After reading “City Voices City Visions,”I was instantly reminded of our 307 class last Wednesday. While we were discussing our media literacy projects, we, the students, were creating our learning. We were researching media literacy sites and projects that could help us create ours. Similar to the article, we were “discussing issues, planning and storyboarding, researching in books and on the Internet, writing scripts and narratives, and clustering around computers in cooperative work groups, creating meaning out of the curriculum and their experiences. They describe their classrooms as being filled with excitement and learning.” With the exception of the students working with video cameras, our learning environment was student centered. We were constructing our own learning just like the students in Buffalo.
Furthermore, to be more specific to the article, I think it is great that students are using technological devices to construct learning. In their videos, these student were able to research different concepts of English literature and personalize them. This is a great opportunity for students.
Sunday, April 29, 2007
Chapter 6: Reading the World
Chapter six in Renee Hobbs’s book Reading the Media: Media Literacy in High School English is titled “Learning to Read the World.” In this chapter, Hobbs discusses the positive effects from teaching student “political efficacy and civic engagement” (93). Throughout this chapter, the reader is presented with several examples on how to integrate the reading of world texts through media. At the beginning of the chapter, Hobbs justifies why she would teach these skills to her English 11R students. She states, “Reading does not consist merely of decoding the written word or spoken language; rather, it is preceded by and intertwined with knowledge of the world and action in response to one’s learning” (93). This quotation is the foundation on which Hobbs’s belief of reading the world is based. Students must learn reading, writing, and listening skills, but they must be able to use these skills to assess and evaluate the world around them.
Furthermore, in this chapter and study of the English 11 students, Hobbs measured the “students’ ability to critically analyze television news and radio programming,” which increased students comprehension and message analysis skills”(94). By analyzing and evaluating different forms of media, these students will be more prepared to analyze the world around them. According to Hobbs, media literacy “affects the development of critical thinking and civic engagement skills” (94). These are the exact skills with which teachers would like their students to leave their classrooms. Also, in this chapter, Hobbs discusses viewing skills, listening skills, political efficacy, and gender differences.
The first aspect of this chapter that I found interesting was the students response to Al Gore’s speech. Al Gore presented a speech on school violence, but the students found an inconsistency with something Gore said. In relation to the Love Canal, Gore stated, “I was the one that started it all.”(94). However, after the students listened to a taping of Gore’s speech, they realized that it was not him that started the hearing on the Love Canal. By exposing this, the students were able to credit him “as falsely taking credit for too much”(94). Thus, by critically analyzing and researching Gore’s speeches, these students were able to expose Gore’s lie. This is what we want our teachers to do. If we can make are students not be passive but active listeners, people will not be able to take advantage of the ignorance of American citizens.
Another aspect of this reading that I found interesting was the portion on listening skills. As future English teachers, we will be responsible for helping our students become exceptional listeners. Hobbs states, “Attentions, memory, empathy, interpretation, emotional response, characteristics of stimuli, and context all affect the listening process”(104). Even though there isn’t a single method for teaching listening skills, Hobb’s illustrates how important they are. Another part of the listening section of this chapter that I found interesting is when Hobbs states, “With iPods, MP3 players, and podcasts now a ubiquuitous feature of the adolescent’s cultural environment, English language arts teachers should continue to explore the ways that students’ critical listening skills can be developed through media literacy activities”(206). This directly connects with many concepts that we have discussed in 307. These are audio devices that our students are using at home, so why can’t English teachers integrate them into instruction? By teaching our students to critically analyze what they hear, they will be more apt to questiont he world around them.
Finally, the last point in this chapter that I found interesting is the way gender plays a role in reading the world and political efficacy. At the beginning of the semester, we discussed how female students are more reluctant to participate in class. Well, according to Hobbs, females are reluctant to participate in politics. According to Hobbs, “Political efficacy is defined as citizen’s faith and trust in the government and their own belief that they can understand and influence political affairs”(107). During Hobbs’s research, she found that female students did not feel as comfortable and male students in discussing and analyzing politics.
After reading this chapter, I realized that using media to teach students to evaluate the world around them will make them better and more informed citizens. Hobbs states, “As students fain the ability to comprehend news and politics by asking critical questions about media messages, they grow in knowledge and feel more empowered about their ability to understand government and politics. But they also develop s skepticism about the extent to which political leaders truly represent their interests”(94) These students will not believe everything they hear or see in the media; they will obtain the skills to see through lies and inconsistencies in the media.
Furthermore, in this chapter and study of the English 11 students, Hobbs measured the “students’ ability to critically analyze television news and radio programming,” which increased students comprehension and message analysis skills”(94). By analyzing and evaluating different forms of media, these students will be more prepared to analyze the world around them. According to Hobbs, media literacy “affects the development of critical thinking and civic engagement skills” (94). These are the exact skills with which teachers would like their students to leave their classrooms. Also, in this chapter, Hobbs discusses viewing skills, listening skills, political efficacy, and gender differences.
The first aspect of this chapter that I found interesting was the students response to Al Gore’s speech. Al Gore presented a speech on school violence, but the students found an inconsistency with something Gore said. In relation to the Love Canal, Gore stated, “I was the one that started it all.”(94). However, after the students listened to a taping of Gore’s speech, they realized that it was not him that started the hearing on the Love Canal. By exposing this, the students were able to credit him “as falsely taking credit for too much”(94). Thus, by critically analyzing and researching Gore’s speeches, these students were able to expose Gore’s lie. This is what we want our teachers to do. If we can make are students not be passive but active listeners, people will not be able to take advantage of the ignorance of American citizens.
Another aspect of this reading that I found interesting was the portion on listening skills. As future English teachers, we will be responsible for helping our students become exceptional listeners. Hobbs states, “Attentions, memory, empathy, interpretation, emotional response, characteristics of stimuli, and context all affect the listening process”(104). Even though there isn’t a single method for teaching listening skills, Hobb’s illustrates how important they are. Another part of the listening section of this chapter that I found interesting is when Hobbs states, “With iPods, MP3 players, and podcasts now a ubiquuitous feature of the adolescent’s cultural environment, English language arts teachers should continue to explore the ways that students’ critical listening skills can be developed through media literacy activities”(206). This directly connects with many concepts that we have discussed in 307. These are audio devices that our students are using at home, so why can’t English teachers integrate them into instruction? By teaching our students to critically analyze what they hear, they will be more apt to questiont he world around them.
Finally, the last point in this chapter that I found interesting is the way gender plays a role in reading the world and political efficacy. At the beginning of the semester, we discussed how female students are more reluctant to participate in class. Well, according to Hobbs, females are reluctant to participate in politics. According to Hobbs, “Political efficacy is defined as citizen’s faith and trust in the government and their own belief that they can understand and influence political affairs”(107). During Hobbs’s research, she found that female students did not feel as comfortable and male students in discussing and analyzing politics.
After reading this chapter, I realized that using media to teach students to evaluate the world around them will make them better and more informed citizens. Hobbs states, “As students fain the ability to comprehend news and politics by asking critical questions about media messages, they grow in knowledge and feel more empowered about their ability to understand government and politics. But they also develop s skepticism about the extent to which political leaders truly represent their interests”(94) These students will not believe everything they hear or see in the media; they will obtain the skills to see through lies and inconsistencies in the media.
Thursday, April 26, 2007
Miss Emerson's class blog
Chrissy's class blog is wonderful. I really like her idea of using numbers for teacher identification. I think that students will be more apt to have thoughtful discussions and responses if the names of the students are kept secret. This sor of reminds me of the cyber bullying on which Barb and Darlene presented. On Chrissy's class blog, she has prompting questions and ideas for her students. I think that this will definately enhance Our Town. Not only will students gain a better understanding of the text, but they will be able to use and becom familiar with technology.
Chrissy I give you props!
Chrissy I give you props!
Quizlet
Wow. This quizlet site is amamzing! I think that a lot of students would be more interested in practicing vocabulary if they could do it online. The flashcards, matching, and quiz will help the students learn vocabulary while using technology. Our students are on the internet so often, that this site will entice them to practice. Also, the section of this site that allows students to discuss vocabulary words and their usage is really interesting. Students could chat online and learn vocabulary. This is a great idea.
Friedman and the Education Gaps
After reading Friedman’s “Dirty Little Secret” “The Education Gap at the Top” and “The Education Gap at the Bottom” I realized that American students are not pursuing careers that will put them at the top of society. When Friedman discusses the “bottom” of the education gap, he discusses why many Americans are stuck in careers or degree programs that will not allow them to advance in the global economy. Friedman says, “Americans have always wanted and expected their public schools to be the agent of social mobility, the principal means by which poor people can lift themselves up by their bookstraps and grasp the brass ring. But that is no longer the reality in too many parts of the country today, because of the disparities in funding”(346). This illustrates that our public schools are not encouraging American students to explore careers in math, science, and technology because many do not have the resources.
However, when Friedman discusses the people at the “top” of the education gap, he says “We simply are not educating, or even interesting enough for our own young people in advanced math, science, and engineering” (335). People at the “top” of the education gap are pursuing careers in math, science, and technology. For instance, Friedman uses the example of going out to dinner with his daughter, her roommates, and her roommate’s boyfriend, Eric Stern. Stern was getting his Ph.D in “biomedical engineering with an expertise in nanotechnology”(337) . Friedman goes further by showing the reader that Stern’s family was very involved in science and technology, which contributed to Stern’s career path. However, the most interesting part of this example is when Stern says, “I am looking around at a table eating pizza with all these smart women, and it never occurred to them to do science. They were all in humanities” (338).
As a preservice teacher, and after taking this class, I realized that without technology our students will not be marketable. If ELA teachers teach English in isolation from technology, we will be depriving our students of the education they deserve. According to the “Bottom Line”
“Young Chinese, Indians, and Poles are not racing us at the bottom. They are racing us at the top. They do not want to work for us; they don’t even want to be us. They want to dominate us—in the sense that they want to be creating the companies of the future” (351).
The world is flat. And as preservice ELA teachers, we must encourage our students to seek careers that will allow them to “dominate the companies of the future.” Teachers need to realize that symbolism and setting are not important. What is important are close reading skills, technology skill, and the ability to adapt to the world around them.
However, when Friedman discusses the people at the “top” of the education gap, he says “We simply are not educating, or even interesting enough for our own young people in advanced math, science, and engineering” (335). People at the “top” of the education gap are pursuing careers in math, science, and technology. For instance, Friedman uses the example of going out to dinner with his daughter, her roommates, and her roommate’s boyfriend, Eric Stern. Stern was getting his Ph.D in “biomedical engineering with an expertise in nanotechnology”(337) . Friedman goes further by showing the reader that Stern’s family was very involved in science and technology, which contributed to Stern’s career path. However, the most interesting part of this example is when Stern says, “I am looking around at a table eating pizza with all these smart women, and it never occurred to them to do science. They were all in humanities” (338).
As a preservice teacher, and after taking this class, I realized that without technology our students will not be marketable. If ELA teachers teach English in isolation from technology, we will be depriving our students of the education they deserve. According to the “Bottom Line”
“Young Chinese, Indians, and Poles are not racing us at the bottom. They are racing us at the top. They do not want to work for us; they don’t even want to be us. They want to dominate us—in the sense that they want to be creating the companies of the future” (351).
The world is flat. And as preservice ELA teachers, we must encourage our students to seek careers that will allow them to “dominate the companies of the future.” Teachers need to realize that symbolism and setting are not important. What is important are close reading skills, technology skill, and the ability to adapt to the world around them.
Tuesday, April 24, 2007
Sansa Connect
The article, “A Music Player that Needs Seasoning” by David Pogue describes a new type of iPod, by the company Sansa. This music player is called the Sansa Connect which costs about $250. The uique part about the Sansa Connect is the antenna. It allows for a wireless connection. This company is also collaborating with Yahoo.
The author describes it as:
“1.black, shiny, softly rounded plastic case, the size of a closed cellphone;1 click wheel, like the iPod’s but made of black rubber;7 jacks and buttons on the edges: volume keys, earbud jack, proprietary U.S.B./charging connector, On/Off, Hold, memory-card slot;1 antenna;”
Check out the article
http://www.nytimes.com/2007/04/19/technology/19pogue.html?_r=1&ref=technology&oref=slogin
The author describes it as:
“1.black, shiny, softly rounded plastic case, the size of a closed cellphone;1 click wheel, like the iPod’s but made of black rubber;7 jacks and buttons on the edges: volume keys, earbud jack, proprietary U.S.B./charging connector, On/Off, Hold, memory-card slot;1 antenna;”
Check out the article
http://www.nytimes.com/2007/04/19/technology/19pogue.html?_r=1&ref=technology&oref=slogin
Will's Weblogged Continued
After reading other blogs by Will, such as “Blogging Environments,” “Business Cards We Love to See,” and “Setting Up Shop in Second Life, I realized just how much technology is impacting our lives as future teachers.
In Will’s blog, “Blogging Environments, he discusses how blogs are becoming more accommodating to teachers. This shows just how popular blgging has become in schools. As teachers, we must realize that we need to incorporate blogging into our classes. If the blogging environment is “shape-shifting” we must too.
In Wills post “Business Cards We Love,” he discusses how a teacher made a busness card for a class wiki. He satates, “ They write. They collaborate. They publish.” This is exactly what educators must be doing for their students. We must encourage our students to be creative, write, and publish to a wide audience. This is similar to “Pokinitis,” for this is exactly what Will is encouraging his daughter to do.Finally, Will’s blog “Setting Up Shop In Second Life,” the reader sees just how much programs like this are influencing our students. We must compete with this for our students’ attention.
In Will’s blog, “Blogging Environments, he discusses how blogs are becoming more accommodating to teachers. This shows just how popular blgging has become in schools. As teachers, we must realize that we need to incorporate blogging into our classes. If the blogging environment is “shape-shifting” we must too.
In Wills post “Business Cards We Love,” he discusses how a teacher made a busness card for a class wiki. He satates, “ They write. They collaborate. They publish.” This is exactly what educators must be doing for their students. We must encourage our students to be creative, write, and publish to a wide audience. This is similar to “Pokinitis,” for this is exactly what Will is encouraging his daughter to do.Finally, Will’s blog “Setting Up Shop In Second Life,” the reader sees just how much programs like this are influencing our students. We must compete with this for our students’ attention.
Webquest
Savanna, Lauren, and I are creatign a webquest dedicated to the study of multicultural iterature. However, we are not making our students read one text from one culture; we are allowing them to choose. This will make the webquest more authentic to their interests, and they will be more apt to learn about the culture. On our webquest, we are allowing our studnts to choose from Latin Amrican, African American, or Middle Eastern literature. Then the stusdents will have to choos a novel to gain a better understanding of the gorups experiences. Next, the students will go on a culture quest by using the links on the page. Finally, the students wil lhave to answer a critical lens that deals with prejudice and oppression. We rteally thingk this would be a great resource to use in the classroom.
Shape-Shifting Portfolio
According to the article “ Shape-Shifting Portfolios: Milennial Youth, Literacies, and the Game of Life, the millenials will have the advantage to create shape shifting portfolios. Shape Shifting Portfolios are defined collections of skills—for example, educational, social, service, and sports experiences and achievements that can be arranged and rearranged in order to define and redefine oneself as a certain kind of competent person.” As future teachers, it is essential that we encourage our students to continue to change their portfolios.
For instance, the author of this reading describes a young woman named Katie’s portfolio. The author states, “Recently, Katie recognized that that as she attempts to shape shift with her portfolio to showcase her talents and efforts, she may actually need two distinct portfolios—one portfolio to display a focus and concentration of effort and another to represent her flexibility and diversity of effort” (118). I think that creating a portfolio that exhibits your past and present accomplishments is vital for a shape shifting portfolio. However, I agree with Katie because employers want to see that you can be flexible and promote and celebrate diversity.
I also thought that Thomas’s theory on shape-shifting portfolios was interesting. He states, “a lot of people today are, they’re intent on finding the most programs and not how can I better myself? [but] how can I make myself look better?”(119). I agree with Thomas. As teachers we must help our students actually master the things they are putting into their portfolio. What they are learning should be authentic and actually help them become better applicants for the global market.
After reading these accounts on different portfolios, I realized that people must shift-shapes. In our society, technology is changing so rapidly that someone who is unable to change with technology and the world around them will not be a good applicant for a position. Employers want to see that the people they are hiring will be able to continue their professional development, so they can bring more to the work environment.
For instance, the author of this reading describes a young woman named Katie’s portfolio. The author states, “Recently, Katie recognized that that as she attempts to shape shift with her portfolio to showcase her talents and efforts, she may actually need two distinct portfolios—one portfolio to display a focus and concentration of effort and another to represent her flexibility and diversity of effort” (118). I think that creating a portfolio that exhibits your past and present accomplishments is vital for a shape shifting portfolio. However, I agree with Katie because employers want to see that you can be flexible and promote and celebrate diversity.
I also thought that Thomas’s theory on shape-shifting portfolios was interesting. He states, “a lot of people today are, they’re intent on finding the most programs and not how can I better myself? [but] how can I make myself look better?”(119). I agree with Thomas. As teachers we must help our students actually master the things they are putting into their portfolio. What they are learning should be authentic and actually help them become better applicants for the global market.
After reading these accounts on different portfolios, I realized that people must shift-shapes. In our society, technology is changing so rapidly that someone who is unable to change with technology and the world around them will not be a good applicant for a position. Employers want to see that the people they are hiring will be able to continue their professional development, so they can bring more to the work environment.
Monday, April 23, 2007
Pokinitis
After reading Will’s blog titled “Pokinitis” it made me think about how our future students will be producers. During the conversation with his daughter, Will encourages his daughter to use her imagination and turn it into a book. This part of the conversation made me think about Friedman’s discussion of uploading and our students becoming producers instead of information consumers. Will is encouraging his daughter to create and take the reigns of her learning.
This conversations illustrates that teachers must be able to find the aspects of our students lives that are most important to them. Then we must encourage them to use those things that they love to inspire them to create. At the end of the conversation, Will tells his daughter that she “could write it, draw the pictures for it, and then when it’s all done, we could make a movie of it with you reading it so other kids could even listen to it.” Will’s daughter will not only be able to have her book illustrated and published; she will be able to create a movie and post it on the internet so millions of people can see her work. As teachers, we must realize that the composing process has advanced. It is no longer acceptable or beneficial to have our students simply read their papers in front of their classmates. Our students must learn to create movies and podcasts, so they can reach a larger population of people.
This conversations illustrates that teachers must be able to find the aspects of our students lives that are most important to them. Then we must encourage them to use those things that they love to inspire them to create. At the end of the conversation, Will tells his daughter that she “could write it, draw the pictures for it, and then when it’s all done, we could make a movie of it with you reading it so other kids could even listen to it.” Will’s daughter will not only be able to have her book illustrated and published; she will be able to create a movie and post it on the internet so millions of people can see her work. As teachers, we must realize that the composing process has advanced. It is no longer acceptable or beneficial to have our students simply read their papers in front of their classmates. Our students must learn to create movies and podcasts, so they can reach a larger population of people.
Wednesday, April 18, 2007
Webquest
Savanna, Lauren, and I met once againt our webquest project. We came up with soem great ideas and have divided the work. I don't want to reveal too much, but I will say that this may be something that all of you will want to use in your classrooms. We're really excited about it.
Women Reluctant to Pursue Careers in Computer Science
At the beginning of the year, we discussed gender bias in the classroom. In connection with that discussion, I found an article on The New York Times website that discusses the absence of women in computer science programs. In the article, “Computer Science Takes Steps to Bring Women to the Fold” by Cornelia Dean, the topic of the lack of women in computer science programs is illuminated. As Dean points out, “[f]or decades, undergraduate women have been moving in ever greater numbers into science and engineering departments at American universities. Yet even as they approach or exceed enrollment parity in mathematics, biology and other fields, there is one area in which their presence relative to men is static or even shrinking: computer science.”
In 1985, 38% of women received a degree in Computer Science. Then in 2003, 28 of women pursued a degree in computer Science. And the amount of women has decreased to only 17 %of women studying to be Computer Science majors in the 2003-2004 school year.
This is a major problem because it seems as though women are not aware of the possiblities computer science can bring. Furthermore, as Friedman discussed in his book, our students must pursue careers that will allow them to function in the flat world. The article points out that “The Advanced Placement high school course in computer science may be part of the problem, according to Dr. Cuny. “The AP computer course is a disaster,” she said. “It teaches Java programming, which is very appealing to a lot of people, but not to others. It doesn’t teach what you can do with computers.”
Could the lack of women in computer related majors be something that educators are doing wrong?
Check out the article.
http://www.nytimes.com/2007/04/17/science/17comp.html?_r=1&ref=technology&oref=slogin
In 1985, 38% of women received a degree in Computer Science. Then in 2003, 28 of women pursued a degree in computer Science. And the amount of women has decreased to only 17 %of women studying to be Computer Science majors in the 2003-2004 school year.
This is a major problem because it seems as though women are not aware of the possiblities computer science can bring. Furthermore, as Friedman discussed in his book, our students must pursue careers that will allow them to function in the flat world. The article points out that “The Advanced Placement high school course in computer science may be part of the problem, according to Dr. Cuny. “The AP computer course is a disaster,” she said. “It teaches Java programming, which is very appealing to a lot of people, but not to others. It doesn’t teach what you can do with computers.”
Could the lack of women in computer related majors be something that educators are doing wrong?
Check out the article.
http://www.nytimes.com/2007/04/17/science/17comp.html?_r=1&ref=technology&oref=slogin
Tuesday, April 17, 2007
Will and Friedman
I found Will’s blog post about Friedman very interesting. Maybe because we are reading The World is Flat in class, but I really liked the idea that “Green is the new red, white and blue.” In this blog post, Will quotes Friedman’s article. He says:
“How do our kids compete in a flatter world? How do they thrive in a warmer world? How do they survive in a more dangerous world? Those are, in a nutshell, the big questions facing America at the dawn of the 21st century. But these problems are so large in scale that they can only be effectively addressed by an America with 50 green states — not an America divided between red and blue states.”
In this quotation, Friedman is saying that future generations will only be able to combat the world’s problems if they are able to change with the flatworld. Furthermore, Will states, “And, this is a moment of serious challenge to our traditional ways of thinking about consumption and our use of the planet’s natural resources, just like it’s a moment of serious challenge to our traditional ways of education.”
I feel that this blog post illustrates that we must steer our students to think about how they can use technology to improve the future.
“How do our kids compete in a flatter world? How do they thrive in a warmer world? How do they survive in a more dangerous world? Those are, in a nutshell, the big questions facing America at the dawn of the 21st century. But these problems are so large in scale that they can only be effectively addressed by an America with 50 green states — not an America divided between red and blue states.”
In this quotation, Friedman is saying that future generations will only be able to combat the world’s problems if they are able to change with the flatworld. Furthermore, Will states, “And, this is a moment of serious challenge to our traditional ways of thinking about consumption and our use of the planet’s natural resources, just like it’s a moment of serious challenge to our traditional ways of education.”
I feel that this blog post illustrates that we must steer our students to think about how they can use technology to improve the future.
Social Computing
After reading Will’s blog on Social Computing at the University of Michigan, I realized that this relates to a concept that we have discussed itn ENG 307. As a class we have all experimented with new technology, and we have succeeded at picking up the basics. I agree with Will here: why do we have to have a degree in social computing? What we need to teach our students and ourselves to do is experiment with technology. We need to make technology instruction authentic by making our students learn from mistakes ad actually take up the concept.
In fact, our students shouldn be proficient in this before they enter college. They need to enter fields that are math and science based, so they can apply the technology they learned to these fields.
In fact, our students shouldn be proficient in this before they enter college. They need to enter fields that are math and science based, so they can apply the technology they learned to these fields.
Video On Demand
After reading about the video on demand system, I thought just how great it would be to integrate this type of pedagogy into my future classroom. As the article “Video Helps Overhaul District’s Curriculum” illustrates that educators “need to engage a new generation of students who are visual learners.” Due to all of the technology that our students are using at home, we must appeal to that specific learning style to maximize how engaged are students are in the classroom. This school in Baltimore seems to be assessing what will really engage students, and ensure that they are inspired and actively connected to the class curriculum.
Furthermore, according to the article, “The system, SAFARI Montage by the Library Video Company, will allow teachers to access and play more than a thousand video programs from leading publishers such as National Geographic and Scholastic.” This is a great resource for teachers, and it will make learning more fun. National Geographic and Scholastic are well known companies that realize that students are becoming more visual learners. As educators, we must realize this also to help our students succeed in life.
This article also made me think of the Lehman Alternative School and Chris Sperry’s media literacy lesson. I enjoyed that lesson immensely. I think that that types of visual learning helps students truly grasp and understand difficult concepts.
Furthermore, according to the article, “The system, SAFARI Montage by the Library Video Company, will allow teachers to access and play more than a thousand video programs from leading publishers such as National Geographic and Scholastic.” This is a great resource for teachers, and it will make learning more fun. National Geographic and Scholastic are well known companies that realize that students are becoming more visual learners. As educators, we must realize this also to help our students succeed in life.
This article also made me think of the Lehman Alternative School and Chris Sperry’s media literacy lesson. I enjoyed that lesson immensely. I think that that types of visual learning helps students truly grasp and understand difficult concepts.
Connections between On Demand Video Technotari and Lets Abolish High School
After reading the article “Lets Abolish High School” I realized how debilitating a high school can be for a student. In this article, the author describes how students hate high school, and how our nation deems adolescents as incompetent and unable to act mature. However, by using the example of his 15 year old son, who is intelligent and mature, we see that this misconception lies in the eyes of educators who bore their students.
For instance, in this article, the author, Epstein states:
“A century ago, there was no way to address these concerns, but, thanks to computers and the Internet, we now have rapidly improving tools that will soon allow virtually all young people to master essential material at their own pace, and to do so at any point in their lives. There will probably always be a place for the classroom, but it will be a place where intense and intimate learning takes place with highly willing students, not a step on an assembly line.”
This quotation directly connects to the article on video on demand and the Technorati readings. For instance, the video on demand article discusses that students are visual learners, and technology will allow students to lean and actually love what they’re learning by accessing this program. Aslo, Technotari, who is the main aggregation point for all forms of social media on the Web, including blogs, of course, but also video, photos, audio such as podcasts and much more, shows the increasing trend of using media and technology.
Furthermore, Epstein states, “education needs to be spread out over a lifetime, and the main thing we need to teach our young people is to love the process of learning” If we were to look at the trends and realize that our students are competent but just bored with the mass education mill that we force them to go to day after day, we would be able to make our students love and appreciate knowledge and learning.
For instance, in this article, the author, Epstein states:
“A century ago, there was no way to address these concerns, but, thanks to computers and the Internet, we now have rapidly improving tools that will soon allow virtually all young people to master essential material at their own pace, and to do so at any point in their lives. There will probably always be a place for the classroom, but it will be a place where intense and intimate learning takes place with highly willing students, not a step on an assembly line.”
This quotation directly connects to the article on video on demand and the Technorati readings. For instance, the video on demand article discusses that students are visual learners, and technology will allow students to lean and actually love what they’re learning by accessing this program. Aslo, Technotari, who is the main aggregation point for all forms of social media on the Web, including blogs, of course, but also video, photos, audio such as podcasts and much more, shows the increasing trend of using media and technology.
Furthermore, Epstein states, “education needs to be spread out over a lifetime, and the main thing we need to teach our young people is to love the process of learning” If we were to look at the trends and realize that our students are competent but just bored with the mass education mill that we force them to go to day after day, we would be able to make our students love and appreciate knowledge and learning.
Tuesday, April 10, 2007
Webquest
For the next project, Lauren, Savanna, and I are going to create a webquest. We decided to work on this project because we feel that we will be able to incorporate it into our future classrooms. We don't want to give too much away, but we are going to create the webquest on multiculrual literature. This is a hot topic in schools, and we feel that it would be great for our students to delve into. Currently, we are researching different webquests and gathering our materials.
Blog Guidelines
I recently found an article in the New York Times that I found very interesting. Brad Stone wrote the article titles “A Call for Manners in the World of Nasty Blogs” which describes a people who would like to institute a form of blog etiquette. Individuals feel that there should be a guideline for what is appropriate to write on blogs.
Stone states, “Mr. O’Reilly and Mr. Wales talk about creating several sets of guidelines for conduct and seals of approval represented by logos. For example, anonymous writing might be acceptable in one set; in another, it would be discouraged. Under a third set of guidelines, bloggers would pledge to get a second source for any gossip or breaking news they write about.”
I found this article extremely relevant to our class because we have talked about censorship and what is appropriate for our students to read online. Check out the article at http://www.nytimes.com/2007/04/09/technology/09blog.html?ref=technology
Stone states, “Mr. O’Reilly and Mr. Wales talk about creating several sets of guidelines for conduct and seals of approval represented by logos. For example, anonymous writing might be acceptable in one set; in another, it would be discouraged. Under a third set of guidelines, bloggers would pledge to get a second source for any gossip or breaking news they write about.”
I found this article extremely relevant to our class because we have talked about censorship and what is appropriate for our students to read online. Check out the article at http://www.nytimes.com/2007/04/09/technology/09blog.html?ref=technology
Blog Guidelines
I recently found an article in the New York Times that I found very interesting. Brad Stone wrote the article titles “A Call for Manners in the World of Nasty Blogs” which describes a people who would like to institute a form of blog etiquette. Individuals feel that there should be a guideline for what is appropriate to write on blogs.
Stone states, “Mr. O’Reilly and Mr. Wales talk about creating several sets of guidelines for conduct and seals of approval represented by logos. For example, anonymous writing might be acceptable in one set; in another, it would be discouraged. Under a third set of guidelines, bloggers would pledge to get a second source for any gossip or breaking news they write about.”
I found this article extremely relevant to our class because we have talked about censorship and what is appropriate for our students to read online. Check out the article at http://www.nytimes.com/2007/04/09/technology/09blog.html?ref=technology
Stone states, “Mr. O’Reilly and Mr. Wales talk about creating several sets of guidelines for conduct and seals of approval represented by logos. For example, anonymous writing might be acceptable in one set; in another, it would be discouraged. Under a third set of guidelines, bloggers would pledge to get a second source for any gossip or breaking news they write about.”
I found this article extremely relevant to our class because we have talked about censorship and what is appropriate for our students to read online. Check out the article at http://www.nytimes.com/2007/04/09/technology/09blog.html?ref=technology
O'Brien Chapter
After reading David O’Brien’s chapter “‘Struggling’ Adolescents’ Engagement in Multimediating: Countering the Institutional Construction of Incompetence,” I realized how effective the Internet and technology can be in motivating adolescents who are reluctant to do work or participate in class.
While I was reading the chapter, one quotation really sparked my interest. O’Brien states, “adolescents classified as ‘at risk’ or ‘struggling,’ labels they usually acquire early in their academic careers, competently engage in media-centric tasks, most of which involve using media as well as engaging in traditional literary practices”(31-32). This quotation illustrates that students that educators target as “at risk” or “struggling” students are not given the chance to excel. If we can incorporate media literacy or technology into our classrooms, we would be able to reach these kids.
When I was student teaching, I encountered many students who were labeled by teachers as at risk, struggling, or problem students. I feel that the problems that these students had were because they were made to think that they incapable of learning or accomplishing the tasks their other classmates did. I think that taking a personal interest in these students will make them feel valuable, and if we can incorporate the things they like, like technology, into our lessons they will be more apt to learn.
While I was reading the chapter, one quotation really sparked my interest. O’Brien states, “adolescents classified as ‘at risk’ or ‘struggling,’ labels they usually acquire early in their academic careers, competently engage in media-centric tasks, most of which involve using media as well as engaging in traditional literary practices”(31-32). This quotation illustrates that students that educators target as “at risk” or “struggling” students are not given the chance to excel. If we can incorporate media literacy or technology into our classrooms, we would be able to reach these kids.
When I was student teaching, I encountered many students who were labeled by teachers as at risk, struggling, or problem students. I feel that the problems that these students had were because they were made to think that they incapable of learning or accomplishing the tasks their other classmates did. I think that taking a personal interest in these students will make them feel valuable, and if we can incorporate the things they like, like technology, into our lessons they will be more apt to learn.
Tuesday, April 3, 2007
The Flatworld is Here
I found an article in the New York Times that reminded me of the Flatworld that Friedman describes. The article titled M.I.T Education in China, Minus the Degree by Noam Cohen, is about a man, Mr. Chu, who made millions of dollars translating Chinese fantasy novel.
Six years ago, M.I.T. created an OpenCourseWear project, which made the institutions course material free for over ten years. If a person attended the university for this period of time it would cost something like 100million dollars. The people who used this program accessed the college’s materials online.
This article just shows that other countries are taking advantage of our resources. The information is out there and they found it and used it. The world is flat. Now someone in China can use the educational materials at one of the leading colleges in the United States and make millions off it. Our students have some serious competition.
Check out the article http://www.nytimes.com/2007/04/02/technology/02link.html?_r=1&ref=technology&oref=slogin
Six years ago, M.I.T. created an OpenCourseWear project, which made the institutions course material free for over ten years. If a person attended the university for this period of time it would cost something like 100million dollars. The people who used this program accessed the college’s materials online.
This article just shows that other countries are taking advantage of our resources. The information is out there and they found it and used it. The world is flat. Now someone in China can use the educational materials at one of the leading colleges in the United States and make millions off it. Our students have some serious competition.
Check out the article http://www.nytimes.com/2007/04/02/technology/02link.html?_r=1&ref=technology&oref=slogin
Live Chat
After reading the live chat transcript, I realized that the individuals in the chat had some of the same concerns and ideas I had about using technology in the classroom.
One part of this chat that I found extremely interesting and connects to 307 is the questionfrom Susan Victor about the “biggest roadblock to successful implementation of technology in schools.” I agree with Trotter that both are roadblocks, but as teachers we need to recognize them and overcome them. If we don’t we will never prepare our student for the “real world.”
Another person who seems to “get it” is John Eldredge. He states, “Isn’t the next step the use of technology applications to directly enhance student learning and achievement?” Eldredge gets it because he is thinking ahead. He knows that technology is going to play a big part in the livces of or students. Trotter replied to this and even said that “there has been a lot of research into creating computer-based environments.”
Sheri Hunter also gets the digital world, for she has created technology benchmarks for her students “to ensure that all students have access to the media and are prepared to continue to learn in the digital age” This is a great idea. Just like we have the regents or ELA exams we should have technology benchmarks. These would be tests that ensured our students would be prepared to use technology in the world.
One part of this chat that I found extremely interesting and connects to 307 is the questionfrom Susan Victor about the “biggest roadblock to successful implementation of technology in schools.” I agree with Trotter that both are roadblocks, but as teachers we need to recognize them and overcome them. If we don’t we will never prepare our student for the “real world.”
Another person who seems to “get it” is John Eldredge. He states, “Isn’t the next step the use of technology applications to directly enhance student learning and achievement?” Eldredge gets it because he is thinking ahead. He knows that technology is going to play a big part in the livces of or students. Trotter replied to this and even said that “there has been a lot of research into creating computer-based environments.”
Sheri Hunter also gets the digital world, for she has created technology benchmarks for her students “to ensure that all students have access to the media and are prepared to continue to learn in the digital age” This is a great idea. Just like we have the regents or ELA exams we should have technology benchmarks. These would be tests that ensured our students would be prepared to use technology in the world.
The Zines
After reading NCTE article about the Zine project, I realized how essential authentic reading and writing are to students. For those of you who are unfamiliar with the project or a zine, the author of this article, Tobi Jacobi, defines it as “typically single-authored, handmade, do-it-yourself, creative publications centered on themes and issues that explore the personal and the political, the extraordinary and the mundane.” Furthermore, this project is an eight week program where university students and high school students work together to share in the writing and the publishing process. This article also illustrates that students who take part in the Zine project are the curricular anecdote to the current pressure teachers face to teach to the test.” In addition, these students write about societal issues such as racism and use their writing to produce a “creative rebellion.”
One parallel between the Hobbs reading and this article is the focus on gender and race stereotypes and propaganda in the media. In the Zine article, it is stated that “Zines have also been…referred to as an act of civil disobedience; a tool for inspiring other forms of activism; a medium through which girls effect changes within themselves, including confronting their own weaknesses, such as racism, homophobia, and other forms of prejudice.” Similarly, In the Hobbs reading, the assigned chapters focus on propaganda and race in the media and the classroom. In Hobbs book, she discusses how as teacher we rarely discuss concepts like race and propaganda when these are extremely important topics in our students lives.
After reading Hobbs and the NCTE article, I realized that English should focus on what is happening in the world. One of the main reasons that I enjoyed English and writing was to expose prejudice and other problems in society. I think that the Zine project will help students write about what is important to them, which is what teachers should try to help their students do. As an English teacher, I know that I would be able to help students do this. I am passionate about exposing societal injustice, and I look forward to helping my students explores these venues.
One parallel between the Hobbs reading and this article is the focus on gender and race stereotypes and propaganda in the media. In the Zine article, it is stated that “Zines have also been…referred to as an act of civil disobedience; a tool for inspiring other forms of activism; a medium through which girls effect changes within themselves, including confronting their own weaknesses, such as racism, homophobia, and other forms of prejudice.” Similarly, In the Hobbs reading, the assigned chapters focus on propaganda and race in the media and the classroom. In Hobbs book, she discusses how as teacher we rarely discuss concepts like race and propaganda when these are extremely important topics in our students lives.
After reading Hobbs and the NCTE article, I realized that English should focus on what is happening in the world. One of the main reasons that I enjoyed English and writing was to expose prejudice and other problems in society. I think that the Zine project will help students write about what is important to them, which is what teachers should try to help their students do. As an English teacher, I know that I would be able to help students do this. I am passionate about exposing societal injustice, and I look forward to helping my students explores these venues.
Sunday, April 1, 2007
Outside Interests
After reading “Outside Interests,” I found a connection to the Alvermann chapters that recently read. In this article, a boy named Randy Hererra describes a disconnect between his life at home and at school. Hererra states, “When I step out of school, I have a pretty high-tech life,[…] When I step in school, I feel like I’m not me anymore. I have to jump into this whole old-fashioned thing where everything is restricted.” As teachers, we must accept that technology is an integral par of our students’ lives. In the Alvermann articles, the fact that students live in two worlds—the school and the home world—completely limits our ability to get through to them. We are doing our students an injustice by prohibiting them from using a classroom computer for research or blocking sites in schools.
Another connection between this article and the Alvermann articles is the idea of the implied teacher and the implied student or learner. The article states, “Many teachers are not comfortable with technology and need meaningful time devoted to teaching them how to use tools.” With all of the research and information about how essential technology is to the global economy and the lives of our students, it amazes me that teacher are not willing to let their students inform them of new technologies. As educators, we must let the students take the reigns of their own learning and bring the technology they use at home into the classroom.
Another connection between this article and the Alvermann articles is the idea of the implied teacher and the implied student or learner. The article states, “Many teachers are not comfortable with technology and need meaningful time devoted to teaching them how to use tools.” With all of the research and information about how essential technology is to the global economy and the lives of our students, it amazes me that teacher are not willing to let their students inform them of new technologies. As educators, we must let the students take the reigns of their own learning and bring the technology they use at home into the classroom.
Technology Counts: Digital Decade
The introduction to the issue of technology counts reminded me of an ongoing debate in English 307. During many of our classes, we have discussed requiring the use of technology in our classes and the problem of some students not having access to technology. For instance the author of the article states, “But fears ran high that America’s schools—particularly disadvantaged ones on the wrong side of the ‘digital divide’—were being left behind.” As teachers, we know that some districts in which we work will not have the technology that young individuals will need to compete in the global community.
However, I found a lot of parallels between Friedman’s book and this report. The first connection that I observed is that “Amid fears that U.S. prospects in the global economy may be dimming, the mathematical, scientific, and technological skills of young Americans have become a leading concern of policy leaders nationally.” This quotation connects directly to Friedman’s discussion of how American students will have to compete with other students around the world for jobs. Furthermore, this quotation also illustrates that our students are not exploring careers in technology, math and science; they are not being informed about what jobs will be out there after they finish their education. Also, “ 21st-century digital literacy must hinge not on the superficial fluency with technology that many students exhibit in their off hours, but on proficiency in such skills as effectively sifting through a glut of electronic information and producing creative work that will be valued highly in the global marketplace.”
This report not only illustrates the concerns with technology that we have discussed in class, but it also shows that the understanding and mastery of technology is essential for the survival of our future students.
However, I found a lot of parallels between Friedman’s book and this report. The first connection that I observed is that “Amid fears that U.S. prospects in the global economy may be dimming, the mathematical, scientific, and technological skills of young Americans have become a leading concern of policy leaders nationally.” This quotation connects directly to Friedman’s discussion of how American students will have to compete with other students around the world for jobs. Furthermore, this quotation also illustrates that our students are not exploring careers in technology, math and science; they are not being informed about what jobs will be out there after they finish their education. Also, “ 21st-century digital literacy must hinge not on the superficial fluency with technology that many students exhibit in their off hours, but on proficiency in such skills as effectively sifting through a glut of electronic information and producing creative work that will be valued highly in the global marketplace.”
This report not only illustrates the concerns with technology that we have discussed in class, but it also shows that the understanding and mastery of technology is essential for the survival of our future students.
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