Wednesday, July 25, 2012
Weekly Reading #9
Weekly Reading #9
1. How do educators in youth media programs differ from the orientation of classroom teachers in terms of preparing students for using digital media for work related purposes?
Educators in the "traditional" classroom sense are geared more toward general and remedial education. They use technology as a tool for research. Educators in youth media programs structure their focus on a broader range of excercises. They recognize that media programs provide opportunity for social learning and has immediate feedback from peers.
2. With some important exceptions, how are lower income youth marginalized from using digital media in ways that might provide them with economic empowerment?
Educators in the "traditional" classroom sense are geared more toward general and remedial education. They use technology as a tool for research. Educators in youth media programs structure their focus on a broader range of excercises. They recognize that media programs provide opportunity for social learning and has immediate feedback from peers.
2. With some important exceptions, how are lower income youth marginalized from using digital media in ways that might provide them with economic empowerment?
Lower income youth are marginalized from using digital media. They may lack access at home. This puts them at a disadvantage to students who have the opportunity to expand upon their media engagement at home. However, these lower income youthes can benefit them in other ways. They learn to adapt. They do not take technology for granted.
3. In 2005 the CEO of IBM announced that if we wanted know what business leadership looks like in the 21 century look at what is going on in MMORPG's. After reading Box 7.4 does this make sense? Are you impressed by the levels of commitment and collaboration it takes players to be successful in these games? Do you have new respect for gamers?
3. In 2005 the CEO of IBM announced that if we wanted know what business leadership looks like in the 21 century look at what is going on in MMORPG's. After reading Box 7.4 does this make sense? Are you impressed by the levels of commitment and collaboration it takes players to be successful in these games? Do you have new respect for gamers?
I feel as though I began using chat room at the invent of the Internet. Ok, perhaps not that long, but I have been using chat rooms since 1994. The level of commitment and collaboration as described in Box 7.4 does not come as a surprise to me. My husband (who I met online...although we were the same college) is an avid gamer. I have watched as he and his friends have strategized to defeat many "Bosses" or capture enemy territory. Although I complain about the time spent in these battles, I do have a respect for the commitent and collaboration it takes.
4. How do school need to change to become learning environments that cultivate the same kind of enthusiasm and commitment from young people like NeoPets did for Eddie? How can digital media play a role in the creation of these kinds of environments?
Digital media is a great place to creative learning environments. Students can immerse themselves into activities that they understand and enjoy. Through online collaboration, schools could change to become learning environments that cultivate enthusiasm and commitment. Students flock to what they are interested in. When interested, they often "forget" that they are learning. Digital media offers various outlets to capture student interest.
Digital media is a great place to creative learning environments. Students can immerse themselves into activities that they understand and enjoy. Through online collaboration, schools could change to become learning environments that cultivate enthusiasm and commitment. Students flock to what they are interested in. When interested, they often "forget" that they are learning. Digital media offers various outlets to capture student interest.
Keynote Reflections
At the 2012 ISTE Conference, Dr. Yong Zhao delivered a Keynote speech focused on how the United States has lost the goal of where education should be going. According to Dr. Zhao, test scores have become the new "God" in education. However, test scores do not lead to read education. I agree with Dr. Zhao's assessment that the United States needs to focus less on pushing everyone to achieve adequate test scores and focus more on building qualities such as, confidence, passion, motivation, creativity and risk-taking.
In his speech, Dr. Zhao states that the United States has lost technology opportunities because over the last decade because we are tyring to link technology to better test scores. While countries like China are clammering "Where is our Steve Jobs?", the United States is repressing the talent and creativity that creates the confidence and passion that goes along with such entrepreural minds. Like the book, "Hanging Out, Messing Around and Geeking Out", Zhao believes technology should be used to enhance education opportunities, instead of being mandated to force students to prove their worth on core subjects. As a society, we need to work to bring the worlds of technology and education together.
According to the book, "Sociocultural approaches to learning have recognized that kids gain most of their knowledge and competencies in contexts that do not involve formal instruction." Learning happens in informal setting rather than through explicit instructional agenda. The cultural differences between countries such as the United States and China provide support for these statements. China places great emphasis on formal education practices and their test scores reflect this. However, as a society, they are not producing the creativity, enterpreneurs that they desire. By pushing education in the United States toward the more test-driven/score based results of China, we are killing the confidence, motivation and creativity that leads to great thinkers, inventers and leaders.
In his speech, Dr. Zhao states that the United States has lost technology opportunities because over the last decade because we are tyring to link technology to better test scores. While countries like China are clammering "Where is our Steve Jobs?", the United States is repressing the talent and creativity that creates the confidence and passion that goes along with such entrepreural minds. Like the book, "Hanging Out, Messing Around and Geeking Out", Zhao believes technology should be used to enhance education opportunities, instead of being mandated to force students to prove their worth on core subjects. As a society, we need to work to bring the worlds of technology and education together.
According to the book, "Sociocultural approaches to learning have recognized that kids gain most of their knowledge and competencies in contexts that do not involve formal instruction." Learning happens in informal setting rather than through explicit instructional agenda. The cultural differences between countries such as the United States and China provide support for these statements. China places great emphasis on formal education practices and their test scores reflect this. However, as a society, they are not producing the creativity, enterpreneurs that they desire. By pushing education in the United States toward the more test-driven/score based results of China, we are killing the confidence, motivation and creativity that leads to great thinkers, inventers and leaders.
Saturday, July 21, 2012
Weekly Reading #8
Weekly Reading #8
1. What impressed you most about young people's engagement with creative production?
I am impressed by the aptitude of young people's engagement with creative production. My experience has shown that young people take great interest in collaborative creative production. Through creative outlets, students are able to better express themselves.
I am impressed by the aptitude of young people's engagement with creative production. My experience has shown that young people take great interest in collaborative creative production. Through creative outlets, students are able to better express themselves.
2. What concerns do you have about young people posting content online?
My main concerns about young people posting content online focus around their safety and bullying. Students do not realize how easy it would be for someone to "find" them using just the information they post online. Nor do they realize that once something is posted online it is forever. Working at both a middle and high school, I have seen the effects of online bullying. Students need to be aware that just because something is said online instead of in-person, it still has a great effect on people.
My main concerns about young people posting content online focus around their safety and bullying. Students do not realize how easy it would be for someone to "find" them using just the information they post online. Nor do they realize that once something is posted online it is forever. Working at both a middle and high school, I have seen the effects of online bullying. Students need to be aware that just because something is said online instead of in-person, it still has a great effect on people.
3. Do you think most school policy toward student use of the Internet is reactionary or a necessary evil?
School policies toward Internet usage are necessary to keep students safe. However, I believe that school's can go overboard in their limiting students' access. For example, YouTube is a wonderful tool; however, in most of the state it is blocked at schools. Teachers can bypass this block by requesting access to certain videos, but it hinders using it for research purposes.
School policies toward Internet usage are necessary to keep students safe. However, I believe that school's can go overboard in their limiting students' access. For example, YouTube is a wonderful tool; however, in most of the state it is blocked at schools. Teachers can bypass this block by requesting access to certain videos, but it hinders using it for research purposes.
4. How might teachers' capitalize on student's interest in creative production with digital media?
Teachers can capitalize on student interest in creative production with digital media in several ways. Project based learning projects that allow students to couple their interest in creative production with core content offer students a new, more interesting (for them) outlet as opposed to traditional research papers, etc. Most students are proud of their creative endeavors. Through showcasing their work, students would put more effort into its production.
Teachers can capitalize on student interest in creative production with digital media in several ways. Project based learning projects that allow students to couple their interest in creative production with core content offer students a new, more interesting (for them) outlet as opposed to traditional research papers, etc. Most students are proud of their creative endeavors. Through showcasing their work, students would put more effort into its production.
5. Link to a online lesson plan, article, blog post video or podcast that is an example of student engagement in creative production with digital media for school related purposes.
Roll The Tape - Online Lesson Plan dealing with digital video production.
Roll The Tape - Online Lesson Plan dealing with digital video production.
Weekly Readings #6 - 7
Now that all my life crises have been averted...
Weekly Reading #6
Weekly Reading #6
1. What surprised you, concerned you, or intrigued about students' access to technology in their homes?
I was most surprised by the amount of Americans who have Internet access at home. I thought it would be significantly less than the 89 percent quoted. Living in a rural area, I know there are several households in this area whose only available Internet source would be dial-up access.
2. What kinds of household spaces related to technology, or rules about using technology, were similar or dissimilar to your own household environment?
Our household has both public and private media spaces; however, most everything takes place in my living room (it is a tiny house). Most of our computer usage is from laptops in the living room. My daughter does have a desktop in her room. Since doing my ecology study, her Internet usage has been monitored more and she chooses to use the laptop in the living room. We have gaming consoles in both the living room and our bedroom. The one in our bedroom is used most for watching movies. My daughter has a TV w/satellite in her room. Her viewing choices are monitored and consist mostly of Disney, Nick and shows on A&E like Swamp People or Pawn Stars (she has unique viewing habits for an 8 year old).
Our rules about using technology are similar - homework first, sometimes used as a reward. Currently, my daughter is lobbying for a cell phone; however, 8 is too young.
Our household has both public and private media spaces; however, most everything takes place in my living room (it is a tiny house). Most of our computer usage is from laptops in the living room. My daughter does have a desktop in her room. Since doing my ecology study, her Internet usage has been monitored more and she chooses to use the laptop in the living room. We have gaming consoles in both the living room and our bedroom. The one in our bedroom is used most for watching movies. My daughter has a TV w/satellite in her room. Her viewing choices are monitored and consist mostly of Disney, Nick and shows on A&E like Swamp People or Pawn Stars (she has unique viewing habits for an 8 year old).
Our rules about using technology are similar - homework first, sometimes used as a reward. Currently, my daughter is lobbying for a cell phone; however, 8 is too young.
3. Could this chapter be helpful for teachers who seek to integrate technology into their classroom activities in more meaningful ways? Give an example from the chapter.
This chapter would be helpful for teachers seeking to integrate technology into their classroom activities in more meaningful ways. The chapter gives the example of families spending media time together making websites, videos and editing digital photos (page 167). Lessons could be incorporated into the family media time having to do with these subjects. Students already show interest in these areas and meaningful authentic learning opportunities with the parents are available.
This chapter would be helpful for teachers seeking to integrate technology into their classroom activities in more meaningful ways. The chapter gives the example of families spending media time together making websites, videos and editing digital photos (page 167). Lessons could be incorporated into the family media time having to do with these subjects. Students already show interest in these areas and meaningful authentic learning opportunities with the parents are available.
Weekly Reading #7
1. What surprised you, concerned you, or intrigued about students' engagement with gaming?
With a husband who is an avid gamer, I found this chapter very interesting. I was concerned about the time students spend engaging in gaming. The chapter states that between 1999 and 2004 the time students spent gaming almost doubled from 26 minutes a day to 46 minutes a day (ok, I am a little surprised by this. I figured it would be more time than that). Additionally, I was surprised that the number of women eighteen and older engaging in gaming is greater than that of boys seventeen and younger (30% vs. 23%).
With a husband who is an avid gamer, I found this chapter very interesting. I was concerned about the time students spend engaging in gaming. The chapter states that between 1999 and 2004 the time students spent gaming almost doubled from 26 minutes a day to 46 minutes a day (ok, I am a little surprised by this. I figured it would be more time than that). Additionally, I was surprised that the number of women eighteen and older engaging in gaming is greater than that of boys seventeen and younger (30% vs. 23%).
2. What aspects of your own gaming experiences were reflected in the case studies?
I was more of a gamer when I was younger than I am now. Between work, school and babies, I have little time for it. However, I do, on occasion, play Call of Duty or Resistance with my husband. It is something that we can do together that we enjoy at home at no cost! When I do play games, it is usually on my computer and is a word game like Words with Friends or Scrabble. One section of the chapter talked about how even though gamers were engaged in a multiplayer game, they would open up a small flash game in another window during lulls in the action. I find myself doing this often. I contribute it to short attention span.
I was more of a gamer when I was younger than I am now. Between work, school and babies, I have little time for it. However, I do, on occasion, play Call of Duty or Resistance with my husband. It is something that we can do together that we enjoy at home at no cost! When I do play games, it is usually on my computer and is a word game like Words with Friends or Scrabble. One section of the chapter talked about how even though gamers were engaged in a multiplayer game, they would open up a small flash game in another window during lulls in the action. I find myself doing this often. I contribute it to short attention span.
3. Read the last paragraph on page 240. Do you agree or disagree with the comparison between sports and gaming and the benefits they offer children in terms of learning.
Wow, I had never thought about comparing gaming and sports. I believe that sports offer far greater benefits than gaming both physically and socially. Physical benefits are obvious. Both sports and gaming have social implications. From my own experience with gaming, I find that sportmanship and social interaction are severely lacking in multiplayer gaming. The anonimity of online game play gives children the freedom to express themselves in negative ways - especially when their interaction is not monitored at home.
Friday, July 20, 2012
Sunday, July 8, 2012
Friday, July 6, 2012
Step 2: Finding a WebQuest
The webquest - Career Hunting - was of great interest to me. It reminded me of the Webquest I did while student teaching. However, this one focused more on helping students decide what type of career they were interested in - whereas mine assumed students knew what they wanted to do. The final product of this quest is a simple Powerpoint presentation. I think this would be an interesting webquest to expand on.
As for the Rubric, I thought the introduction was effective. There were a variety of links and information provided in the Process.
As for the Rubric, I thought the introduction was effective. There were a variety of links and information provided in the Process.
Step 1: Learning About WebQuests
While all of the Webquests had great educational potential, I found "Travel Agency to Ancient Egypt" and "A Creative Encounter of the Numerical Kind" the most interesting. The role I most closely identified with was: The Altitudinist. I believe that the best learning opportunities allow students to do more than just recite facts. It teaches them to analyze information and gives them the chance to be creative.
Travel Agency to Ancient Egypt: This webquest provided an abundance of information. Students learned about Egypt and had to make decisions about travel. The site and instructions were clean and easy to follow. The information was provided through links and it used a variety media. The creative aspect of creating a travel brochure/Powerpoint would hold students' attention and provide a creative way for them to present the information.
A Creative Encounter of the Numerical Kind: While this seemed like a long webquest, the process provided clear steps that made it easily understood. This quest included a collaborative component. A number of links have been provided to help with math concepts.
Of the Webquests, I looked at my least favorites were "The Diary of John Wilkes Booth" and "The Environmental Problems with Landfills". I thought the concepts of these webquests were good. However, I don't think enough information, in terms of links, history, etc. was provided. Both projects lacked in evaluation and final outcome.
Travel Agency to Ancient Egypt: This webquest provided an abundance of information. Students learned about Egypt and had to make decisions about travel. The site and instructions were clean and easy to follow. The information was provided through links and it used a variety media. The creative aspect of creating a travel brochure/Powerpoint would hold students' attention and provide a creative way for them to present the information.
A Creative Encounter of the Numerical Kind: While this seemed like a long webquest, the process provided clear steps that made it easily understood. This quest included a collaborative component. A number of links have been provided to help with math concepts.
Of the Webquests, I looked at my least favorites were "The Diary of John Wilkes Booth" and "The Environmental Problems with Landfills". I thought the concepts of these webquests were good. However, I don't think enough information, in terms of links, history, etc. was provided. Both projects lacked in evaluation and final outcome.
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