The Future of Cloud Computing

Anderson, Janna. "The Future of Cloud Computing." Pew Internet and 
          American Life Project (2010). Pew Internet. 11 June 2010. Web. 30 Sept.
         2011. <http://www.diigo.com/bookmark/http%3A%2F%2Fpewinternet.org%
         2FReports%2F2010%2FThe-future-of-cloud-computing%2FOverview.aspx%
         3Fview%3Dall?tab=people&uname=rrodrigo>.


This article is interesting, because it talks about people's perception of the cloud, and where it's going. Many think that the cloud is going to replace home-based computing altogether, while others think that it's going to grow, but it could never completely replace home-based computing. 


When I first read this, I thought people would be crazy not to think the cloud is going to eventually change computing as we know it. When I read this piece further, however, I began to realize that the main reason some of the skeptics say that cloud-based computing is never going to completely take over, is because people have trust issues. I completely understand this, as I always back everything up on a flash drive even when I store it somewhere in the cloud. What if I go into a classroom to give a presentation or a workshop and the Internet is down, or the website won't load for whatever reason? Do I just cancel everything and look unprepared? I'd like to know more about this, and how much people's lack of trust in technology is based on being extremely prepared in all situations. 


I was confused by the thought of Facebook and other social networking sites as part of the cloud. I never really thought of Facebook as an element of "the cloud," but I guess it is... 

Home Broadband 2010

Smith, Aaron. "Home Broadband 2010." Pew Internet. Pew American Life Project, 11 Aug.
         2010. Web. 30 Sept. 2011. <http://www.diigo.com/bookmark/http%3A%2F%2F
         pewinternet.org%2FReports%2F2010%2FHome-Broadband-2010%2FSummary-
        of-Findings.aspx%3Fview%3Dall?tab=people&uname=rrodrigo>.


The main point of this article is that broadband use did not increase much among American adults during the period from 2009 to 2010. What's surprising is that many surveyed do not see this as a huge problem-- those who have slow internet or no internet at all just are plagued with that problem, and it's not the government's job to provide public assistance to ensure everyone has the same access. 


What is interesting to me is that this piece cites so many reasons why people should have access to broadband internet, including job postings, heath information, government services, and news. I think many people feel that there are other ways to get this information. For example, you can check newspapers for job ads, get health information from the health department, and read the newspaper for your news. The problem is, those who have broadband internet have more access to these types of media, and it creates an unfair playing field when they are compared to those who don't. For example, I know that the majority of jobs are not posted in newspapers, but rather on online job boards. Many people see having the internet as a luxury, even today. A lot of people look at it like having cable or a satellite dish-- It's nice to have it, everyone else has it, but you don't have to have it to survive. 


What confuses me and makes me want to know more is the fact that the article states that 43% of American feel that having broadband is a "major disadvantage" when searching for a job. This is absolutely true-- It's a huge disadvantage. Why, then, is there not more backing for government funding of increased access to broadband? Those who can't afford Internet clearly don't have jobs that make them enough money to afford this, and most Americans admit that those who need jobs probably can't find one if they don't have the Internet. This seems like major circular thinking that people just simply aren't catching on to. 

Brain Rule #5 with Spreaker

This week, I copied Amanda and used Spreaker, a podcasting tool. It was really fun and easy to use. I liked the format of the program, as well. It was sleek, and made to look like a radio show-- super fun!

Interestingly, It was kind of nerve-racking to do a podcast, as I didn't want to sound stupid. I kind of tripped over my words a little, but I hope you all find it informative, just the same.

I would definitely recommend this tool to a classroom, especially a high school classroom. I think they would find it really fun to use.

Check out my Spreaker here , and check out this video that I reference in my podcast of Shelly from the movie The House Bunny. She uses an interesting method to encode things into her long-term memory...

CCC 19: the politics of the program: MS word as the invisible grammarian

McGee, Tim, and Patricia Ericsson. Computers in the Composition Classroom:

            a Critical Sourcebook. Ed. Michelle Sidler, Elizabeth O. Smith, and Richard

            Morris. Boston: Bedford/St. Martins, 2008. 308-25. Print.

Image from Microsoft ClipArt

In this article by McGee and Ericsson, the issue is brought up about the problems with MS Word's grammar checker. The authors cite that while the MS Word grammar checker is one of the best there is, it still has a ton of flaws, and can actually hinder student learning and writing as a whole. 

What interests me most is that on page 319, the authors state that the best practice for improved writing is a "concern for the social nature of writing, and an eye to the total ecology in which writing is incubated, produced, and consumed." The section goes on to say that writing is "multilayered, collaborative, and digitally enhanced." It is for this reason that the grammar checker is harmful. Students get so hung up on tiny grammar errors-- or lack thereof, in a lot of cases-- that they don't view their writing as a holistic experience, made up of many layers. 

What confuses me is the fact that the programming that shapes grammar checkers in MS Word is being compared to the grammar lessons on school textbooks. Both systems are spoken about unfavorably in this chapter. "Yes, some MSGC content comes straight out of handbooks, and is therefore every bit as beneficial or useless as what can be found in some school grammars." The fact that grammar lessons can be seen as useless is very confusing to me, as teachers expect their students to use proper grammar, punctuation, and spelling throughout their academic careers. While I understand that writing should be seen as multilayered (as mentioned above), I still think grammar has a place and is valued throughout academia. Even if it is useless, I've never met an English instructor who wouldn't deduct major points from a writing assignment if proper grammar wasn't present. 

I'd like to learn more about what's mentioned on page 313-- the concept of computerizing the activity of grammar checkers. "We cannot computerize any activity without having to completely rethink the activity, including all the assumed behaviors that have become virtually invisible." What exactly does this mean? Does this go back to having to integrate computers into the classroom in an intelligently designed way? 

Web 2.0 versus "New" Literacy

Is the concept of Web 2.0 considered a “New” literacy? Let’s review the following definition:

"The more a literacy practice that is mediated by digital encoding, privileges participation over publishing, distributed expertise over centralized expertise, collective intelligence over individual possessive intelligence, collaboration over individuated authorship, dispersion over scarcity, sharing over ownership, experimentation over ‘normalization’, innovation and evolution over stability and fixity, creative innovative rule breaking over generic purity and policing, relationship over information broadcast, do-it-yourself creative production over professional service delivery, and so on, the more sense we think it makes to regard it as a new literacy." 


--Lankshear, Colin, and Knobel, Michele. (2007). Researching new literacies: Web 2.0 practices and insider perspectives. E-Learning, 4 (3), 224-240. http://dx.doi.org/ 10.2304/elea.2007.4.3.224 (Shorter read from NCTE)


Web 2.0 is constantly evolving, as it uses web applications to employ new methods in order to distribute information. It facilitates participatory information sharing through user-centered design. It’s all about do-it-yourself creative production in an easy-to-use format. Based on the above definition, what could be more "new" literacy than that?

Web 2.0 is mediated by digital encoding privileges and privileges participation over publishing, just as the above definition of new literacy describes. This is absolutely true of Web 2.0 when considering social media, blogging, microblogging, and using YouTube. Collective intelligence is absolutely favored over individual possessive intelligence, as is shown through sights like Creative Commons and Wikipedia. In Creative Commons, people share their photos and videos with others, thereby lending their intelligence to add to the intelligence and productions of others. In Wikipedia, collaboration is key, as experts and novices from around the globe submit their thoughts on interesting subjects. This keeps with the same theme of sharing versus ownership and innovation over stability and rigidity.

Web 2.0, although surrounded by competing definitions across the board, can essentially be described as a web platform that facilitates participatory information sharing through user-centered design (Wikipedia). Based on this, it's absolutely a "new" literacy, and should be embraced as such.

Flickr Notetaking

This was really fun! Check out the notes I took on this photo via Flickr.

Revisiting NCTE Position Statement

Original position statement:

In the NCTE position I chose to stand by, found here, the organization makes a statement about the use of the Internet by students, and the responsibilities of educators therein. The position statement is entitled, "Resolution on Electronic Online Services," and essentially states the following:

• All instructors realize that students spend a great deal of time on the Internet-- so much so that the Internet has been made available to these students at school
• It is the responsibility of professional educators and library specialists to make sure students have the tools to know how to use the Internet to meet their educational goals
• Educators have to set up guidelines for surfing the Internet at school, since it is impossible to know what students will come across while accessing the web. These guidelines should be based on ethics, privacy, and legal boundaries.

 Connections to other readings:

•  "From Pencils to Pixels: The Stages of Technology Literacy" states that people have anxiety concerning new technologies. This relates to my NCTE position statement, because the position statement makes it clear that educators need some reform when it comes to using new technologies. They need to get rid of all the stigmas they have in their minds attached to technology, and use it for the overall greater good of their students.
• in the "Horizon Report," new mediums of learning through technology are presented, including gesture-based learning and augmented reality. These technologies seem far off, but it's important to concern ourselves with how they will be integrated as soon as possible. If we had been better prepared for computers in the classroom, there wouldn't need to be a position statement telling teachers that they need to reform their ways
• In "Technology and Literacy: A Story about the Perils of Not Paying Attention," the issue of technology literacy is brought up, as well as the negative effects of not keeping up with the technological revolution in the classroom. This relates perfectly to the NCTE position statement. We have to use our available technologies very strategically in the classroom.

ECAR Study of Undergraduate Students and Information Technology

"ECAR Study of Undergraduate Students and Information Technology, 2010 |

                EDUCAUSE." What Is EDUCAUSE? | EDUCAUSE. Web. 22

                Sept. 2011. <http://www.educause.edu/Resources/ECARStudyof

                UndergraduateStuden/217333>.

In this piece, the author talks about Gmail, and the way Google adding email changed things. He also talks about the cloud, and how it caught on quickly for undergrads. It then goes into a study of undergraduate students. The findings conclude that 80% of undergrads consider themselves very skilled at using technology, but their usage of popular technological mediums haven't changed much in recent years. The use of laptops in on the rise in favor of desktops, more in the 50+ demographic are using social networking, and a large percentage of all students are using wikis, blogs, and Google Docs in their classrooms. The article sums up with the point that there is no stereotypical student anymore-- technology is on the rise, and students and people of all ages are using it in different ways.

I liked this article, because it brought up a lot of points I know to be true. For example, the stats about the 50+ demographic being highly prevalent on social networking sites. This is so true, because I can't tell you how many parents and grandparents I've noticed popping up everywhere on Facebook.

I am still confused about the fact that social networking has not increased at all in 18-24 year olds. Even though this makes sense, as those who were interested in participating in such mediums probably always were on some level, I'm still surprised at the lack of increase.

I would like to learn more about the cloud-- how many people use this in the classroom, as opposed to emailing info to oneself, or using a flash drive?

Baron: From Pencils to Pixels: The Stages of Literacy Technology

Baron, Dennis. "From Pencils to Pixels: The Stages of Technology Literacy."

 

         Computers in the Composition Classroom: a Critical Sourcebook. Comp.

 

         Michelle Sidler, Elizabeth O. Smith, and Richard Morris. Boston: Bedford/St.

           

         Martins, 2008. 116-34. Print.

 

 

This chapter is all about nostalgia and the fear of the new and different. Baron cites that during the time in which the pencil was created, people were very suspicious of it. The same thing occurred when the telegraph came about, and now the same thing is happening with computers and other advanced technologies. Baron addresses the fact that new technology requires new literacy. Because of the fact that new technologies only let a certain privileged few become literate in the initial stages, suspicion naturally ensues.

 

I liked this article, because it is very interesting to me that so many people are suspicious of technology, as it creates potential for fraud and forgery. The book gives a great example of how new technologies have always made people feel this way-- even technologies that we now see as very primitive. "Questions of validity came up because writing was indeed being used to perpetuate fraud. Monks, who controlled writing technology in England at the time, were also responsible for some notorious forgeries used to snatch land from private owners" (122). It just goes to show you-- before anything new is accepted, it is distrusted and fought.

 

What confuses me is the entire premise for this piece. Why is it that people naturally resist change? Don't we realize that there was a point when we had to chisel stone tablets? Aren't we glad the pencil and pen came along? This is just a natural evolution. Technology happens, and I don't really see why everyone tries so hard to resist it.

 

I am interested in the Lead Pencil Club, as listed on page 133. I didn't actually think such a club existed, but I looked it up and it does! Check out this link to a book you can buy, put out by the Lead Pencil Club. Their mission is to "pull the plug on the technological revolution." What? Are they serious?

Horizon Report

"2011 Horizon Report." Our Web Publishing Platform — NMC Words Pressed.

                 

                     Web. 22 Sept. 2011. http://wp.nmc.org/horizon2011/.

 

 

In "The Horizon Report", strategies are given to improve education through technology. I really liked this report, because it gives explicit strategies on technological advances, how these can improve classroom experiences, and a timeline in which these new technologies should emerge and become relevant. I was surprised by the concepts of game-based learning and augmented reality being used in the classroom, but I like it because I know students love to play with new technologies, and learn very well when learning is disguised as fun.

 

I am confused by the concept of gesture-based learning. This involves body motions controlling a computerized system, as is done with the Xbox Kinect and other technologies. I think it's a really great technology, but I don't exactly understand how this could be used in the classroom for increased learning experiences.

 

I would like to learn more about what types of schools these new technologies are being marketed in. How do demographics, school budget, etc. factor in? This goes back to the question of access.

Brain Rules- Chapter 4 with Prezi

Hey Everyone! Check out my note taking challenge done on Prezi. I had so much fun with this, and I was really glad Amanda told us to watch the video before we used it-- very helpful! This program takes presentations to a whole new level. It's so interactive and fun, yet streamlined and tidy all at the same time. I could definitely see this being an excellent teaching tool for students. It's a great way to get fully immersed in technology, because it's so user-friendly and fun.

Brain Rules: Chapter 4 on Prezi

The Persistence of Difference in Networked Classrooms: Non-negotiable Difference and the African American Student Body

Taylor, Todd. "The Persistence of Difference in Networked Classrooms: Non-

 

                   negotiable Difference and the African American Student Body."

 

                   Computers in the Composition Classroom: a Critical Sourcebook.

 

                   By Michelle Sidler, Elizabeth O. Smith, and Richard Morris. Boston:

 

                   Bedford/St. Martins, 2008. Print.

 

 

In this article, Taylor discusses how differences in classroom demographics must be considered by instructors. He admits that this is a touchy subject that has not quite been mastered. What is important, though, is realizing the difference between surface differences and non-negotiable differences. He says we need to get over our "Disney-esque" notions that we can all be homogenized, and taught to adapt to technology in the same way-- it just isn't realistic or fair to ask this of anyone.

 

I found this article interesting, because instructors often have the notion that everyone needs to be on an equal level in the classroom. With black culture, for example, it is important to preserve elements that make it unique, while also having white instructors acknowledge that they can never truly understand the life experience of African Americans.

 

I am confused by the ways in which teachers have to go about this. It is so complicated to honor different cultures and experiences when the goal of learning is number one with the administration. Teachers probably feel that they don't have time to make sure everyone is accurately considered and represented-- they're just trying to teach as much as they can in a small amount of time, and being culturally sensitive probably seems unimportant to many.

 

I am interested in the concept of "racial tokenism," as outlined on pg. 221. Does this come up in classrooms a lot?

Technology & Literacy: A Story about the Perils of Not Paying Attention

Selfe, Cynthia L. "Technology and Literacy: A Story about the Perils of Not Paying

               Attention." Computers in the Composition Classroom: a Critical

               Sourcebook. By Michelle Sidler, Elizabeth O. Smith, and Richard

               Morris. Boston: Bedford/St. Martins, 2008. Print.

In "Technology and Literacy...", Selfe examines the problem of the (then) emerging technologies, and how instructors across the board are not exactly knowing how to respond to it. Selfe cites that many teachers think that technology is either "boring or frightening," and, for these reasons, they avoid it. Selfe states that we can't allow ourselves to ignore technology; rather, we should recognize that technology has emerged in many forms throughout history, and embrace computer technology for what it is.

Within this piece, I liked the honest rants of instructors. They actually admit that they are afraid of technology, and don't really know how it can fit into their curriculums. This is very interesting to me, as many teachers still don't have all the tools to properly integrate computer technology into their lesson plans. I like getting the perspectives of those who were dealing with this technology as it emerged, and seeing how far we have come since then.

I am confused about what Selfe says on pg. 114:

"The most profound technologies are those that disappear... that weave themselves into the fabric of everyday life until they are indistinguishable from it... I agree, but with a slightly different interpretation-- these technologies are the most profound... but also develop the most potential for being dangerous."

I would think it can only be interpreted as a good thing when technology becomes so accessible and easily usable, that we actually forget that it wasn't a part of our lives. Is this an ancient fear, or do we still feel this way about some things? I can't think of many examples...

I would like to know more about instructor roles in the literacy/illiteracy cycle. This is a tricky subject, especially in classrooms where all students are at various technological literacies-- How do instructors find balance?

Brain Rules: Chapter 3

Today, I worked with Stixy, an online storyboarding tool. I really thought it was fun and easy to use. The thing I like most about working with sites like these, is that going through the process of choosing pictures to go with each major theme of the chapter really helps me memorize the key points.

Stixy works by allowing users to post pictures, and add notes to go along with those pictures. Something that confused me: I thought there should be some sort of arrow tool somewhere, to show the direction of the storyboard. Maybe there is a tool like this on the site, but I couldn't find it.

Check out my Stixy below, and be sure to use it for yourself-- it's fun!

Wordle

My in-class Wordle assignment: An unsuccessful writing project

WPA Outcomes Statement & Framework for Success in Postsecondary Writing

"Framework for Success in Postsecondary Writing | Council of Writing Program Administrators." 
                      President's Message | Council of Writing Program Administrators. Web.
                     11 Sept. 2011. <http://wpacouncil.org/framework>.
WPA Council. "WPA Outcomes Statement for First-Year Composition." Council of Writing Program  
                      Administrators. July 2008. Web. 8 Sept. 2011. <http://wpacouncil.org/files/

                      wpa-outcomes-statement.pdf>.

In the "WPA Outcomes Statement", and the "Framework for Success in Postsecondary Writing", the authors give their perspectives on how students can become successful writers through following specific strategies. 


In the WPA Outcomes Statement, readers are given information about the "common knowledge, skills, and attitudes sought by first-year composition programs in American post-secondary education. The article states that learning to write is a complex process that takes place over time, and involves many steps and learning experiences along the way. What I really like about this publications is the short-term goals, and the ways listed in which instructors can help their students reach these goals. There are short-term goals given in all the major writing development areas, like rhetorical knowledge, critical thinking, and technological competency, among others. This is a great tool for teachers, as well as students. Sometimes it can be so overwhelming to have these huge goals to reach in the classroom, but having these broken down into small goals is a great tool. 


What confuses me about this publication is something that puzzles me at every turn in the readings for this course-- the question of access. One of the short-term goals is for students to be able to "use a variety of technologies to address a range of audiences." I know that in a lot of schools, especially low-income high schools, there are not enough computers for every student to be able to learn how to use a variety of technologies to address a range of audiences-- there simply isn't the time or resources available for this to happen. I think it may be taken for granted that people have home computers, and this may or may not be true.


I would like to know more about something published in the "Framework for Success in Post Secondary Writing." The article states that there are 8 habits of mind essential for success in college writing. These are: 

• Curiosity
• Openness
• Engagement
• Creativity
• Persistence
• Responsibility
• Flexibility
• Metacognition

The one that really sticks out to me is flexibility. I work in a community college writing center, and one thing I can attest to is that these students are notoriously inflexible. If their deadlines are changed, or details of an assignment are altered, they are completely thrown off (generalizing, here, but it's mostly true). How can we improve the flexibility of our students?

Hype or Hope: Can the Scholarship of SOTL Fulfill Its Promise?

Woodhouse, Rosamund. "Hype or Hope: Can the Scholarship of SOTL Fulfill Its Promise?" 
           Georgia Southern,  Jan. 2010. Web. 8 Sept. 2011. 
           <http://www.georgiasouthern.edu/ijsotl>.

Proponents of SOTL (Scholarship of teaching and learning), feel that this program has a lot of potential to improve teaching in schools. Unfortunately, much more has been published about theories on SOTL than about what has actually been achieved. There has to be a way to move forward, and this article investigates that. 


What I like most about this article is the fact that it promotes learning-centered teaching. Page 6 states, 
"It becomes more straightforward to argue that learning-centered teaching is a legitimate and important academic activity which merits the accolade of scholarship in its own right." The article goes on to say that we must accept learning-centered, and want to focus on deep and transformative learning. I really like this approach, as it refocuses teaching approaches onto what is actually important. Politics and debate surround the learning process at every turn, but what is really important is that students actually learn from their classes. Consistent learning needs to happen at all times, and if teachers identify this as their main goal, students will be much more successful. 


Something that confused me when reading this article is the idea of the bridge between teaching knowledge and student-centered knowledge. "... the bridge between teaching knowledge and the student learning that results form that knowledge... It is pedagogic resonance that is constituted in the individual acts of teaching, and it is the effect of pedagogic resonance that is experienced by students." This concept makes sense, but I do not understand how this is quantifiable in terms of research. How do you measure student learning? I don't think standardized tests are the best way, and I think most teachers would agree. 


I would like to learn more about measuring student learning, and more about knowing if SOTL is actually successful. 

Literacy, Technology, and Monopoly Capital

Ohmann, Richard. College English 47.7 (1985): 675-89. Web. 8 Aug. 2011 
                  <http://www.jstor.org/stable/376973>.

In this article by Richard Ohmann, the author states that problems with technological literacy parallel historical literacy problems throughout history. Because there is new technology, new elements of literacy go along with it. How important is it to gain this literacy, and what exactly is involved?


What I like about this article is the comparison of technological and computer literacy versus the literacy everyone usually thinks of-- the actual ability to read. This article was written on the crest of a technological revolution that would eventually make or break people who chose to become literate in this technology, or not (respectively). It's so interesting to think that there was a time when learning to read wasn't seen as being of extreme importance. Now it is a necessary life skill, in the same way that having some kind of technological literacy is already becoming extremely important. 


What confuses me is the perception of technology during this time period. The author actually says that most computers in homes are used for playing games, and he sees them becoming a virtually useless technology that will fall by the wayside. Is it even possible that people felt this way such a short time ago? Could people really not foresee in any way that computers would basically take over our lives?


I would like to know more about the concept of the technologically savvy secretary. The author states that he knows a secretary with basic computer skills who, having a salary of $10,000/year, is the lowest-paid person in her office. I would like to know how this secretary's life changed as technology emerged in more and more environments. I'm sure there was a point in which her skills made her invaluable to her company. It just goes to show you that if you have foresight, gaining seemingly obscure skills can pay off in the long run. 

Confronting the Challenges of Participatory Culture: Media Education for the 21st Century

Jenkins, Henry, Katie Clinton, Ravi Purushotma, Alice Robinson, and Margaret Weigel. "Confronting

 

                the Challenges of Participatory Culture: Media Education for the 21st Century." Confronting

 

                 Challenges of Participatory Culture: Media Education for the 21st Century (2005): 1-72

 

 

In Confronting the Challenges of Participatory Culture: Media Education for the 21st Century, the authors state that 1/2 of teens have created media content, and 1/3 of teens who use the Internet have shared content with others. This makes them part of a participatory culture. Participatory cultures are exactly what they sound like-- ways in which people participate in an activity together, in this case, an online culture. These cultures have low barriers to artistic expression and civic engagement, strong support for creating and sharing creations, an informal mentorship setup, and an environment in which members feel that their contributions matter to the culture as a whole. The authors state that these participatory cultures are becoming more and more common among students, and instructors need to make sure everyone has access to be a part of them.

 

In this article, I really liked how the authors made a list of online spheres that could be considered participatory cultures-- like Facebook, YouTube, Wikipedia-- and made it known that participating in these forums can build skills like play, performance, simulation, networking, advanced cognition, and multitasking. I never thought that Facebooking and doing homework at the same time was improving my cognitive and multitasking skills, but it's good to know. It's also good for instructors to know that they can embrace something that students are doing online, and put it to use for advanced learning in the classroom.

 

I was confused by the fact that the authors stated that development of these skills produced by participatory cultures can lead to a more empowered connection to citizenship-- how so?

 

I'd like to learn more about how responsive teachers would be to buying into this whole participatory culture thing. I know at many high schools, sites like Facebook and YouTube are blocked entirely from school computer networks. Wouldn't this throw a wrench in all their theories?

Route 21

"Route 21." Partnership for 21st Century Skills. Web. 8 Sept. 2011. http://www.p21.org/route21/.

 

Route 21 is a really interesting site that's easy to get "lost" in. The main idea behind this site is that, in school, students learn the basics: English, literature, history, math, science, geography, etc. Route 21's philosophy is that we should take those subjects that students are already learning, and weave 21st century interdisciplinary themes into them. These themes include global awareness, environmental literacy, health literacy, civic literacy, financial literacy, and much more. Being aware that we can use everyday curriculum to do this has the potential to make the educational experience more valuable for today's students.

 

What I really love about Route 21 is that it doesn't just state this great philosophy; it actually provides resources for teachers to carry it out in their own classrooms. The site currently has 688 resources, in fact, and is always offering the opportunity for more to be uploaded. In addition, there is this cool rainbow diagram that outlines the philosophy in an easy to understand way. Each level of the rainbow is a hyperlink to even more useful learning tools.

 

 

 

What confuses me is these corporate sponsors. Route 21 says that huge companies like Apple, Adobe, AT&T, Blackboard, Cisco, and Verizon are affiliated with them-- but how?

 

I'd like to know more about how many teachers actually adopt these philosophies. A huge complaint that a lot of students have is that their schoolwork doesn't seem relevant to their everyday lives, or their future goals. Route 21 is offering a way for school to become more relevant, and in turn make students more engaged in their studies. I think it's a great idea, and something all teachers should know about.

Google Presentation

Today I played around with making a Google presentation in Google docs. This was really cool, because it's just like PowerPoint, but available in the cloud. This could be really handy for students doing collaborative work, because it gives them all the tools of PowerPoint without the hassle of meeting up with a group to discuss it. Google Docs also has a chat function, which would make it all the more perfect for group work in (and out of ) the classroom.

This technology is incredibly easy to use, especially for anyone who has ever used PowerPoint. The format is essentially the same-- Users pick the layout for each slide, plug in their text, and pick a "theme" for the more aesthetic choices. Check out my Google presentation, and be sure to read chapter 2 of Brain Rules!

Distant Voices: Teaching Writing in a Culture of Technology

Anson, Chris. "Distant Voices: Teaching and Writing in a Culture of Technology."

            Computers in the Composition Classroom: a Critical Sourcebook. By Michelle

            Sidler, Elizabeth O. Smith, and Richard Morris. Boston: Bedford/St.

            Martins, 2008. Web.

In the article, "Distant Voices: Teaching Writing in a Culture of Technology," by Chris Anson, the author talks about the forces behind academia, and how the information superhighway coming its way is going to be a challenge. This article is from 1999, so it is no surprise that it's a little outdated in terms of what we may be used to. This article talks about tablets like they are a thing of the incredibly distant future, and speaks of taking classes via CD ROM as the way of the future. Anson basically says that he foresees bigger things are happening around us than the academic world is ready for, and we have to adapt teaching styles accordingly.

Anson says he knows that the academic world isn't prepared for the looming technological boom, because 84% of teachers surveyed during this time period said that all the technology they absolutely required was a photocopier stocked with paper. Teachers need to be prepared for more, like virtual interaction, distance learning, and other technological strides.

During this time, some instructors were afraid of using technology because they felt that it would change the format of the classroom too much. What they needed to realize was that advances in technology can help students learn at their own pace and use their own style. There is still the possibility of working in groups, and still a significant attachment to instruction, as we now know.

I like this resource because it gives an insight into what the fears were about technology before it was a reality in the classroom. This was extremely interesting to read about, especially concerning the newspaper vending machine (quarters... really?), and the far off idea of the tablet. It's hard to believe that nobody had even thought of the concept of a tablet, and now they are everywhere.

What confuses me is the fact that there is so much fear surrounding the advent of new technology. Today, we are all so excited when new technology comes out, especially new technology that we can use in the classroom. Imagine a class that uses iPads. They exist, and people want to take them, because that's really exciting to be able to play with a new and exciting technology. Why were people in 1999 so afraid of everything?

I would like to know more about other theories about the future of technology during this time. The case study of "Jennifer" made me laugh, and I'm sure more like this would be interesting to read.

Hawisher, Gail, and Cynthia Selfe. "The Rhetoric of Technology and the Electronic Writing Class."   

               Computers in the Composition Classroom: a Critical Sourcebook. Ed. Michelle Sidler,

               Elizabeth O. Smith, and Richard Morris. Boston: Bedford/St. Martins, 2008.

Summary

In Hawisher and Selfe's article, "The Rhetoric of Technology and the Electronic Writing Class," the authors offer their insight into widespread computer use in the traditional classroom. They say that it is vital that educators reassess their classroom strategies because of these technological advances, and that we simply cannot use the same model that has always been used-- It simply will not work.

The authors claim that across the board, teachers have only positive things to say about technology use in their classrooms. They say that technological access provides students with more resources, quicker turnaround with assignments, and more methods of collaboration than ever before. They also say that they enjoy the fact that their students can access them at any time for assignment questions, and that they can keep in touch with their fellow students for collaboration like never before.

Hawisher and Selfe say that although these are all great points, there are some shortcomings that educators need to realize. For one, many English classrooms are practicing the same teaching models as always, except now they have thrown computers in the mix. This is dangerous, because it can make students feel isolated at their workstations, and completely disengaged with everyone else. There is also the problem of students feeling self-conscious because their writing is now on a glowing beacon of a computer screen in the middle of everyone. Their teachers can see it, as well as their fellow students. This awareness can stifle creativity and confidence in self-expression.

The article wraps up, saying that, in many cases, students still want to please their teachers, and teachers still want to feel wanted by students. Because of this, classrooms with multiple computers in them must be tweaked so that technology can advance the minds of students, rather than stifle them. Technology is a wonderful tool, but not if it is used incorrectly.

Reflection

This resource could prove very helpful to teachers who are being inundated with technology, and don't exactly know how to handle it. This article cites the dangers of keeping with a traditional classroom model, peppered with technology-- It doesn't work. Teachers have to adapt so that students can adapt, resulting in a positive educational experience for all. This engaged me because I know that this problem is only going to get worse as new technologies are introduced. It must be hard for teachers to completely change their methods, but the element of progress makes this completely necessary.

Something confusing about the resource is the methods the authors use to go about addressing this problem. They go back and forth so much, saying in one section that technology is good, and then saying it is detrimental to students in another. It seems that they do not really take a position, other than that teachers have to change their ways if they want to use technology. Are they suggesting, then, that if teachers are not willing to change their ways, a complete lack of technology would be better? Isn't some exposure to new educational practices better than none at all, as far as students are concerned?

I would like to learn more about why teachers refuse to report the flaws they encounter when using technology in their classrooms. Hawisher and Selfe state that they were hard pressed to find any teacher who would speak negatively about the use of technology in his/her classroom, but found multiple flaws upon their own observation. Are instructors afraid of not receiving funding if they badmouth new technology? Are they excited about progress, but still don't quite know what to do with it?

This article gives me a lot to think about in terms of how I will conduct my classroom someday. It is not enough to scratch the surface of technology, and expect students to use that along with old fashioned teaching methods. Practices like this would not be making the best use of my teaching time, or student learning time. It is necessary to revamp teaching styles to adapt to new strides in the technological world.



NCTE Position Statement Reflection

In the NCTE position I chose to stand by, found here, the organization makes a statement about the use of the Internet by students, and the responsibilities of educators therein. The position statement is entitled, "Resolution on Electronic Online Services," and essentially states the following:

• All instructors realize that students spend a great deal of time on the Internet-- so much so that the Internet has been made available to these students at school
• It is the responsibility of professional educators and library specialists to make sure students have the tools to know how to use the Internet to meet their educational goals
• Educators have to set up guidelines for surfing the Internet at school, since it is impossible to know what students will come across while accessing the web. These guidelines should be based on ethics, privacy, and legal boundaries.

Nothing about this particular position statement surprised me or made me feel uneasy, which is why I felt so comfortable putting my name next to it on the roster. It makes sense that as students have more access to the Internet at school, new and ever-changing boundaries need to be put in place. This way, it can be ensured that students use the web for learning, and not checking out questionable material during school hours. For this reason, I really liked this position statement.

I might revise in one way-- when speaking about students who are at an age of accountability, it is important to hold students responsible for enforcing these rules within themselves-- after all, these rules should be common sense, and the NCTE position statement makes it seem that the enforcement of these rules is strictly the job of teachers and library specialists. Students should at least know the basic differences between right and wrong, especially when accessing the Internet at school.

This position statement gets me thinking about teaching and technology because it is easy to assess all the good points about new strides in technology, but this reminds me of the bad as well. Students have so much technology at their fingertips, and sadly, some are tempted to use it to plagiarize, look up questionable material, make privacy mistakes, and cross legal boundaries. This makes me realize that educators have the responsibility to instill technological values in their students, or all the new strides we are making with teaching and technology are virtually useless.

• Who: Educators and students
• What: Technology, and how it can be used for hindering learning rather than enhancing it
• When: High school/middle school students
• Where: Everywhere in the developed world
• Why: With new technology comes new curiosities about just how far one can go with it.. Sometimes boundaries are crossed that make learning less of a priority, and getting away with something more of a priority
• How: NCTE position statement implores educators to watch out for this, before it is too late for their students.

Animoto

Hi everyone!

My name is Elizabeth Long, but I go by Betsy. I am in this class because I am very interested in being able to teach with technology. I just recently started working in the writing support center at College of the Albemarle in Elizabeth City, NC (where I live), and I am expected to not only provide an open lab for students to visit when they need writing help, but also conduct classroom workshops on various subjects (grammar, proper essay format, etc.) when teachers request it. I know that my workshops could be so much more engaging if I have more technological teaching skills than I currently possess.

Something interesting about me is that I just got married on July 9th, and this is my last semester of classes at ODU! Excited and happy about both!


Create your own video slideshow at animoto.com.

My time with Popplet...

Hey Everyone!

Thanks for checking out my first blog. This week, I decided to use Popplet, and although I had never heard of it or used it before, I thought it was pretty fun. Popplet enabled to me to essentially make an infinite bubble map of my notes. This was something I had never even considered when notetaking before, but it makes sense-- and is much easier to scan over than pages and pages of handwritten notes. Popplet was very easy to learn, because there was a handy tutorial in the corner when I first logged in. This tutorial showed me exactly what to do, and I made my popplet map with ease. This would be a great tool for students to use with group collaboration. It's a way to take notes without having any one bit of information overshadow another, and is a great way to stay organized. How could you get off track when all your information is right there in front of you in handy bubbles, organized by category?

I really enjoyed Popplet-- It has a friendly, easy-to-use vibe that I really appreciated, and that I am sure students at every level would also appreciate. Be sure to check out chapter 1 of Brain Rules for yourself! Very interesting stuff...


My First Popplet!