are to work in the parts of the assignment that are not their strong areas. Also the assignments focused more on the students writing skills (text and IM abbreviation writing is not appropriate in most academic or professional instances). In teaching in this technology era that we find ourselves in, netiquette is also an important focus.
This is one reason I think the web filtering at schools are TOO extensive. Web filters is the negative downfall in the technology era. I sat in a faculty meeting last week where we were told teaching is different today and how we have to go with this technology, yet there are blocks on many pertinent websites because “students CAN get to inappropriate sites.”
I believe we need to teach what is right and wrong instead of blocking sites. First of all, most students know how to get around these blocks. Secondly, important and good sites are being blocked. I also know from experience that if I am told I can’t have or do something, I am going to want to do it more. Some blocks are good but I truly believe they are being used entirely too much.
This was a very interesting article but some things were a bit frightening to me. I am not real sure how I feel about the chips being located on every individual person so as to keep track of a persons location is at all times. I did relax a little after reading the locator chips would be located on ID cards and not on or in an individual.
The interesting parts of the article were the lessons and technology that was being used. I read several good points on how lesson were divided. Many students today are very technology savvy and the article shows where students are to work in the parts of the assignment that are not their strong areas. Also the assignments focused more on the students writing skills (text and IM abbreviation writing is not appropriate in most academic or professional instances). In teaching in this technology era that we find ourselves in, netiquette is also an important focus.
This is one reason I think the web filtering at schools are TOO extensive. Web filters is the negative downfall in the technology era. I sat in a faculty meeting last week where we were told teaching is different today and how we have to go with this technology, yet there are blocks on many pertinent websites because “students CAN get to inappropriate sites.”
I believe we need to teach what is right and wrong instead of blocking sites. First of all, most students know how to get around these blocks. Secondly, important and good sites are being blocked. I also know from experience that if I am told I can’t have or do something, I am going to want to do it more. Some blocks are good but I truly believe they are being used entirely too much.
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