A quick fact:
Did you all know that you can use google from your cell phones?
Text to G-O-O-G-L-E as who you are sending to, and then type in whatever information you're looking for. You can find definitions, movie times, closing times of restaurants and stores, etc.
Example: Type 'pizza 13045', and you'll get pizza places in Cortland.
Cool, eh?
Check it out, because it is VERY, VERY useful.
Monday, February 26, 2007
RSS Feeds
Wikipedia defines RSS as "a family of web feed formats used to publish frequently updated digital content such as blogs, news feeds, or podcasts" (http://en.wikipedia.org/wiki/RSS_(file_format).
In the classroom, I hope to use the following RSS feeds:
-Class blog where students can post responses and reactions to class material.
-Personal blogs for posting on class material.
-Podcasts for book talks and creative writing pieces.
-LibraryThing as a dominant source for sharing book ideas for outside reading.
-Class website including video and audio clips for viewing.
This new technology should not go to waste...
In the classroom, I hope to use the following RSS feeds:
-Class blog where students can post responses and reactions to class material.
-Personal blogs for posting on class material.
-Podcasts for book talks and creative writing pieces.
-LibraryThing as a dominant source for sharing book ideas for outside reading.
-Class website including video and audio clips for viewing.
This new technology should not go to waste...
College-Bound
How important is college to Americans?
College is becoming essential in order to achieve jobs now! When my parents went to college, they could have graduated high school and received similar jobs that they received upon graduating college. High school graduates could obtain decent, normal-paying jobs without worrying about a college degree. Today, college degrees are necessary for many, many jobs--high school degrees are not what they used to be.
Consult the following article from the TIMES:
http://www.nytimes.com/2007/02/25/magazine/25wwlnlede.t.html?_r=1&ref=education&oref=slogin
In Christopher Caldwell article above entitled "What a College Education Buys," he states that "In 1979, according to the economists Frank Levy and Richard Murnane, a 30-year-old college graduate earned 17 percent more than a 30-year-old high-school grad. Now the gap is over 50 percent." College degrees are becoming more important to have now-a-days.
I think it is good that more students are going to college now than they have been in the past, but I am just concerned with how high colleges are costing students and parents now. Tuition prices rise more and more each year; I fear for what the prices will elevate to when I have children of my own who I want to send to college. These college loans are going to haunt me for decades...
On the upside, at least more students are becoming more educated. Friedman would argue that our youth needs to become more technologically literate in order to compete with growing, surrounding nations. Colleges are becoming increasingly technologically literate and are aiding young adults to become great competetors in the job field both locally and nationally. Sending more students to college is a great investment for the future of our nation, but it is becoming quite costly.
With more students going to college, we need to prepare more students for college. Especially, we need to prepare them technologically for a different academic atmosphere. Teach students how to research academic articles on library search engines. Teach them how to navigate credible sources on the internet. Get students to publish on the internet to begin to interact with others across the nation and the world. This, at least, is what we can do as teachers to help our students transition into a highly competitive college setting.
College is becoming essential in order to achieve jobs now! When my parents went to college, they could have graduated high school and received similar jobs that they received upon graduating college. High school graduates could obtain decent, normal-paying jobs without worrying about a college degree. Today, college degrees are necessary for many, many jobs--high school degrees are not what they used to be.
Consult the following article from the TIMES:
http://www.nytimes.com/2007/02/25/magazine/25wwlnlede.t.html?_r=1&ref=education&oref=slogin
In Christopher Caldwell article above entitled "What a College Education Buys," he states that "In 1979, according to the economists Frank Levy and Richard Murnane, a 30-year-old college graduate earned 17 percent more than a 30-year-old high-school grad. Now the gap is over 50 percent." College degrees are becoming more important to have now-a-days.
I think it is good that more students are going to college now than they have been in the past, but I am just concerned with how high colleges are costing students and parents now. Tuition prices rise more and more each year; I fear for what the prices will elevate to when I have children of my own who I want to send to college. These college loans are going to haunt me for decades...
On the upside, at least more students are becoming more educated. Friedman would argue that our youth needs to become more technologically literate in order to compete with growing, surrounding nations. Colleges are becoming increasingly technologically literate and are aiding young adults to become great competetors in the job field both locally and nationally. Sending more students to college is a great investment for the future of our nation, but it is becoming quite costly.
With more students going to college, we need to prepare more students for college. Especially, we need to prepare them technologically for a different academic atmosphere. Teach students how to research academic articles on library search engines. Teach them how to navigate credible sources on the internet. Get students to publish on the internet to begin to interact with others across the nation and the world. This, at least, is what we can do as teachers to help our students transition into a highly competitive college setting.
In-forming
From a 2.0 to 3.0 world... Are we ready? Can we change our classrooms to shift with these changes?
As a pre-service teacher, I know that I want to use the internet as much as possible in the classroom because it has such a vast array of information. My main concern is that I need to teach positive sources and help students realize what websites are not great sources of information. Everyone today is using the internet for multiple reasons, so we should teach students to be fluent in this new, everchanging, growing text that they can even contribute to.
Thomas Friedman's Flattener #9 in his book The World is Flat is In-forming (Google, Yahoo!, MSN Web Search). His discussion of "in-forming" is valuable for us to reflect upon when thinking about future classrooms. According to Friedman...
In-forming is...
"...the ability to build and deploy your own personal supply chain--a supply chain of information, knowledge, and entertainment" (179).
"...about self-collaboration--becoming your own self-directed and self-empowered researcher, editor, and selector of entertainment, without having to go to the library or movie theatre or through network television" (179).
"...seeking like-minded people and communities" (179).
Students need to become their own teachers. They need to teach themselves how they learn, and they need to learn how to master the biggest informational source on the planet: the Internet. Search engines are essential tools that students will need to master in order to become successful participants of this world. Everything is online now from applications to information, store hours to government documents, book reviews to blogs. If we can encourage as much in-forming, as Friedman talks about, in our classrooms, our students can learn how to become powerful editors, researchers, and learners. If we want active learning, we need to get students to use the internet for school purposes. With so much valuable information posted on the internet now, we need to guide our students to these pathways so they can become knowledgeable growing young adults.
As a pre-service teacher, I know that I want to use the internet as much as possible in the classroom because it has such a vast array of information. My main concern is that I need to teach positive sources and help students realize what websites are not great sources of information. Everyone today is using the internet for multiple reasons, so we should teach students to be fluent in this new, everchanging, growing text that they can even contribute to.
Thomas Friedman's Flattener #9 in his book The World is Flat is In-forming (Google, Yahoo!, MSN Web Search). His discussion of "in-forming" is valuable for us to reflect upon when thinking about future classrooms. According to Friedman...
In-forming is...
"...the ability to build and deploy your own personal supply chain--a supply chain of information, knowledge, and entertainment" (179).
"...about self-collaboration--becoming your own self-directed and self-empowered researcher, editor, and selector of entertainment, without having to go to the library or movie theatre or through network television" (179).
"...seeking like-minded people and communities" (179).
Students need to become their own teachers. They need to teach themselves how they learn, and they need to learn how to master the biggest informational source on the planet: the Internet. Search engines are essential tools that students will need to master in order to become successful participants of this world. Everything is online now from applications to information, store hours to government documents, book reviews to blogs. If we can encourage as much in-forming, as Friedman talks about, in our classrooms, our students can learn how to become powerful editors, researchers, and learners. If we want active learning, we need to get students to use the internet for school purposes. With so much valuable information posted on the internet now, we need to guide our students to these pathways so they can become knowledgeable growing young adults.
Sunday, February 25, 2007
Book Talks on Podcasts
A great way to get students interested in reading different books: book talks on podcasts.
Nancy Keane's website (http://nancykeane.com/rss.html) offers multiple book talks on podcasts.
In an earlier class, I talked about how students used podcasts to record their creative writing projects. One way for students to share their outside reading books would be to create podcasts, and post them on the class website to share with other classmates. If a student is unsure about what he/she wants to read next, he can listen to a peer's book talk to veer that student towards his/her next book selection.
This method can keep students learning outside the classroom. They have access to student's book reviews on the internet. We should keep this idea in mind if we want to instill a reading/writing workshop in our own future classrooms.
Nancy Keane's website (http://nancykeane.com/rss.html) offers multiple book talks on podcasts.
In an earlier class, I talked about how students used podcasts to record their creative writing projects. One way for students to share their outside reading books would be to create podcasts, and post them on the class website to share with other classmates. If a student is unsure about what he/she wants to read next, he can listen to a peer's book talk to veer that student towards his/her next book selection.
This method can keep students learning outside the classroom. They have access to student's book reviews on the internet. We should keep this idea in mind if we want to instill a reading/writing workshop in our own future classrooms.
Learning Pyramid
How do I know that I am going to retain the information I learned through my social bookmarking project?
The best way to retain information is to teach it. Then, the next level is to learn by doing or creating. This is the first thing that came to mind when I was refelcting about the project: the learning pyramid:
http://pegasus.cc.ucf.edu/~tbayston/eme6313/learning_pyramid.jpg
Besides learning about valuable skills and techniques I can incorporate in my future classroom in regards to social bookmarking, I learned how students can retain information.
How can we increase retaining information in classrooms (based on this project)?
1. Create interest through choice. I was interested in this topic, so I was eager to keep working on this project.
2. Group collaboration. Students will need to learn how to interact with others as they work towards a higher goal or product. This will be necessary in the real world, as I learned this myself working with classmates.
3. Working for a meaningful project. This project is one that we can all actually use in our lives. The skills we used towards creating this project are ones that we will need as we enter into the classroom, a future job. The project was meaningful; it wasn't just researching information on symbolism...
4. Learn by doing. We actually created our own websites that we are using. By immersing students in an active project, they will understand this material better than by trying to remember facts and regurgitate the information.
5. Teach your findings to classmates. This allowed for us to work on our oral presentation skills, as students will need this according to the standards. Students will learn better from one another because they are speaking in ways that one another can understand. They put their information into context that they can all understand. By teaching the class, students will learn many techniques/projects and will be an expert at one.
I think that having group projects like this in the classroom is very effective. Students use all four essential skills targeted in the standards, they interact with one another, they learn how to do the project with each other and on their own, and they actively create the project. They have ownership over their schoolwork, it provides purpose to the project, and they are interested in the project because it is of their choice.
My only concern would be that students should self-asses and group-assess every member's contribution in group work. Perhaps we should even be doing that in our group projects.
The best way to retain information is to teach it. Then, the next level is to learn by doing or creating. This is the first thing that came to mind when I was refelcting about the project: the learning pyramid:
http://pegasus.cc.ucf.edu/~tbayston/eme6313/learning_pyramid.jpg
Besides learning about valuable skills and techniques I can incorporate in my future classroom in regards to social bookmarking, I learned how students can retain information.
How can we increase retaining information in classrooms (based on this project)?
1. Create interest through choice. I was interested in this topic, so I was eager to keep working on this project.
2. Group collaboration. Students will need to learn how to interact with others as they work towards a higher goal or product. This will be necessary in the real world, as I learned this myself working with classmates.
3. Working for a meaningful project. This project is one that we can all actually use in our lives. The skills we used towards creating this project are ones that we will need as we enter into the classroom, a future job. The project was meaningful; it wasn't just researching information on symbolism...
4. Learn by doing. We actually created our own websites that we are using. By immersing students in an active project, they will understand this material better than by trying to remember facts and regurgitate the information.
5. Teach your findings to classmates. This allowed for us to work on our oral presentation skills, as students will need this according to the standards. Students will learn better from one another because they are speaking in ways that one another can understand. They put their information into context that they can all understand. By teaching the class, students will learn many techniques/projects and will be an expert at one.
I think that having group projects like this in the classroom is very effective. Students use all four essential skills targeted in the standards, they interact with one another, they learn how to do the project with each other and on their own, and they actively create the project. They have ownership over their schoolwork, it provides purpose to the project, and they are interested in the project because it is of their choice.
My only concern would be that students should self-asses and group-assess every member's contribution in group work. Perhaps we should even be doing that in our group projects.
Saturday, February 24, 2007
iPod Assault
I was listening to the news today, and this story caught my attention:
http://www.philly.com/mld/philly/news/16773546.htm
Teacher attacked for trying to take away a student's iPod!
One student was listening to his iPod when his 60-year-old math teacher tried to take it away from him. The student became angry and aggressive, and he shoved his teacher into a locker where his neck smashed. Students kicked and punched him, so he suffers broken bones and even has a neck injury. He is in critical but stable condition.
When I heard this story, I thought it was unbelievable that a student would defend his iPod to these extents! I could see how iPods would become distracting in classrooms and that they should be taken away when becoming a problem, but what do we do when students become this hostile over it?
Are iPods banned from certain schools? Do teachers have to make their own rules about not allowing cell phones or iPods in the classroom? Do we want to have these rules, or are they necessary?
I know iPods can be used for educational purposes, but I don't think that most students are using them for that. Maybe this news blurb is making a greater statement about iPods in schools...?
http://www.philly.com/mld/philly/news/16773546.htm
Teacher attacked for trying to take away a student's iPod!
One student was listening to his iPod when his 60-year-old math teacher tried to take it away from him. The student became angry and aggressive, and he shoved his teacher into a locker where his neck smashed. Students kicked and punched him, so he suffers broken bones and even has a neck injury. He is in critical but stable condition.
When I heard this story, I thought it was unbelievable that a student would defend his iPod to these extents! I could see how iPods would become distracting in classrooms and that they should be taken away when becoming a problem, but what do we do when students become this hostile over it?
Are iPods banned from certain schools? Do teachers have to make their own rules about not allowing cell phones or iPods in the classroom? Do we want to have these rules, or are they necessary?
I know iPods can be used for educational purposes, but I don't think that most students are using them for that. Maybe this news blurb is making a greater statement about iPods in schools...?
Tuesday, February 20, 2007
Explore More Media Literacy
I got an anonymous comment that suggested I check out another website on media literacy. I wasn't sure that everyone would go look at my comments, so I wanted to bring this website to the forefront so that everyone has a chance to check it out if they want.
www.frankwbaker.com
This website is called Media Literacy Clearinghouse. The website states that it is designed for K-12 educators who want to:
- learn more about media literacy
-integrate it into classroom instruction
-help students read the media
-help students become more media aware
This website has so many cool links to check out. On the left hand column, the website has all different basic categories like advertising, commersialism, media criticism, motion pictures, politics and the media, etc. In the center of the webpage is where the website has the most interesting informaiton, in my opinion. They have a link that brings you to the latest news in media literacy. My personal favorite was a link on how to bring Superbowl commercials into the classroom.
Check it out...
www.frankwbaker.com
This website is called Media Literacy Clearinghouse. The website states that it is designed for K-12 educators who want to:
- learn more about media literacy
-integrate it into classroom instruction
-help students read the media
-help students become more media aware
This website has so many cool links to check out. On the left hand column, the website has all different basic categories like advertising, commersialism, media criticism, motion pictures, politics and the media, etc. In the center of the webpage is where the website has the most interesting informaiton, in my opinion. They have a link that brings you to the latest news in media literacy. My personal favorite was a link on how to bring Superbowl commercials into the classroom.
Check it out...
Monday, February 19, 2007
Addressing the Standards
In my last post, I briefly mentioned the standards. Here, I show how media literacy can be implemented for each standard.
Standard 1: Students will read, write, listen, and speak for information and understanding.
As listeners and readers, students will collect data, facts, and ideas, discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language to acquire, interpret, apply, and transmit information.
-Collect data on internet search engines or through library research engines like ERIC.
-Discover relationships between a written text and a sound/video clip.
-View and analyze electronically produced texts: PLS specifically references "traditional print-based media (e.g., books, newspapers, magazines, direct mail); audiovisual media (e.g., radio, television, movies, video games); and computer-assisted communication (e.g., computer games, the Internet). Media also include recorded music, billboards and other signs, most games, package labels, and advertising in all of its forms."
-Give speeches or host talks on their findings.
-Write on the internet through blogging or other forms of publication.
Standard 2: Students will read, write, listen, and speak for literary response and expression.
Students will read and listen to oral, written and electronically produced texts and performances, relate texts and performances to their own lives, and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language for self-expression and artistic creation.
-Listen to electronically produced texts, as listed above.
-Write about the media or these texts as they are influenced in their own lives.
-In order to understand the diverse social, historical, and cultural dimensions of their environment, they will need to view electronic texts because our culture is dominantly centered around technology and media.
-Artistically self-express and create technology products of their own: podcasts, wikis, blogs, iVideos, etc.
Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation.
As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will present, in oral and written language and from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.
-Critically analyze electronic texts and electronic texts produced by students themselves.
-Critically analyze experiences, ideas, information, and issues from online news articles, videos, sound clips, etc.
-Have students find these on their own to present to class. They can interpret their findings in their presentation.
-Have students create media-centered projects that demonstrate their opinions, experiences, judgments, ideas, and information on certain issues.
Standard 4: Students will read, write, listen, and speak for social interaction.
Students will use oral and written language for effective social communication with a wide variety of people. As readers and listeners, they will use the social communications of others to enrich their understanding of people and their views.
-Socially interact through blogs or online chat sessions regarding course material.
-Communicate to people from across the state or world through writing letters, blogs, or emails.
-Write letters to their favorite authors or poets and send electronically.
-Watch videos and listen to sound clips on other people's views and opinions from across the country or world.
-Post their own opinions and views on the internet through podcasts, videos, or blogs.
Standard 1: Students will read, write, listen, and speak for information and understanding.
As listeners and readers, students will collect data, facts, and ideas, discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language to acquire, interpret, apply, and transmit information.
-Collect data on internet search engines or through library research engines like ERIC.
-Discover relationships between a written text and a sound/video clip.
-View and analyze electronically produced texts: PLS specifically references "traditional print-based media (e.g., books, newspapers, magazines, direct mail); audiovisual media (e.g., radio, television, movies, video games); and computer-assisted communication (e.g., computer games, the Internet). Media also include recorded music, billboards and other signs, most games, package labels, and advertising in all of its forms."
-Give speeches or host talks on their findings.
-Write on the internet through blogging or other forms of publication.
Standard 2: Students will read, write, listen, and speak for literary response and expression.
Students will read and listen to oral, written and electronically produced texts and performances, relate texts and performances to their own lives, and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language for self-expression and artistic creation.
-Listen to electronically produced texts, as listed above.
-Write about the media or these texts as they are influenced in their own lives.
-In order to understand the diverse social, historical, and cultural dimensions of their environment, they will need to view electronic texts because our culture is dominantly centered around technology and media.
-Artistically self-express and create technology products of their own: podcasts, wikis, blogs, iVideos, etc.
Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation.
As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will present, in oral and written language and from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.
-Critically analyze electronic texts and electronic texts produced by students themselves.
-Critically analyze experiences, ideas, information, and issues from online news articles, videos, sound clips, etc.
-Have students find these on their own to present to class. They can interpret their findings in their presentation.
-Have students create media-centered projects that demonstrate their opinions, experiences, judgments, ideas, and information on certain issues.
Standard 4: Students will read, write, listen, and speak for social interaction.
Students will use oral and written language for effective social communication with a wide variety of people. As readers and listeners, they will use the social communications of others to enrich their understanding of people and their views.
-Socially interact through blogs or online chat sessions regarding course material.
-Communicate to people from across the state or world through writing letters, blogs, or emails.
-Write letters to their favorite authors or poets and send electronically.
-Watch videos and listen to sound clips on other people's views and opinions from across the country or world.
-Post their own opinions and views on the internet through podcasts, videos, or blogs.
Hobbs' Research
What research did Renee Hobbs conduct?
In 1998, Hobbs began her research at Concord High School among eleventh grade English classrooms. These classrooms began using media literacy curriculums. Hobbs interviewed students and teachers, as well as observing classrooms to conduct her research.
Hobbs comments that "Throughout the process, I reflected on the actual activities and lessons that comprised the learning experiences, studied the way parents and school leaders interpreted the new approach to literacy, and examined the ways that teachers and students responded emotionally, socially, and intellectually to the experience of critically analyzing and composing using media texts, tools, and technologies" (13).
Even though I am not conducting research for a study, in my observations, I look out for any use of the media or technology in the classroom. I watch how students respond to this activity. I have to admit: most of my classrooms are not media-centered classrooms. Can you believe it? However, this is beneficial, because I am also seeing what methods are ineffective and boring to the students.
Perhaps so many teachers do not use media-centered classrooms because they do not see relevancy in their classes, and this approach does not teach to the standards or to the Regents Exam. However, media literate classrooms implemented by Hobbs, do allow students to practice essential skills according the standards and needed for the Regents Exam. Hobbs approach provides positive outcomes for instructions on students' reading, writing, listening, and viewing skills (16). Similarly, PLS (from my last blog), also documents that their method addresses the standards. One of their points states that "Media literacy helps teachers to more effectively address existing learning standards and engage students with varied learning styles."
Hmmm... It looks to me that conclusions drawn from actual media literacy classrooms can actually satisfy many teachers' fears in implementing this type of classroom...
In 1998, Hobbs began her research at Concord High School among eleventh grade English classrooms. These classrooms began using media literacy curriculums. Hobbs interviewed students and teachers, as well as observing classrooms to conduct her research.
Hobbs comments that "Throughout the process, I reflected on the actual activities and lessons that comprised the learning experiences, studied the way parents and school leaders interpreted the new approach to literacy, and examined the ways that teachers and students responded emotionally, socially, and intellectually to the experience of critically analyzing and composing using media texts, tools, and technologies" (13).
Even though I am not conducting research for a study, in my observations, I look out for any use of the media or technology in the classroom. I watch how students respond to this activity. I have to admit: most of my classrooms are not media-centered classrooms. Can you believe it? However, this is beneficial, because I am also seeing what methods are ineffective and boring to the students.
Perhaps so many teachers do not use media-centered classrooms because they do not see relevancy in their classes, and this approach does not teach to the standards or to the Regents Exam. However, media literate classrooms implemented by Hobbs, do allow students to practice essential skills according the standards and needed for the Regents Exam. Hobbs approach provides positive outcomes for instructions on students' reading, writing, listening, and viewing skills (16). Similarly, PLS (from my last blog), also documents that their method addresses the standards. One of their points states that "Media literacy helps teachers to more effectively address existing learning standards and engage students with varied learning styles."
Hmmm... It looks to me that conclusions drawn from actual media literacy classrooms can actually satisfy many teachers' fears in implementing this type of classroom...
Media Literacy
What is media literacy?
This website, http://www.ithaca.edu/looksharp/about_ml.php, Project Look Sharp (PLS) defines media literacy as "the ability to access, analyze, critically evaluate, and produce communication in a variety of forms."
PLS has six principles of media literacy:
1. Media literacy is an expansion of traditional literacy that includes both analysis and production of all mediated forms of communication, frombooks to Web sites.
2. Media literacy can and should be integrated across the K-12 curricula at all grade levels and in multiple subject areas.
3. Media literacy helps teachers to more effectively address existing learning standards and engage students with varied learning styles .
4. Media Literacy teaches critical thinking skills such as understanding bias and credibility through rigorous analysis of appropriate media documents.
5. Media Literacy empowers students to express and communicate their own ideas through multiple forms of media production.
6. Media literacy is essential for the development of informed, reflective and active citizens in a democratic society.
Renee Hobbs, author of Reading the Media, conducted a study testing the effectiveness of stressing media literacy in ELA classrooms. In her book, Hobbs states, "With an ever-increasing range of media messages in so many forms, students need to understand the process by which authors convey meaning about socially constructed experience. The use of digital media and popular cultural texts not only stimulates young people's engagement, motivation, and interest in learning, but enables them to build a richer, more nuanced understanding of how texts of all kinds work within a culture" (7).
Students need to understand the world around them by analyzing various texts. The majority of texts around people, currently and even more so in the future, is through media and technology. Analyzing various texts, from media-centered texts to literature, will help students become literate in all forms of texts they will encounter.
Previously, I spoke about Renee Hobbs who has contributed a lot to this push towards instilling media literate ELA classrooms. Hobbs constantly is publishing and creating various textbooks, lesson plans, teacher guides, and video tapes that teachers can use to promote media literacy. Through her continuous work towards her goal for creating more media literate classrooms, she certainly works for every principle outlined by PLS. PLS could even use some of Hobbs' guides, lesson plans, textbooks, etc. in their curriculum.
This website, http://www.ithaca.edu/looksharp/about_ml.php, Project Look Sharp (PLS) defines media literacy as "the ability to access, analyze, critically evaluate, and produce communication in a variety of forms."
PLS has six principles of media literacy:
1. Media literacy is an expansion of traditional literacy that includes both analysis and production of all mediated forms of communication, frombooks to Web sites.
2. Media literacy can and should be integrated across the K-12 curricula at all grade levels and in multiple subject areas.
3. Media literacy helps teachers to more effectively address existing learning standards and engage students with varied learning styles .
4. Media Literacy teaches critical thinking skills such as understanding bias and credibility through rigorous analysis of appropriate media documents.
5. Media Literacy empowers students to express and communicate their own ideas through multiple forms of media production.
6. Media literacy is essential for the development of informed, reflective and active citizens in a democratic society.
Renee Hobbs, author of Reading the Media, conducted a study testing the effectiveness of stressing media literacy in ELA classrooms. In her book, Hobbs states, "With an ever-increasing range of media messages in so many forms, students need to understand the process by which authors convey meaning about socially constructed experience. The use of digital media and popular cultural texts not only stimulates young people's engagement, motivation, and interest in learning, but enables them to build a richer, more nuanced understanding of how texts of all kinds work within a culture" (7).
Students need to understand the world around them by analyzing various texts. The majority of texts around people, currently and even more so in the future, is through media and technology. Analyzing various texts, from media-centered texts to literature, will help students become literate in all forms of texts they will encounter.
Previously, I spoke about Renee Hobbs who has contributed a lot to this push towards instilling media literate ELA classrooms. Hobbs constantly is publishing and creating various textbooks, lesson plans, teacher guides, and video tapes that teachers can use to promote media literacy. Through her continuous work towards her goal for creating more media literate classrooms, she certainly works for every principle outlined by PLS. PLS could even use some of Hobbs' guides, lesson plans, textbooks, etc. in their curriculum.
Six Trends
Six new trends, this article implies, will have a big impact in future education:
http://www.eschoolnews.com/news/showstoryts.cfm?Articleid=6870
1. user-created content
2. social networking
3. mobile phones
4. virtual worlds
5. new scholarship and emerging forms of publication
6. massively multiplayer educational gaming
These changes are apparent now, so of course they will be even more prevalent in the future.
Why are these changes going to beneficial?
-They are inexpensive educational tools.
-Everyone has access to these tools.
-This encourages student-centered learning.
-Students use creativity skills.
-This prepares students for skills needed for future jobs.
-Students learn by doing it THEMSELVES.
One quotation I want to point out from reads that technology "opened the doors for almost anyone to become an author, a creator, or a filmmaker." We want students to be active producers in the classroom. They can show their understanding of course material through creating and producing as much as they can by filling in multiple choice quizzes. Don't we want to create a classroom where students are critical thinkers, where they are learning how to become fluent in this ever-changing world, so they can be more prepared for whatever future lies ahead of them?
http://www.eschoolnews.com/news/showstoryts.cfm?Articleid=6870
1. user-created content
2. social networking
3. mobile phones
4. virtual worlds
5. new scholarship and emerging forms of publication
6. massively multiplayer educational gaming
These changes are apparent now, so of course they will be even more prevalent in the future.
Why are these changes going to beneficial?
-They are inexpensive educational tools.
-Everyone has access to these tools.
-This encourages student-centered learning.
-Students use creativity skills.
-This prepares students for skills needed for future jobs.
-Students learn by doing it THEMSELVES.
One quotation I want to point out from reads that technology "opened the doors for almost anyone to become an author, a creator, or a filmmaker." We want students to be active producers in the classroom. They can show their understanding of course material through creating and producing as much as they can by filling in multiple choice quizzes. Don't we want to create a classroom where students are critical thinkers, where they are learning how to become fluent in this ever-changing world, so they can be more prepared for whatever future lies ahead of them?
Wednesday, February 14, 2007
Laptops and Macs
I wanted to record my tutoring experience in an AVID classroom before it escapes my memory, especially because it connects to course content.
I tutor in the Syrcause City School District. My initial impression on this school would be that there is little technology dispersed throughout the school.
I was wrong.
In my AVID classroom, every student had their own laptop. When I walked in, I was astonished! I couldn't believe this school had such available technology access per student. My own high school does not even have this to this day!
Anyway, these students are in seventh grade. Their assignment was to choose a college or university, and find five basic facts about the school on the website. The students had an entire block period to complete the assignment, and they could not do it. They were confused at navigating websites and discovering information. I thought students would be more advanced on a computer than I was. Perhaps this is just a fluke incident, but this was my recent experience in a middle school.
When I walked through the library, the computer lab was set up with a couple rows of Macs. Are schools supplying their students now with Macs instead of PCs? Is this something new, or is this dependent on each school district? I have never been exposed to so many Macs before. SUNY Cortland has Macs everywhere; they seem to be a big competition versus my favorite computer, the PC. Or is the PC becoming a dinosoar?
I tutor in the Syrcause City School District. My initial impression on this school would be that there is little technology dispersed throughout the school.
I was wrong.
In my AVID classroom, every student had their own laptop. When I walked in, I was astonished! I couldn't believe this school had such available technology access per student. My own high school does not even have this to this day!
Anyway, these students are in seventh grade. Their assignment was to choose a college or university, and find five basic facts about the school on the website. The students had an entire block period to complete the assignment, and they could not do it. They were confused at navigating websites and discovering information. I thought students would be more advanced on a computer than I was. Perhaps this is just a fluke incident, but this was my recent experience in a middle school.
When I walked through the library, the computer lab was set up with a couple rows of Macs. Are schools supplying their students now with Macs instead of PCs? Is this something new, or is this dependent on each school district? I have never been exposed to so many Macs before. SUNY Cortland has Macs everywhere; they seem to be a big competition versus my favorite computer, the PC. Or is the PC becoming a dinosoar?
Politics 2.0
Isn't this upcoming presidential election going to be intense?
Between the front-runners right now, this election is going to be extremely intriguing. Anyway, I mention this because I have been seeing and hearing so much about this election, and it's not even 2008!
On Will Richardson's website, he comments on social networking on a website by Barack Obama, or someone in his campaign, through http://mybarackobama.com. This website allows users to perform the same functions we perform in this class: blogging, leaving messages for one another, connecting with one another, etc. He has initiated a great way to hook Americans, especially young Americans, since many young adults are the ones who are consumed so much with internet publication.
Having a website and a social networking site is a great way for a presidential candidate to get his campaign up and running. The internet is a new form of media advertisement now. What an extremely intelligent idea Obama has here!
If Obama is caught up in the times now, I believe he's pretty connected to this changing world. He's reaching out to a mass audience to connect one another, and to spread his campaign across the country--even the world!
Between the front-runners right now, this election is going to be extremely intriguing. Anyway, I mention this because I have been seeing and hearing so much about this election, and it's not even 2008!
On Will Richardson's website, he comments on social networking on a website by Barack Obama, or someone in his campaign, through http://mybarackobama.com. This website allows users to perform the same functions we perform in this class: blogging, leaving messages for one another, connecting with one another, etc. He has initiated a great way to hook Americans, especially young Americans, since many young adults are the ones who are consumed so much with internet publication.
Having a website and a social networking site is a great way for a presidential candidate to get his campaign up and running. The internet is a new form of media advertisement now. What an extremely intelligent idea Obama has here!
If Obama is caught up in the times now, I believe he's pretty connected to this changing world. He's reaching out to a mass audience to connect one another, and to spread his campaign across the country--even the world!
Monday, February 12, 2007
F-A-S-T
Our rapidly changing technological world is visually defined by this YouTube video: http://www.youtube.com/watch?v=6gmP4nk0EOE.
When I was viewing this video, one world circulated in my mind: FAST. Within seconds, we can have access to as much information as we want. Like the video was jumping from one information-sharing source to the next, we can do that too!
I can call my friend from wherever I am and have any information I want delivered to me. Why? My friend is at home where she has a computer. She can Google or Yahoo any information in seconds and will arrive at my answer.
So what? If information is so easy to access, then we should have our students exploring for it! If we give them assignments where they need to learn how to find certain types of information, they will be contributing towards teaching themselves their own technological literacy.
We can't spoon-feed them, but we can give them assignments to push them in a direction where they can learn how to access information.
When I was viewing this video, one world circulated in my mind: FAST. Within seconds, we can have access to as much information as we want. Like the video was jumping from one information-sharing source to the next, we can do that too!
I can call my friend from wherever I am and have any information I want delivered to me. Why? My friend is at home where she has a computer. She can Google or Yahoo any information in seconds and will arrive at my answer.
So what? If information is so easy to access, then we should have our students exploring for it! If we give them assignments where they need to learn how to find certain types of information, they will be contributing towards teaching themselves their own technological literacy.
We can't spoon-feed them, but we can give them assignments to push them in a direction where they can learn how to access information.
Unlearning
1. "We need to unlearn the strategy that collaborative work inside the classroom is enough and understand that cooperating with students from around the globe can teach relevant and powerful negotiation and team-building skills" (Will Richardson).
The types of skills students will need when they leave the classroom revolve around group-work and collaborating with individuals nation-wide. So why don't we start to get them involved in that kind of work in the classroom?
Alvin Toffler writes in his article "Future School," that "schools are supposed to be preparing kids for the business world of tomorrow, to take jobs to make our economy functional. The schools are changing, if anything, at 10 miles an hour. So how do you match an economy that requires 100 miles an hour with institution like public education?"
We need to match this need and get kids working in a global world NOW.
2. "We need to unlearn the idea that we are the sole content experts in the classroom, because we can now connect our kids to people who know far more than we do about the material we’re teaching" (Will Richardson).
Warlick writes, "Being literate in the twenty-first century means that we are beginning to think beyond the place we can see and the momentary time we experience. It means that we increasingly identify ourselves by what we know, and that what we know springs from a vast, dynamic, growing, global, increasingly accessible, and powerfully searchable world of information--and of people with whom we can share that information" (46).
In this class, we explore Will Richardson's blog for further research on how to use technology in the classroom. Dr. Stearns teaches us what she knows, but she also lets us explore other areas of information where we can learn from others who are also experts.
3. "We need to unlearn the notion that our students don’t need to see and understand how we ourselves learn" (Will Richardson).
Students need to be active in their own learning processes. They need to discover how they learn and how they can contribute to their own learning.
Friedman quotes Micah Sifry as saying, "The act of participating is like a muscle you have to use and we are so unused to being active participants in the process that even though the tools are there now many people don't use them. There are also still deeply integrated habits of deference to authority and institutions" (125).
We need to guide students towards discovering how they can actively exercise their muscle, so to speak. Everyone will learn in their own way; our job is to lead them there.
The types of skills students will need when they leave the classroom revolve around group-work and collaborating with individuals nation-wide. So why don't we start to get them involved in that kind of work in the classroom?
Alvin Toffler writes in his article "Future School," that "schools are supposed to be preparing kids for the business world of tomorrow, to take jobs to make our economy functional. The schools are changing, if anything, at 10 miles an hour. So how do you match an economy that requires 100 miles an hour with institution like public education?"
We need to match this need and get kids working in a global world NOW.
2. "We need to unlearn the idea that we are the sole content experts in the classroom, because we can now connect our kids to people who know far more than we do about the material we’re teaching" (Will Richardson).
Warlick writes, "Being literate in the twenty-first century means that we are beginning to think beyond the place we can see and the momentary time we experience. It means that we increasingly identify ourselves by what we know, and that what we know springs from a vast, dynamic, growing, global, increasingly accessible, and powerfully searchable world of information--and of people with whom we can share that information" (46).
In this class, we explore Will Richardson's blog for further research on how to use technology in the classroom. Dr. Stearns teaches us what she knows, but she also lets us explore other areas of information where we can learn from others who are also experts.
3. "We need to unlearn the notion that our students don’t need to see and understand how we ourselves learn" (Will Richardson).
Students need to be active in their own learning processes. They need to discover how they learn and how they can contribute to their own learning.
Friedman quotes Micah Sifry as saying, "The act of participating is like a muscle you have to use and we are so unused to being active participants in the process that even though the tools are there now many people don't use them. There are also still deeply integrated habits of deference to authority and institutions" (125).
We need to guide students towards discovering how they can actively exercise their muscle, so to speak. Everyone will learn in their own way; our job is to lead them there.
Library Thing
If anyone was paying close attention to Will Richardson's podcast, he mentioned a social bookmarking site called "LibraryThing." In my social bookmarking group, my project involved creating my own site on www.librarything.com. I absolutely love it!
What is Library Thing?
Library Thing is an online catalog of your own book list. On mine, I include all the books I have read, want to read, and own. It's my own way to keep track of books and share books with others. I created tags for each book (genre or general topics), so if I ever want to view books I have read that are considered YA Lit, then I can click on that tab and all of my YA Lit books will appear. It is great for organizing when you have read as many books as I have!
I can rate my books and add comments per book. Others can view my books, rating, comments, etc. I won't lie, when I started this website, I was immediately hooked. I spent hours on this website searching for books, adding them, creating tags, and rating them. I love such organization...
This website would be great in classrooms too. I would create a site with all books that my students would be interested in reading for independent reading during the year. Students could rate and respond to the books online as they complete them.
Check out my Library Thing website at http://www.librarything.com/catalog.php?view=JamiSautter. Tell me what you think!
What is Library Thing?
Library Thing is an online catalog of your own book list. On mine, I include all the books I have read, want to read, and own. It's my own way to keep track of books and share books with others. I created tags for each book (genre or general topics), so if I ever want to view books I have read that are considered YA Lit, then I can click on that tab and all of my YA Lit books will appear. It is great for organizing when you have read as many books as I have!
I can rate my books and add comments per book. Others can view my books, rating, comments, etc. I won't lie, when I started this website, I was immediately hooked. I spent hours on this website searching for books, adding them, creating tags, and rating them. I love such organization...
This website would be great in classrooms too. I would create a site with all books that my students would be interested in reading for independent reading during the year. Students could rate and respond to the books online as they complete them.
Check out my Library Thing website at http://www.librarything.com/catalog.php?view=JamiSautter. Tell me what you think!
Saturday, February 10, 2007
College Applications
Why else should adolescents become increasinly more computer literate?
My younger brother is applied for colleges around this past Christmas. One thing I noticed about his process is that he never actually wrote out his applications. He applied to at least eight schools, and every one of those schools he applied to online.
Adolescents need to have this computer literacy towards helping them get into college. They have to understand how to fill out online applications and attach their college essays. It seems that a lot of the college process now is done online.
When I was in college, I remember browsing books for college and filling out applications by hand. Now, just four years later, my brother has done all of his college searching and applying on the internet.
Even registering for classes is online. My mother always says to me how easy we, college students, have it now when we apply for classes. She says she used to wait hours in line to get into her classes, and she might not even get into those classes! Now, in only minutes I can register for my classes. I'm glad I never had to go through that process...
My younger brother is applied for colleges around this past Christmas. One thing I noticed about his process is that he never actually wrote out his applications. He applied to at least eight schools, and every one of those schools he applied to online.
Adolescents need to have this computer literacy towards helping them get into college. They have to understand how to fill out online applications and attach their college essays. It seems that a lot of the college process now is done online.
When I was in college, I remember browsing books for college and filling out applications by hand. Now, just four years later, my brother has done all of his college searching and applying on the internet.
Even registering for classes is online. My mother always says to me how easy we, college students, have it now when we apply for classes. She says she used to wait hours in line to get into her classes, and she might not even get into those classes! Now, in only minutes I can register for my classes. I'm glad I never had to go through that process...
Monday, February 5, 2007
The Vortex of Facebook
I'm sure every student in 307 knows Facebook. Why? Because it's a new phenomenon among our generation as adolescents and students.
Facebook interacts with both high school and college students. Yes, adolescents are socially interacting with one another on the internet, but is it a good internet source?
Personally, I am not a fan of facebook because of many problems it can cause, and has caused me for that matter. I do see both sides of the argument, though, but I hope I don't come off sounding like an angry parent against Facebook.
Part of the TIME article had a mini-segment on Facebook called "A Dad's Encounter with the Vortex of Facebook." He listed some positives to Facebook:
-his daughter could contact friends online about homework
-teenagers can keep in touch and speak frequently
-they can check out new media sources
He also mentioned some downsides to Facebook:
-problematic pictures posted on the site
-jobs search one's site before hiring for a job
-stalking, online predators, security issues
"Facebook reports its members spend an average of 18 minutes on the site each day."
I think Facebook causes more problems than it has perks. Students are sucked into this virtual social world that pulls them away from reality. At this school, over 20 teams got in trouble because of posting negative pictures on sites like Facebook. Other schools have the same problem. AND, I don't think adolescents are thinking this far ahead that future employers will check out their websites before hiring them.
A couple stories help illustrate my point:
An employer I know personally told me that she did not hire her top two choices because their Facebook accounts made them seem irresponsible. She then hired her third choice.
Next, my friend spends hours on Facebook daily. It's like her fix. She will intend to type up homework on Word, but once she's on the computer, she must check out her Facebook account. She will then spend hours on Facebook instead of doing homework.
But if it's not Facebook, it will be something else. I understand this. I just think Facebook has more negative outcomes than positive.
What do you think? Pro-Facebook, or Anti-Facebook?
Facebook interacts with both high school and college students. Yes, adolescents are socially interacting with one another on the internet, but is it a good internet source?
Personally, I am not a fan of facebook because of many problems it can cause, and has caused me for that matter. I do see both sides of the argument, though, but I hope I don't come off sounding like an angry parent against Facebook.
Part of the TIME article had a mini-segment on Facebook called "A Dad's Encounter with the Vortex of Facebook." He listed some positives to Facebook:
-his daughter could contact friends online about homework
-teenagers can keep in touch and speak frequently
-they can check out new media sources
He also mentioned some downsides to Facebook:
-problematic pictures posted on the site
-jobs search one's site before hiring for a job
-stalking, online predators, security issues
"Facebook reports its members spend an average of 18 minutes on the site each day."
I think Facebook causes more problems than it has perks. Students are sucked into this virtual social world that pulls them away from reality. At this school, over 20 teams got in trouble because of posting negative pictures on sites like Facebook. Other schools have the same problem. AND, I don't think adolescents are thinking this far ahead that future employers will check out their websites before hiring them.
A couple stories help illustrate my point:
An employer I know personally told me that she did not hire her top two choices because their Facebook accounts made them seem irresponsible. She then hired her third choice.
Next, my friend spends hours on Facebook daily. It's like her fix. She will intend to type up homework on Word, but once she's on the computer, she must check out her Facebook account. She will then spend hours on Facebook instead of doing homework.
But if it's not Facebook, it will be something else. I understand this. I just think Facebook has more negative outcomes than positive.
What do you think? Pro-Facebook, or Anti-Facebook?
Class Chat Rooms
From the podcast link, I just listened to this as I was doing small things in my room. I love being able to do homework and multi-task.
What stuck with me the most about the podcast was when they were talking about having a social life on the internet about class. Students could go in chat rooms and talk about course material, or school in general. Students are already IMing one another like crazy. You know, I'm even doing it right now as I write this blog. Even my grandmother has IM conversations with me.
So, you want to get students to talk about class material? Have them talk about it in a chat room like the podcast was saying. Will and Rob were even saying that students can block certain classmates that aggrevate them, so they can chat with students they want to. They do not have to feel pressured or picked on through this chat-session.
What a great way to have a class-oriented dialogue!
What stuck with me the most about the podcast was when they were talking about having a social life on the internet about class. Students could go in chat rooms and talk about course material, or school in general. Students are already IMing one another like crazy. You know, I'm even doing it right now as I write this blog. Even my grandmother has IM conversations with me.
So, you want to get students to talk about class material? Have them talk about it in a chat room like the podcast was saying. Will and Rob were even saying that students can block certain classmates that aggrevate them, so they can chat with students they want to. They do not have to feel pressured or picked on through this chat-session.
What a great way to have a class-oriented dialogue!
Uploading
What is uploading? Blogging, Wikipedia, Amazon.com, Ebay, YouTube.
www.blogger.com
www.wikipedia.com
www.amazon.com
www.ebay.com
www.youtube.com
Consider this quote by Friedman in The World is Flat:
"The genesis of the flat-world platform not only enabled more people to author more content, and to collaborate on that content. It also enabled them to upload files and globalize that content--individually or as part of self-forming communities--without going through any of the traditional hierarchical organizations and institutions" (94).
Basically, we can all have our own say on the internet. What used to be published by payed professionals can now be done on the internet by me or anyone else who wants to. I can have my own blog saying whatever I want, I can post information on Wikipedia, I can write a book review on Amazon.com, I can show and sell my merchandise on Ebay, or I can cast my videos or audio clips on YouTube.
What should ELA teachers teach in the classroom?
To get them ready and involved in the surrounding world, we should get them to interact with these uploads. We should have them write book reviews on Amazon.com when they finish books within our classrooms. They should have their own blogs or comment on a class blog. They should learn how they can make their own blogs too. They need to be able to share their ideas and opinions from class material or their lives on the internet, a publishing source. This will make class material relevant to their lives. This will give them motivation to do the work and enjoy the work. Let's teach students somethign they can actually use.
www.blogger.com
www.wikipedia.com
www.amazon.com
www.ebay.com
www.youtube.com
Consider this quote by Friedman in The World is Flat:
"The genesis of the flat-world platform not only enabled more people to author more content, and to collaborate on that content. It also enabled them to upload files and globalize that content--individually or as part of self-forming communities--without going through any of the traditional hierarchical organizations and institutions" (94).
Basically, we can all have our own say on the internet. What used to be published by payed professionals can now be done on the internet by me or anyone else who wants to. I can have my own blog saying whatever I want, I can post information on Wikipedia, I can write a book review on Amazon.com, I can show and sell my merchandise on Ebay, or I can cast my videos or audio clips on YouTube.
What should ELA teachers teach in the classroom?
To get them ready and involved in the surrounding world, we should get them to interact with these uploads. We should have them write book reviews on Amazon.com when they finish books within our classrooms. They should have their own blogs or comment on a class blog. They should learn how they can make their own blogs too. They need to be able to share their ideas and opinions from class material or their lives on the internet, a publishing source. This will make class material relevant to their lives. This will give them motivation to do the work and enjoy the work. Let's teach students somethign they can actually use.
Search Engines
"Google" is now a verb. You don't know something? Just google it.
Everyone knows how to use www.google.com. The most popular search engines are definitely google, www.yahoo.com, www.askjeeves.com, and www.altavista.com.
In the second chapter of Warlick's book, he offers many different search engines besides the common ones we all know and use. I think it's time we try new things.
I looked through all of these websites, and here are my favorites:
Lycos Pictures & Sound: http://multimedia.lycos.com
I love this website because, like google, you can search any topic, but you can narrow your results down to web, people, yellow pages, shopping, images & video, and classified. I am mainly focusing on the web and images & video. What I liked the most is when you choose your topic, on the left hand side of the webpage, it will offer multiple links as suggestions to narrow down your topic, expand your topic, and then it offers related names to your topic. I recommend this site as my top choice.
FAST: http://multimedia.alltheweb.com
All the Web seems more appropriate for classroom use because in this engine, you can narrow your topic down to search the web, news, pictures, audio, and video. This makes your search really specified. Other search engines will say video & audio when you're only looking for one or the other, so this will really help you pinpoint whatever clip, image, etc. you're looking for.
Alta Vista News: http://news.altavista.com
For a news site to use in the classroom, I really like this one. The opening page lists the most current news sites under specific categories. Then the site has a place where you can search your own topic, and you can choose a region and how current the article is. This website seems very user-friendly and very easy for adolescents to use.
Has anyone found any problems using these websites?
Everyone knows how to use www.google.com. The most popular search engines are definitely google, www.yahoo.com, www.askjeeves.com, and www.altavista.com.
In the second chapter of Warlick's book, he offers many different search engines besides the common ones we all know and use. I think it's time we try new things.
I looked through all of these websites, and here are my favorites:
Lycos Pictures & Sound: http://multimedia.lycos.com
I love this website because, like google, you can search any topic, but you can narrow your results down to web, people, yellow pages, shopping, images & video, and classified. I am mainly focusing on the web and images & video. What I liked the most is when you choose your topic, on the left hand side of the webpage, it will offer multiple links as suggestions to narrow down your topic, expand your topic, and then it offers related names to your topic. I recommend this site as my top choice.
FAST: http://multimedia.alltheweb.com
All the Web seems more appropriate for classroom use because in this engine, you can narrow your topic down to search the web, news, pictures, audio, and video. This makes your search really specified. Other search engines will say video & audio when you're only looking for one or the other, so this will really help you pinpoint whatever clip, image, etc. you're looking for.
Alta Vista News: http://news.altavista.com
For a news site to use in the classroom, I really like this one. The opening page lists the most current news sites under specific categories. Then the site has a place where you can search your own topic, and you can choose a region and how current the article is. This website seems very user-friendly and very easy for adolescents to use.
Has anyone found any problems using these websites?
Sunday, February 4, 2007
McDonalds, etc.
"Yo momma is so stupid, she thinks an imac is a new hamburger at McDonalds." -30 Rock
I heard that quote when I was watching a new good show, 30 Rock, Tina Fey's new show. I found it quite appropriate for our class and this blog.
The other day I was talking with a friend of mine who has an internship at New 10 Now in Syracuse. She works at the news station. She was telling me about her first experience there, and the technology is incredible!
Background information: News 10 Now broadcasts in Syracuse and Albany.
So, workers in Syracuse write stories for Albany's station. They zip the information over to Albany when the time is appropriate. They also share video clips. Each station needs these clips immediately, so they send them instantaneously over from one station to the next.
Real scenario: An anchor reading the news in Albany written by a writer in Syracuse. The anchor questions a piece of the writing, gets immediate feedback from that writer in Syracuse. The taping goes on.
People across the state who might not even know what the other looks like are communicating and working together. We can send audio, video, and data files within seconds. This story my friend told me reminds me of the beginning of Friedman's The World is Flat. He discusses telemarketers in India, JetBlue travel agents, and even McDonalds fast food workers in the same situation. People from across the country, and even the world, are coming in contact with one another for work purposes. His stories fascinate me, but they don't surprise me.
%3
I heard that quote when I was watching a new good show, 30 Rock, Tina Fey's new show. I found it quite appropriate for our class and this blog.
The other day I was talking with a friend of mine who has an internship at New 10 Now in Syracuse. She works at the news station. She was telling me about her first experience there, and the technology is incredible!
Background information: News 10 Now broadcasts in Syracuse and Albany.
So, workers in Syracuse write stories for Albany's station. They zip the information over to Albany when the time is appropriate. They also share video clips. Each station needs these clips immediately, so they send them instantaneously over from one station to the next.
Real scenario: An anchor reading the news in Albany written by a writer in Syracuse. The anchor questions a piece of the writing, gets immediate feedback from that writer in Syracuse. The taping goes on.
People across the state who might not even know what the other looks like are communicating and working together. We can send audio, video, and data files within seconds. This story my friend told me reminds me of the beginning of Friedman's The World is Flat. He discusses telemarketers in India, JetBlue travel agents, and even McDonalds fast food workers in the same situation. People from across the country, and even the world, are coming in contact with one another for work purposes. His stories fascinate me, but they don't surprise me.
%3
Friday, February 2, 2007
How do we get more adolescents to read?
A major theme recurrent in all my education classes has been: how do we get adolescents to read? I think anyone reading this already knows that getting students to read is like pulling teeth. They don't read, and they don't want to read. So what do we do?
Linda Gambrell talks about how we are now a "cybernation." In her article "Technology and the Engaged Literacy Learner," she offers a suggestion on how we can try to get studnets to read more. Consider this fact:
73% of the students who reported using the internet said they spent more time reading books as a result of internet use.
Hmmm... so a direct correlation between internet use and reading? I think we might be able to use this information...
Gambrell's reasoning lies in 3 factors she talks about in her article.
1. access to reading materials
2. opportunity for self-selection
3. social interations about text
Basically, if students have internet access, they can view excerpts from books or poems. I can google any poem I want to read right now! I can even see what someone thought of that poem. Then, I can go write about what I think about that poem. If I want to read something, I can go to Amazon.com or some other website that suggests books that I would like to read. The options are endless!
So as there may be many answers to the question, here is one. If you have any ideas, feel free to comment on the blog.
Linda Gambrell talks about how we are now a "cybernation." In her article "Technology and the Engaged Literacy Learner," she offers a suggestion on how we can try to get studnets to read more. Consider this fact:
73% of the students who reported using the internet said they spent more time reading books as a result of internet use.
Hmmm... so a direct correlation between internet use and reading? I think we might be able to use this information...
Gambrell's reasoning lies in 3 factors she talks about in her article.
1. access to reading materials
2. opportunity for self-selection
3. social interations about text
Basically, if students have internet access, they can view excerpts from books or poems. I can google any poem I want to read right now! I can even see what someone thought of that poem. Then, I can go write about what I think about that poem. If I want to read something, I can go to Amazon.com or some other website that suggests books that I would like to read. The options are endless!
So as there may be many answers to the question, here is one. If you have any ideas, feel free to comment on the blog.
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