1. I believe that the teacher has a very important role in helping students to make meaning of primary sources. In this age of information, we now have more access to primary sources than ever before. Instead of having to trek to the National Archives, we can access primary sources electronically. With all this new found access, schools need to prepare students to study sources and use critical thinking skills to piece together meaning from what they find.
I think that teachers need to get students to ask questions and investigate the primary sources they encounter. They need to learn how to search for sources, using keywords that will generate the most "hits" possible. Students also need the skills necessary to look at several primary sources and use what they find to draw some conclusions about the topic being studied. Having access to information is worthless if one does not have skills necessary to access and/or evaluate the information. We as teachers need to be sure our students are prepared to navigate within this society once they are on their own.
2. Blogs, Wiki's and web-based word processors are all programs that allow users to share information and ideas with others, but they do have some important differences. Blogs are basically online, interactive "journals" where one posts information, comments, and reflections online. Others can read and respond to the posts. The information posted is often personal and subjective in nature. Wikis are also interactive sources of information, but they are often utilized for the posting of informative, objective information. Like blogs, others can view and respond to content, but, wiki users can also modify the original posted content if they choose to. Web-based word processors are also interactive sources of information, but they are more intended to allow users to work on documents collaboratively. Those with access to a document can modify the information posted, but those with access are usually part of a small group who is constructing a document from scratch.
One possible classroom activity using blogs would be to post open-ended questions about a novel or topic being discussed on class and allow students to respond to these questions in a conversational format. A class wiki could be used to post information about a course or unit. Students could access handouts, discussion boards and more on a class "wiki". A web-based woprd processing program could be used in several ways as well. Students could work collaborativly on a document for a team project. Students could also use the web-based processor as a way of backing up their work and ensuring that they are never without access to the documents they are working on for class.
Friday, November 25, 2011
Monday, November 14, 2011
November 17th questions
1. Now that there is unlimited potential to celebrate the work of students with their communities, I think the best way to manage this opportunity is to start slowly and to work in the safest environments possible. It is very easy to publish student work online. However, that does create a risk. Anyone could write anything about the work being published. I think the best way to manage this is to select sites that are specific and student-centered on which to publish student work. Some sites, like Teen Ink actually screen comments and remove any vulgarities or inappropriate remarks. Additionally, those who comment on the site tend to be there because they are highly interested in teen writing; they are either teen authors or teachers/supporters of teen writers. This type of site is a safe place where one might start to dabble in publishing and celebrating student work online.
2. There are many tools out there today that can enable students to have authentic work experiences and relationships. Skype can be a terrific tool to bridge geographical gaps between students. Students can Skype with students from other school, in other countries, the possibilities are pretty endless. What better way to discuss other cultures than to talk to someone who lives within that culture? Skype can also be used to bring people into the classroom who might not otherwise be able to get there. Guest speakers could Skype to the class or, as was mentioned by November, grandparents can visit the classroom or students who are suffering from long-term illnesses can participate in the class from time to time through video-conferencing or Skype, (November, 2011).
Additionally, there are numerous primary resources available online that can create wonderful opportunities for students to think critically while researching a topic. By looking at primary resources, students are given a first-hand view of a topic. They are left to analyze and evaluate the resources. Also, as students become more familiar with databases and other tools, they can be given real-world problems to solve through their own research and work.
3. If every teacher had a web-site, I think there are several features these sites could contain that would make it easy for teachers to share their best practices. First of all, I think that teachers could post overviews of units they teach throughout the year. Teachers could also post documents that they use when teaching these units. A list of helpful links could be included on the site. Finally, the site could have a discussion section where other teachers could post ideas, questions, etc. for others to discuss.
2. There are many tools out there today that can enable students to have authentic work experiences and relationships. Skype can be a terrific tool to bridge geographical gaps between students. Students can Skype with students from other school, in other countries, the possibilities are pretty endless. What better way to discuss other cultures than to talk to someone who lives within that culture? Skype can also be used to bring people into the classroom who might not otherwise be able to get there. Guest speakers could Skype to the class or, as was mentioned by November, grandparents can visit the classroom or students who are suffering from long-term illnesses can participate in the class from time to time through video-conferencing or Skype, (November, 2011).
Additionally, there are numerous primary resources available online that can create wonderful opportunities for students to think critically while researching a topic. By looking at primary resources, students are given a first-hand view of a topic. They are left to analyze and evaluate the resources. Also, as students become more familiar with databases and other tools, they can be given real-world problems to solve through their own research and work.
3. If every teacher had a web-site, I think there are several features these sites could contain that would make it easy for teachers to share their best practices. First of all, I think that teachers could post overviews of units they teach throughout the year. Teachers could also post documents that they use when teaching these units. A list of helpful links could be included on the site. Finally, the site could have a discussion section where other teachers could post ideas, questions, etc. for others to discuss.
November 3rd questions
1. The new literacies are the 21st century skills needed in order to successfully navigate in today's technological society. These skills involve more critical thinking and synthesizing of information as well as being able to evaluate information from a wide-range of sources. These literacies are important in the k-12 classroom because we want to prepare our students to be able to fully engage with all of the information available to them. Students need to be taught how to navigate through the Internet and to think critically about the information presented there. They also need to know how to navigate through the Internet safely. They need to be taught how to find the information that will meet their needs.
With the rapid explosion of information available to all of us and with the advent of wiki's, blogs, and many other ways for everyone to add his or her voice to the discussion, we have entered a "society of authorship", (November, 2010). Students need to understand how to add their own voices to the discussion, how to evaulate information presented by others, and how to access alternative viewpoints in order to be fully prepared to engage in society.
2. My school's policy about posting student work online is that students' last names cannot be posted for the protection of children who might be in the center of custody battles, etc.etc. Along the same vein, pictures of students cannot be posted online without written permission from their parents/guardians.
3. A weblog is a way for someone to post their opinions, to discuss and reflect on their experiences, and to share these things with others in a fairly open-forum. There are numerous ways blogs can be used to improve teaching and learning. Teachers could use blogs to collaborate on project ideas, to discuss issues they are having within their classrooms, and to share experiences and ideas with other teachers.
A class could use a blog to discuss literature being read in the classroom or to discuss other projects or activities taking place. Students could also use blogs to share their work and solicite feedback from others.
With the rapid explosion of information available to all of us and with the advent of wiki's, blogs, and many other ways for everyone to add his or her voice to the discussion, we have entered a "society of authorship", (November, 2010). Students need to understand how to add their own voices to the discussion, how to evaulate information presented by others, and how to access alternative viewpoints in order to be fully prepared to engage in society.
2. My school's policy about posting student work online is that students' last names cannot be posted for the protection of children who might be in the center of custody battles, etc.etc. Along the same vein, pictures of students cannot be posted online without written permission from their parents/guardians.
3. A weblog is a way for someone to post their opinions, to discuss and reflect on their experiences, and to share these things with others in a fairly open-forum. There are numerous ways blogs can be used to improve teaching and learning. Teachers could use blogs to collaborate on project ideas, to discuss issues they are having within their classrooms, and to share experiences and ideas with other teachers.
A class could use a blog to discuss literature being read in the classroom or to discuss other projects or activities taking place. Students could also use blogs to share their work and solicite feedback from others.
Sunday, November 13, 2011
Reflection on Digital Story
After completing my digital story and viewing everyone's last week during class, I have quite a few thoughts about it. First of all, I was impressed with the quality stories everyone in the class was able to turn out. I really had some reservations about being this project and doubted I would be able to complete something I was happy with. In the end, I was quite satisfied with the product.
One important aspect of this project was the program we chose to use when creating our stories. I chose Movie Maker, and, I was happy with my product-until I saw the high quality films others were able to create using i-movie and other programs. In the future, I think I will try to find a different program to use so that the quality of my piece will improve.
When I think about the possibility of using this assignment in school, I am torn. I know that I could successfully use this tool to create lesson hooks at the beginning of topics or units. However, when I think about assigning such a project to my students, I get nervous. It took me six hours to complete my 5:45 video. What if it took just as long for my students? I think this would have to be a project completed at home. I think that I might consider offering this project as an option for my students to use. When my students read in book groups, I often offer a menu of project choices to the groups at the end of the unit. This project is something I plan to add to that menu in the future. However, I find the project too cumbersome to assign to all of my students.
One important aspect of this project was the program we chose to use when creating our stories. I chose Movie Maker, and, I was happy with my product-until I saw the high quality films others were able to create using i-movie and other programs. In the future, I think I will try to find a different program to use so that the quality of my piece will improve.
When I think about the possibility of using this assignment in school, I am torn. I know that I could successfully use this tool to create lesson hooks at the beginning of topics or units. However, when I think about assigning such a project to my students, I get nervous. It took me six hours to complete my 5:45 video. What if it took just as long for my students? I think this would have to be a project completed at home. I think that I might consider offering this project as an option for my students to use. When my students read in book groups, I often offer a menu of project choices to the groups at the end of the unit. This project is something I plan to add to that menu in the future. However, I find the project too cumbersome to assign to all of my students.
Sunday, November 6, 2011
November 10th Question 3
When discussing Internet Project, Internet Workshop, Internet Inquiry and WebQuest there are several similarities and differences between them. All of these instructional models of Internet use involve helping students utilize the Internet and become better at navigating through the Internet. They also all ask students to take ownership of their own learning as none of these models occurs in a teacher-centered or directed lesson. Students utilize the Internet to learn more about a topic or topics.
There are also several differences between these instructional models. As Dr. Leu discussed in his video, Internet Projects involve collaborative skill development in children because students work with others (often from a different classroom or location) to research and study a topic or information. Internet Workshops are often used within a classroom only. They still utilize collaborative skills as students often reflect on, and share their work with others. Workshops are aimed at the development of critical literacy skills and skills for examining and evaluating new content. WebQuests are another way that students learn about a topic or topics using the Internet. However, in WebQuests, the sites where students go to investigate are provided to them by an instructor. The instructors often provide students several sites that teach students about a topic in order to give students background. In a Quest, students are more focused on learning from the information provided and learning how to pull information from a source rather than focusing on how to find a source in the first place.
It seems to me that Internet Workshops and WebQuests are intended to help give students the skills they need in order to participate in Internet Projects and Inquiries. Internet Inquiry is basically a cap stone project in which students select or identify a problem they wish to research or student and then they use the Internet to help them study and try to find a solution to their problem or an answer to their question. In order for students to complete and Internet Inquiry, they must have the necessary skills often established during WebQuests of Internet Workshops.
There are also several differences between these instructional models. As Dr. Leu discussed in his video, Internet Projects involve collaborative skill development in children because students work with others (often from a different classroom or location) to research and study a topic or information. Internet Workshops are often used within a classroom only. They still utilize collaborative skills as students often reflect on, and share their work with others. Workshops are aimed at the development of critical literacy skills and skills for examining and evaluating new content. WebQuests are another way that students learn about a topic or topics using the Internet. However, in WebQuests, the sites where students go to investigate are provided to them by an instructor. The instructors often provide students several sites that teach students about a topic in order to give students background. In a Quest, students are more focused on learning from the information provided and learning how to pull information from a source rather than focusing on how to find a source in the first place.
It seems to me that Internet Workshops and WebQuests are intended to help give students the skills they need in order to participate in Internet Projects and Inquiries. Internet Inquiry is basically a cap stone project in which students select or identify a problem they wish to research or student and then they use the Internet to help them study and try to find a solution to their problem or an answer to their question. In order for students to complete and Internet Inquiry, they must have the necessary skills often established during WebQuests of Internet Workshops.
Questions for November 10th (1 and 2)
1. I would define being information literate as being someone who is able, not only to access information when needed, but to evaluate the accuracy of the information. When Alan November shared "Zack's Story" in chapter one of his book, it became very clear that, while Zack was "literate" he was not "information literate" because he did not have the necessary skills to evaluate the sites and information he was finding on the Internet, (November 2010). As I read chapter 1 of November's book, I realized that I, myself, was not as information literate as I should be. I was someone who thought that checking links and references posted on a web-site was adaquate when checking a site for biases, etc. Now, I realize how much more I need to learn when researching online.
2. Teachers and students can thoughtfully evaluate online resources by first learning how to "MAP" the Internet, (November 2010). Students and teachers alike need to learn the grammar of the Internet. We need to learn how to examine meta-web information including web-addresses, links, and search engines.
I personally, never thought much at all about disecting the web-addresses of Internet sites. I understood some of the basic abbreviations in URLs, but I never really gave it too much thought. Now I realize that we as teachers need to begin practicing more thorough evaluation of the sites we use ourselves and then we must pass those evaluation skills onto our students.
I was very surprised to learn how we can who is linked to the sites we view. I never thought of this before-I only really paid attention to the hyper-links posted on the site. The skills of looking for the linked sites is one that we must pass along to our students to help them better evaluate sources on the Internet.
2. Teachers and students can thoughtfully evaluate online resources by first learning how to "MAP" the Internet, (November 2010). Students and teachers alike need to learn the grammar of the Internet. We need to learn how to examine meta-web information including web-addresses, links, and search engines.
I personally, never thought much at all about disecting the web-addresses of Internet sites. I understood some of the basic abbreviations in URLs, but I never really gave it too much thought. Now I realize that we as teachers need to begin practicing more thorough evaluation of the sites we use ourselves and then we must pass those evaluation skills onto our students.
I was very surprised to learn how we can who is linked to the sites we view. I never thought of this before-I only really paid attention to the hyper-links posted on the site. The skills of looking for the linked sites is one that we must pass along to our students to help them better evaluate sources on the Internet.
Beginning of Course Blog
Hello everyone! I am an 8th grade Language Arts teacher at West Side Middle School in Groton. This is my 6th year of teaching. My goals for this course are to become exposed to new technological resources to use in my classroom and to become better at utilizing the technological resources to which I currently have access.
Outside of my grad. school and teaching commitments, I am a huge sports fan and enjoy coaching, playing, and watching sports as often as I can. I also love the theater-especially musicals. I love to read and I have too many favorite books to list here. Most of all, I appreciate taking any opportunity I can to go back to my home state of Michigan to visit with my loved-ones there.
Outside of my grad. school and teaching commitments, I am a huge sports fan and enjoy coaching, playing, and watching sports as often as I can. I also love the theater-especially musicals. I love to read and I have too many favorite books to list here. Most of all, I appreciate taking any opportunity I can to go back to my home state of Michigan to visit with my loved-ones there.
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