The article, “Apple TV has Landed” by David Pogue describes a new technological invention that will change our students lives. As teachers, we already compete with the television for our students’ attention but now we will really need to get creative. Apple has invented “a box that can connect computers and TVs without wires.” According to this article, DVD are on their way out. With this new box, people can see any movie or television show anytime they want. Pogue states, “Basically, it’s an iPod for your TV. That is, it copies the iTunes library (music, podcasts, TV shows, movies) from one Mac or Windows PC on your wired or wireless home network to its 40-gigabyte hard drive and keeps the copy updated.”
The only problem with the Apple TV is that it requires a widescreen television. You can get one of these boxes for about $300. Check out the article if you are interested. http://www.nytimes.com/2007/03/22/technology/22pogue.html?_r=1&ref=technology&oref=slogin
Tuesday, March 27, 2007
My Observations
The “flatworld that Friedman describes is changing the future of our students and teachers. Because many teachers are afraid to abandon their traditional practices and grasp new ones, we are doing a great injustice to our students.
After reading and discussing the classroom scenario, I began to analyze my own student teaching experience in the middle school. I realized that the main skills that students need is the ability to orchestrate, adapt, and collaborate. During observation and student teaching, I do not think that the students always did this. I feel as though the teacher took over the class and made the students study what the teacher deemed necessary. When I did student teaching I tried to make the students do as much group work as possible. I felt that they leanred better this way because they were able to bounce ideas off of one another. Also, I picked their groups. I did this because I felt that in the “real world” students will not be able to choose with whom they work.
However, I admit that I did not make my students truly orchestrate their own learning. I feel that I set up the lessons and made them adhere to what I thought was important for them to learn. After doing this weeks reading in Friedman’s book, I realized that when I have my own classroom, I will make my students take charge of their learning, and my role will be to guide them and help them explore. ELA classrooms that do not promote student exploration and student centered learning are not preparing them for the global market. When teachers set up the curriculum and do not involve the students, they are only preparing them for “low-skilled manual labor”(266). And according to Friedman, Americans who are only prepared for manual labor “will have to upgrade their education and upgrade their knowledge and skills, so they can occupy one of the new jobs”(266) . I feel that as teachers we should want to prepare our students to take up these new jobs and not take up manual labor only to find out that they cannot succeed in this new world.
After reading and discussing the classroom scenario, I began to analyze my own student teaching experience in the middle school. I realized that the main skills that students need is the ability to orchestrate, adapt, and collaborate. During observation and student teaching, I do not think that the students always did this. I feel as though the teacher took over the class and made the students study what the teacher deemed necessary. When I did student teaching I tried to make the students do as much group work as possible. I felt that they leanred better this way because they were able to bounce ideas off of one another. Also, I picked their groups. I did this because I felt that in the “real world” students will not be able to choose with whom they work.
However, I admit that I did not make my students truly orchestrate their own learning. I feel that I set up the lessons and made them adhere to what I thought was important for them to learn. After doing this weeks reading in Friedman’s book, I realized that when I have my own classroom, I will make my students take charge of their learning, and my role will be to guide them and help them explore. ELA classrooms that do not promote student exploration and student centered learning are not preparing them for the global market. When teachers set up the curriculum and do not involve the students, they are only preparing them for “low-skilled manual labor”(266). And according to Friedman, Americans who are only prepared for manual labor “will have to upgrade their education and upgrade their knowledge and skills, so they can occupy one of the new jobs”(266) . I feel that as teachers we should want to prepare our students to take up these new jobs and not take up manual labor only to find out that they cannot succeed in this new world.
The "new middlers" and current ELA classrooms
In Friedman’s book, he describes the “the new middlers” or middle class jobs and skills our that our students will compete for or need to compete in the global economy. The first skill that our students must be prepared for is to be collaborators and orchestrators. Friedman states, that “a lot of new middle jobs will involve collaborating with others or orchestrating collaboration between companies” (281). Because the world is now “flat,” these individuals will not only have to collaborate with others in the work place but the global community. In terms of preparing our students to orchestrate and collaborate, I do not think that the typical English classroom is doing a good job of this. In ELA classrooms, teachers expect their students to be passive vessels; they do not let them take the reigns of the class. The teacher is the collaborator and the orchestrator. This will not prepare our students to “operate in, mobilize, inspire, and manage a multidimensional and multicultural workforce”(283).
Another skill that our students must have is being able to synthesize. According to Friedman, “the next new hot selling products and service— will come from putting together disparate things that you would not think of going together”(283). We will need the future employees to be able to see the big picture and figure out what is in demand. This will, of course, surround technology. Friedman says, “Information technology will be so embedded in every aspect of a business that the IT organization will move away from technology to the integration of business process” (284). Unfortunately, our students are not prepared to do this. As teachers, I think that we can see the students who could contribute to the “IT” business, but we squash any form of creativity out of our students. Instead of preparing our students for this synthesis in business, we prepare them for the Regents. In order for students to do well we must let them experiment with technology, so they can see for themselves what could be combined.
Two other skills that ELA teachers are not preparing students with is to be leveragers and adapters. We need people who can understand “how things tie together from end to end” and we need people who are more adaptable and versatile”(288-289). We need to make our students more versatile and able to change with global demands. I feel that school structure is extremely rigid and does not allow for students to break out and figure out what they or the class needs.
In conclusion, the employees of the future will need to be able to understand technology and how it pertains and relates to a global community. The problem is our ELA classrooms are not promoting this. As pre-service teachers, we must integrate group projects and assign team leaders so our students can practice the skills that they will need to compete in the “real world.”
Another skill that our students must have is being able to synthesize. According to Friedman, “the next new hot selling products and service— will come from putting together disparate things that you would not think of going together”(283). We will need the future employees to be able to see the big picture and figure out what is in demand. This will, of course, surround technology. Friedman says, “Information technology will be so embedded in every aspect of a business that the IT organization will move away from technology to the integration of business process” (284). Unfortunately, our students are not prepared to do this. As teachers, I think that we can see the students who could contribute to the “IT” business, but we squash any form of creativity out of our students. Instead of preparing our students for this synthesis in business, we prepare them for the Regents. In order for students to do well we must let them experiment with technology, so they can see for themselves what could be combined.
Two other skills that ELA teachers are not preparing students with is to be leveragers and adapters. We need people who can understand “how things tie together from end to end” and we need people who are more adaptable and versatile”(288-289). We need to make our students more versatile and able to change with global demands. I feel that school structure is extremely rigid and does not allow for students to break out and figure out what they or the class needs.
In conclusion, the employees of the future will need to be able to understand technology and how it pertains and relates to a global community. The problem is our ELA classrooms are not promoting this. As pre-service teachers, we must integrate group projects and assign team leaders so our students can practice the skills that they will need to compete in the “real world.”
Monday, March 19, 2007
Teen Book Video Awards
The article, "Teen Book Video Awards" by Kimberly Maul, illustrates how successful book video trailers are at promoting literacy. At Tribeca Cinemas in New York, publishers, journalists, and filmmakers celebrated the The Book Standard Teen Book Video Awards. Among the winners were Meg Rosoff's How I Live Now, Markus Zusak's The Book Thief, and Libba Bray's A Great and Terrible Beauty.
The aim of this contest is to "promote books online and through 'movie trailers'"(1). Because adolescents are constantly using the Internet, I cant think of a better way to promote literacy. Not only can the students get a better idea of books that they could potentially read; they can view the previews of the books like the previews of movies. I think that this is a creative way for students to become engaged with reading.
One part of this article that I found interesting was when Libba Bray, the author of A Great and Terrible Beauty, says "It was so great to see her interpretation" of the book (1). I think that this would be a great way for students to analyze a book. Certainly, we all interpret books differently, and I think that it is a great way for students to express their interpretation or analysis of a book.
The aim of this contest is to "promote books online and through 'movie trailers'"(1). Because adolescents are constantly using the Internet, I cant think of a better way to promote literacy. Not only can the students get a better idea of books that they could potentially read; they can view the previews of the books like the previews of movies. I think that this is a creative way for students to become engaged with reading.
One part of this article that I found interesting was when Libba Bray, the author of A Great and Terrible Beauty, says "It was so great to see her interpretation" of the book (1). I think that this would be a great way for students to analyze a book. Certainly, we all interpret books differently, and I think that it is a great way for students to express their interpretation or analysis of a book.
Quiz: Middle School
After reading about middle school students in the article "Trying to Find Solutions in Chaotic Middle Schools, I realized that the ideas and methods we have discussed in 307 can be very helpful. One of the main ideas that I think can help middle school students learn is social technologies like IM or blogging. Because students are using computers at home and the middle school years are very social, these methods would help engage students.
From my experiencince student teaching in both seventh and eighth grade classes, I agree with the way the middle school students are represented in the article. I think that when many of us think of teaching English we think of teaching high school and neglect the seventh and eight graders. I agree with Ms. Lowrie that middle school is "the roughest, toughest, hardest thing to teach"(1). When I was teaching middle school I saw a great difference between the seventh and the eighth graders. The seventh graders were chatty and enthusiastic, which wasn't a bad thing, but I constantly had to keep them on task. If I had them discuss books through IM or on a blog or discussion board I think they may have been more engaged.
However, eighth graders are a lot more difficult. In eighth grade being intelligent isn't "cool," and I agree with the part of the article that says "students made smaller gains in math and stagnated in reading" in Middle School (2). I feel that eighth graders really need to be encouraged to keep learning. Like the article says, the students are now more interested in the prom or going into high school; they lose the innocence and enthusiasm they had as elementary students or even seventh graders.
When I did student teaching, I went from the high school to the middle school and I found it very difficult to get used to. I think that the middle school age group is extremely important to help develop. These students need to be guided to arrive at achievement and success. I remember many parents calling the teachers that I student taught with and pleaded with them about their son or daughter changing or hanging out with the wrong crowd. These students are going to severe hormonal changes that could have devastating effects on their future if teachers do not help them.
From this first hand experience, I learned that you have to do whatever it takes to keep your students interested in the material you are teaching. Incorporating any form of technology that helps students communicate and discuss will make the learning authentic to them. But I think the most important aspect of teaching middle school is being sympathetic and understand. These kids will always remember the way you made them feel about themselves.
From my experiencince student teaching in both seventh and eighth grade classes, I agree with the way the middle school students are represented in the article. I think that when many of us think of teaching English we think of teaching high school and neglect the seventh and eight graders. I agree with Ms. Lowrie that middle school is "the roughest, toughest, hardest thing to teach"(1). When I was teaching middle school I saw a great difference between the seventh and the eighth graders. The seventh graders were chatty and enthusiastic, which wasn't a bad thing, but I constantly had to keep them on task. If I had them discuss books through IM or on a blog or discussion board I think they may have been more engaged.
However, eighth graders are a lot more difficult. In eighth grade being intelligent isn't "cool," and I agree with the part of the article that says "students made smaller gains in math and stagnated in reading" in Middle School (2). I feel that eighth graders really need to be encouraged to keep learning. Like the article says, the students are now more interested in the prom or going into high school; they lose the innocence and enthusiasm they had as elementary students or even seventh graders.
When I did student teaching, I went from the high school to the middle school and I found it very difficult to get used to. I think that the middle school age group is extremely important to help develop. These students need to be guided to arrive at achievement and success. I remember many parents calling the teachers that I student taught with and pleaded with them about their son or daughter changing or hanging out with the wrong crowd. These students are going to severe hormonal changes that could have devastating effects on their future if teachers do not help them.
From this first hand experience, I learned that you have to do whatever it takes to keep your students interested in the material you are teaching. Incorporating any form of technology that helps students communicate and discuss will make the learning authentic to them. But I think the most important aspect of teaching middle school is being sympathetic and understand. These kids will always remember the way you made them feel about themselves.
The Book Thief
After watching the video about The Book Thief, I really want to read it! I think that the director of this video made it extremely interesting by using dim lighting and candles. I have not read this, but it seems mysterious. Also, from the video, I gathered that it was about Nazis and World War II.
I think that this is a great way to entice our students to read books! If we show them videos, they may see the book in a different light and want to read it. Also, we could make our students create a trailor for a book they read. Then they could use new technology and integrate it with English.
I think that this is a great way to entice our students to read books! If we show them videos, they may see the book in a different light and want to read it. Also, we could make our students create a trailor for a book they read. Then they could use new technology and integrate it with English.
Lewis and Finders
In chapter seven, "Implied Adolescents and Implied Teachers: A generation Gap for New Times, authors Cynthia Lewis and Margaret Finders "argue that the 'generation gap' that exists between [students and new teachers] is shaped by the fact that new teachers and adolescents are compelled to perform particular identities"(101). Because new teachers are so close in age to the adolescents that they teach, these authors use the terms "implied adolescents" and "implied teachers." According to this chapter, "engaging in new literacies makes adolescents all the more dangerous, according to Luke and Luke, because their knowledge and skills threaten adults who lack them, leading to the current panic for the good old days of print literacies"(102-103). This quotation brings up a major concern for new teachers: sharing the spot as the source of knowledge with students. As teachers, we must learn that we can learn from our students and it's okay to do so. Because students are practically raised using computers and new media literacy, they have a lot to offer the class.
One aspect of this article that I think pre-service teacher should take note of is based on the idea of using multiliteracies in the classroom. According to Lewis and Finders, "In many ways[new teachers'} struggles with digital literacies were actually struggles with their views of the implied teacher prevented them from fully realizing that their own connection to new media may bring to the literacy classroom"(108). As pre-service teachers, we are around the same age as our students, which indicates that we share some of the same digital abilities. However, because we never used them in the classroom, we do not think of them as a way to promote literacy. For instance, these authors use the example of IM to show how social literacy can be developed. I began using IM in seventh grade, but I never used it in class. However, this chapter shows us that IM can help students use "technology on three levels: language use, social practice, and surveillance"(105). Even though we may see IM as a purely social tool, it does help students develop literacy.
This chapter shows pre-service teacher that we must keep an open mind to the technology that we use or our students use because it will help students familiarize themselves with new literacies.
One aspect of this article that I think pre-service teacher should take note of is based on the idea of using multiliteracies in the classroom. According to Lewis and Finders, "In many ways[new teachers'} struggles with digital literacies were actually struggles with their views of the implied teacher prevented them from fully realizing that their own connection to new media may bring to the literacy classroom"(108). As pre-service teachers, we are around the same age as our students, which indicates that we share some of the same digital abilities. However, because we never used them in the classroom, we do not think of them as a way to promote literacy. For instance, these authors use the example of IM to show how social literacy can be developed. I began using IM in seventh grade, but I never used it in class. However, this chapter shows us that IM can help students use "technology on three levels: language use, social practice, and surveillance"(105). Even though we may see IM as a purely social tool, it does help students develop literacy.
This chapter shows pre-service teacher that we must keep an open mind to the technology that we use or our students use because it will help students familiarize themselves with new literacies.
Chapter 3 King and O'Brien
In the chapter "Adolescents' Multiliteracies and Their Teachers' Needs to Know: Towards a Digital Detente" King and O'Brien discuss the dichotomy of literacy and what should be learned in schools today. In this chapter, these authors illustrate the "electronic social hall" or the "mediasphere in which our students currently live. As teachers we need to create an atmosphere "where print and visual media meet to create textuality that bridges home, classroom, and community contexts"(40). Furthermore, as teachers we must prepare our students to enter and "attention economy" which will "provide our students the material benefits that come with attention"(41).
However, even though our students live in this "mediapshere,"the also live in school culture. King and O'Brien state, "In this culture, information is best understood as a limited commodity. Curriculum coordinators and teachers select, define, delimit, shape, and package the most important information"(41) This is antithetical to the mediasphere because students are not learning about media or what is going to be important outside of the classroom. This is something that pre-service teacher will have to deal with. We will be asked to teach set curriculums, but we must also know that students must learn about technology and media and how it plays into English.
One aspect of this chapter that I agreed with completely was that students that come from underprivileged homes do not gain the same education as students from middle to upper class homes. King and O'Brien state, "This, in effect, leaves the less privileged students with the basic curriculum of the schools, and with experiences that will get them low-paying, service-economy jobs"(44). I think that we must introduce our students to the mediasphere and make sure that they get the information on how to function in it in school.
However, even though our students live in this "mediapshere,"the also live in school culture. King and O'Brien state, "In this culture, information is best understood as a limited commodity. Curriculum coordinators and teachers select, define, delimit, shape, and package the most important information"(41) This is antithetical to the mediasphere because students are not learning about media or what is going to be important outside of the classroom. This is something that pre-service teacher will have to deal with. We will be asked to teach set curriculums, but we must also know that students must learn about technology and media and how it plays into English.
One aspect of this chapter that I agreed with completely was that students that come from underprivileged homes do not gain the same education as students from middle to upper class homes. King and O'Brien state, "This, in effect, leaves the less privileged students with the basic curriculum of the schools, and with experiences that will get them low-paying, service-economy jobs"(44). I think that we must introduce our students to the mediasphere and make sure that they get the information on how to function in it in school.
Wednesday, March 7, 2007
Teaching Adolescent Literacy with Video Games
The presentation Teaching Adolescent Literacy with Video Games was very interesting. At first, I was skeptical about this session, and I had little faith in it. How could students learn from video game? But after listening to the presentation, I realized how beneficial they can be when instructing adolescents. According to the presenters, video game literacy is based on the premise that this is what students are doing outside of school, and this is how they can be engaged in the classroom. Furthermore, the presenters clearly illustrated that video game literacy will not take the place of reading; it will complement reading.
One interesting aspect of the presentation was the video game Shadow of the Colossus. This video game is based on George Orwell’s novel 1984 and War of the Worlds by H.G. Wells. The presenters shared a lesson using the video game and the literary element setting. Because the setting of 1984 is supposed to elicit a sense of oppression, students can feel this by playing the video game. Instead of experiencing the setting through the protagonist or characters in the novel, the students can experience it first hand. This activity provides students with the opportunity to connect with literary influences, understand literary elements, and allows students to react and express emotion.
This presentation connects with the material that we are learning in ENG 307. We keep discussing the idea of bringing into the classroom what our students do at home. This will help keep our students attention while bringing in literacy techniques. I think that we have to be careful with the games we use, but overall this will engage our students.
One interesting aspect of the presentation was the video game Shadow of the Colossus. This video game is based on George Orwell’s novel 1984 and War of the Worlds by H.G. Wells. The presenters shared a lesson using the video game and the literary element setting. Because the setting of 1984 is supposed to elicit a sense of oppression, students can feel this by playing the video game. Instead of experiencing the setting through the protagonist or characters in the novel, the students can experience it first hand. This activity provides students with the opportunity to connect with literary influences, understand literary elements, and allows students to react and express emotion.
This presentation connects with the material that we are learning in ENG 307. We keep discussing the idea of bringing into the classroom what our students do at home. This will help keep our students attention while bringing in literacy techniques. I think that we have to be careful with the games we use, but overall this will engage our students.
Dealing in the Digital
After attending Dr. Kjersti Vanslyke-Briggs’s presentation, Dealing in the Digital, I learned several ways and reasons why teachers should integrate technology into the classroom. During this presentation Dr. Vanslyke-Briggs and her mother, Patrice Vanslyke illustrated what it means to be a literate person in this society. Not only do people have to be literate in the sense of reading and writing, but they must be familiar with the technology that is used today.
One aspect that I found interesting about the presentation was the Youtube one of her students created about the book Speak. This was a project that one of Dr. Vanslyke-Briggs’s students did for a college level class. On this youtube, the girl discussed the 10 lies they tell you in high school. For this project, the student has to know extensive information about the book. In the youtube that we watched, the girl exhibited the protagonists expressions. I thought that this was a wonderful idea for a project. I was really impressed. I will definitely use this in my classroom someday.
Furthermore, many of the topics discussed in the presentation coincided with ENG 307. For instance, Dr. Vanslyke-Briggs discussed how we are digitizing everything and that technology is a “natural bridge” to communication. In ENG 307, we have been talking about the flat world and how everyone is able to use the Internet and technology to create, compose, and connect. Another part of this presentation that parallels the topics we are discussing in ENG 307 is the “cha cha cha curriculum.” According to Dr. Vanslyke-Briggs, this occurs when students do not see how information in different classes link together. By integrating technology into the curriculum, we can bridge the information in one class to another. This will help students authentically learn the information that is discussed in classes.
One aspect that I found interesting about the presentation was the Youtube one of her students created about the book Speak. This was a project that one of Dr. Vanslyke-Briggs’s students did for a college level class. On this youtube, the girl discussed the 10 lies they tell you in high school. For this project, the student has to know extensive information about the book. In the youtube that we watched, the girl exhibited the protagonists expressions. I thought that this was a wonderful idea for a project. I was really impressed. I will definitely use this in my classroom someday.
Furthermore, many of the topics discussed in the presentation coincided with ENG 307. For instance, Dr. Vanslyke-Briggs discussed how we are digitizing everything and that technology is a “natural bridge” to communication. In ENG 307, we have been talking about the flat world and how everyone is able to use the Internet and technology to create, compose, and connect. Another part of this presentation that parallels the topics we are discussing in ENG 307 is the “cha cha cha curriculum.” According to Dr. Vanslyke-Briggs, this occurs when students do not see how information in different classes link together. By integrating technology into the curriculum, we can bridge the information in one class to another. This will help students authentically learn the information that is discussed in classes.
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