Monday, December 12, 2011
Saturday, December 10, 2011
Final Project
Hey everyone! Check out my final project here, presented as a Google site. I did a classroom unit plan on memo and email formatting, with an accompanying workplace redesign. Looking forward to sharing it with you all next week!
Wednesday, November 30, 2011
Completed teaching philosophy
Text Philosophy:
As someone who has been a student for many years, I feel that I have a great working knowledge of what makes a successful classroom versus what makes an unsuccessful one. In my limited experience teaching workshops on writing, this knowledge has been reinforced in a lot of ways, but adapted in just as many ways.
To begin, I believe that students work best when they are entertained and kept interested to some degree. This spark of interest can come in many forms. I have had teachers take us outside to freewrite when the weather got warm, and teachers who simply stopped their lecture to ask us to get in groups and discuss our projects, or the lecture thus far. The practice of getting students out of their comfort zone, forcing them to become active participants in their learning has always, in my observations, made for a great classroom environment, and increased learning as a result.
Based on these feelings, I would consider myself a social constructivist. As Vygotsky found in his case studies, students simply perform better and can obtain more knowledge when they're engaging with someone, rather than just being told information by a superior. If making students move around and discuss with a classmate not only makes the classroom environment more fun, but also helps them learn more, how could I argue with that?
My commitment to student learning is perhaps the most important part of my teaching philosophy. It doesn't matter how much we cover in class, or how many readings we complete, or how many papers you end up writing throughout the course of the semester. If you don't come away from this course with the accomplishment of really gaining knowledge, I haven't done my job. It's for this reason that you can expect timely responses to emails regarding your questions about the course, ample availability in terms of office hours in order for us to meet, a willingness to discuss in detail anything you don't fully understand, and timely feedback on your assignments. I also am a firm believer in revision. If you do poorly on a paper or project, the best way to turn that bad grade into a learning experience is to be able to revisit that paper, and fix the problems therein. School is about learning, and I don't ever want to lose sight of that.
My courses will contain elements with which you are familiar, as well as things you might not be completely comfortable with. This means that there will be traditional assignments like papers, journals, and quizzes, but there will also be parts of this course that force you to use new technologies to aid in your overall learning. You will have the opportunity to play around with these technologies, discuss them with your classmates, and hopefully gain some great tools that will help you in the future.
I feel that the classroom setting should not be a high-anxiety place. We are here to learn, and will explore various methods that will help us do just that. I want all of us to be open, have discussions, and speak up when we're having issues. At the same time, however, I want you all to take this class seriously-- let's make the most of our time together by learning all we can, while having a great time doing it.
Monday, November 21, 2011
"It Wasn't Me, Was It?": Plagiarism and the Web
Sidler, Michelle, Elizabeth O. Smith, and Richard Morris. Computers in the Composition Classroom: a Critical Sourcebook. Boston: Bedford/St. Martins, 2008. Print.
In this piece, DeVoss and Rosati examine the issues with plagiarism and how much this confuses novice students, specifically in regards to the web and what is considered plagiarism versus what isn't.
I like the fact that this chapter addresses the main issues students have as far as plagiarism is concerned. Because I work in the writing center at College of the Albemarle, I encounter students all the time who simply don't know how to cite properly, and can't believe all of the extra work they have to do to cite. Therefore, the "You have to do all that?" section really jumped out at me. Yes, you really have to do all that!
What confuses me is the use of the international student, Danielle, as an example of someone who plagiarizes. This isn't just a problem for international students who may not be aware of the citation requirements at American institutions. Inadequate citation practices occur across the board, constantly.
I'd like to know more about the specific plagiarism policy of varied academic institutions. Most of these policies are so harsh, and I'd like to know if anyone adopts a more laissez-faire attitude.
In this piece, DeVoss and Rosati examine the issues with plagiarism and how much this confuses novice students, specifically in regards to the web and what is considered plagiarism versus what isn't.
I like the fact that this chapter addresses the main issues students have as far as plagiarism is concerned. Because I work in the writing center at College of the Albemarle, I encounter students all the time who simply don't know how to cite properly, and can't believe all of the extra work they have to do to cite. Therefore, the "You have to do all that?" section really jumped out at me. Yes, you really have to do all that!
What confuses me is the use of the international student, Danielle, as an example of someone who plagiarizes. This isn't just a problem for international students who may not be aware of the citation requirements at American institutions. Inadequate citation practices occur across the board, constantly.
I'd like to know more about the specific plagiarism policy of varied academic institutions. Most of these policies are so harsh, and I'd like to know if anyone adopts a more laissez-faire attitude.
Extra Blog 5: The Today Show
I watch the Today Show every single weekday morning of my life. Maybe I have a secret infatuation with Matt Lauer, and maybe I don't. Anyway, one day I was on their site entering to win Hoda and Kathie Lee's ambush makeover, and I noticed they had some archived video links... And I found this one that related to our class:
Hooray for Brain Rule #1!
Champing at the Bits: Computers, Copyright, and the Composition Classroom
Sidler, Michelle, Elizabeth O. Smith, and Richard Morris. Computers in the Composition Classroom: a Critical Sourcebook. Boston: Bedford/St. Martins, 2008. Print.
In this chapter, John Logie does a great job of explaining copyright law through the ages. Check out a TimeRime I made of this chapter:
I liked this chapter because it kind of explains the evolution of copyright law, and why it's necessary.
What confuses me about this principle is the concept of plagiarism and copyright infringement in general. I've always thought that the idea of plagiarism is academic. With copyright, the problem comes from a problem of monetary attribution going to the correct person. What, then, is the huge issue in the composition classroom with copyright law?
I'd like to know more about copyright cases through the ages. Have they become more severe? Less severe?
Sunday, November 13, 2011
Extra blog 4: Glamour Magazine
I was just flipping through the tablet edition of Glamour Magazine, and I stumbled upon this article about how more women are needed in the technological field. Check out these screen shots...
Women in technology shouldn't be presented as a fashion statement, but I digress. All I could think about was our class... We are all females, seeming to refute the fact that the technology world is suffering from a lack of women. However, we are also interested in technology partnered with education, a stereotypically female dominated field... Kind of makes you think.
I have to admit, I don't love the way this is presented...
Women in technology shouldn't be presented as a fashion statement, but I digress. All I could think about was our class... We are all females, seeming to refute the fact that the technology world is suffering from a lack of women. However, we are also interested in technology partnered with education, a stereotypically female dominated field... Kind of makes you think.
Saturday, November 12, 2011
Extra blog 3: Using ENG 665 skills in other classes!
Last Tuesday in my writing research course, Dr. Neff asked us to map out our research project thus far. I used a Popplet, because I thought it would be the perfect tool. It was! It worked so well, and Dr. Neff was asking me how she could use this tool in the future. Amanda is also in that class, and we felt super proud of ourselves for being masters of the Popplet.
Check it out!
Check it out!
Wednesday, November 9, 2011
Brain Rules Chapter 11
This week, I used XtraNormal as my Brain Rules notetaking platform. We used XtraNormal in Dr. Moberly's class once for the purposes of notetaking, and it's sort of fun to work with. It definitely embeds the information into your brain, because each time you preview it, the info is read to you in this strange robotic voice!
The interface is easy to work with, plus it's free!
Brain Rules 10
by: betsyrice
The interface is easy to work with, plus it's free!
Brain Rules 10
by: betsyrice
Wednesday, November 2, 2011
Brain Rules: Chapter 10
For this Brain Rules chapter, I decided to revisit Prezi. This is due to the fact that Prezi is simply my favorite. It's easy to use, and churns out great results with minimal effort. It has a great layout and interface, and I like how video and picture friendly it is.
I had some difficulty remembering how to do some of the things within Prezi, but I kind of fumbled through instead of watching the tutorial. It all came back to me. So, in conclusion, Prezi is just like riding a bike. Well, sort of.
Enjoy!
I had some difficulty remembering how to do some of the things within Prezi, but I kind of fumbled through instead of watching the tutorial. It all came back to me. So, in conclusion, Prezi is just like riding a bike. Well, sort of.
Enjoy!
Teaching philosophy in progress
As someone who has been a student for many years, I feel that I have a great working knowledge of what makes a successful classroom versus what makes an unsuccessful one. In my limited experience teaching workshops on writing, this knowledge has been reinforced in a lot of ways, but adapted in just as many ways.
To begin, I believe that students work best when they are entertained and kept interested to some degree. This spark of interest can come in many forms. I have had teachers take us outside to freewrite when the weather got warm, and teachers who simply stopped their lecture to ask us to get in groups and discuss our projects, or the lecture thus far. The practice of getting students out of their comfort zone, forcing them to become active participants in their learning has always, in my observations, made for a great classroom environment, and increased learning as a result.
Based on these feelings, I would consider myself a social constructivist. As Vygotsky found in his case studies, students simply perform better and can obtain more knowledge when they're engaging with someone, rather than just being told information by a superior. If making students move around and discuss with a classmate not only makes the classroom environment more fun, but also helps them learn more, how could I argue with that?
My commitment to student learning is perhaps the most important part of my teaching philosophy. It doesn't matter how much we cover in class, or how many readings we complete, or how many papers you end up writing throughout the course of the semester. If you don't come away from this course with the accomplishment of really gaining knowledge, I haven't done my job. It's for this reason that you can expect timely responses to emails regarding your questions about the course, ample availability in terms of office hours in order for us to meet, a willingness to discuss in detail anything you don't fully understand, and timely feedback on your assignments. I also am a firm believer in revision. If you do poorly on a paper or project, the best way to turn that bad grade into a learning experience is to be able to revisit that paper, and fix the problems therein. School is about learning, and I don't ever want to lose sight of that.
My courses will contain elements with which you are familiar, as well as things you might not be completely comfortable with. This means that there will be traditional assignments like papers, journals, and quizzes, but there will also be parts of this course that force you to use new technologies to aid in your overall learning. You will have the opportunity to play around with these technologies, discuss them with your classmates, and hopefully gain some great tools that will help you in the future.
I feel that the classroom setting should not be a high-anxiety place. We are here to learn, and will explore various methods that will help us do just that. I want all of us to be open, have discussions, and speak up when we're having issues. At the same time, however, I want you all to take this class seriously-- let's make the most of our time together by learning all we can, while having a great time doing it.
Saturday, October 29, 2011
Extra Blog 2: Article review
Buck, A. "The Invisible Interface: MS Word in the Writing Center." Computers and Composition 25.4 (2008): 396-415. Print.
This article is one I actually found for my other class, ENGL 685. I'm doing a research paper about the disconnect among word processing skills and students in community college. This article is all about using MS Word in the writing center, which struck me because I work in a writing center.
The article basically says that writing centers should realize that technology is not a transparent tool that doesn't affect the writing that emerges from it. Therefore, instead of students bringing in printed off papers and having writing center employees mark all over them with pen, they should edit papers through word processing directly. This would be more relevant for students, because it reflects the ways in which they actually write.
This made me think of our class for many reasons. Technology is affecting everything that we do, but perhaps especially the way we write. Would this be successful in a writing center?
Extra Blog 1: Personal experience
Today, I went to a real estate office to get some brochures and realty magazines for a friend's mother. She's thinking of moving back to North Carolina from Illinois, and therefore wanted some information. She doesn't have internet at home, so it's a real hassle for her to go all the way to her local library to get online. Therefore, I was happy to oblige and snail mail her some information that she could use.
When I got to the realty office, the lady looked at me like she was extremely confused when I asked for some realty magazines. She gave me the ones that she had in the office, and then said "you'd be much better off searching online." I said, "Well, these are for someone else, and she doesn't really get online that often." The lady gave me a knowing look, and said, "Oh, is she old?"
Well, my friend's mom isn't old. She's the same age as my mom, and my mom could definitely get online and search real estate listings if she wanted to. It just so happens that she doesn't have internet, so this is an issue of access, not of age. It was interesting to me, because we talk so much about access and those who are more inclined to use technology than others. It just shows how much this stereotype is perpetuated-- if someone doesn't use a computer, they must be old.
When I got to the realty office, the lady looked at me like she was extremely confused when I asked for some realty magazines. She gave me the ones that she had in the office, and then said "you'd be much better off searching online." I said, "Well, these are for someone else, and she doesn't really get online that often." The lady gave me a knowing look, and said, "Oh, is she old?"
Well, my friend's mom isn't old. She's the same age as my mom, and my mom could definitely get online and search real estate listings if she wanted to. It just so happens that she doesn't have internet, so this is an issue of access, not of age. It was interesting to me, because we talk so much about access and those who are more inclined to use technology than others. It just shows how much this stereotype is perpetuated-- if someone doesn't use a computer, they must be old.
Friday, October 28, 2011
Chapter 8: Responding and Assessing
Selfe, Cynthia L. Multimodal Composition: Resources for Teachers. Cresskill, NJ: Hampton, 2007. Print.
This chapter is all about assessing composition assignments. I was really interested in reading this, because in the writing center where I work, I have found that a lot of teachers grades are very subjective. Most of the time, no rubrics are used, and their own personal whims have a lot to do with the ways in which they grade papers. Students know which teachers are tough graders, versus which ones aren't. It makes me beg the question of how exactly teachers can achieve more consistency?
What I like about this chapter is the fact that it addresses the importance of instruction lining up consistently with evaluation. I hear students all the time saying that their teachers are easygoing, laid back, and seem to want them to succeed. When they get their graded papers back, however, they are extremely harsh graders. The tone for the course, as well as the expectations therein, need to be consistent.
What confuses me is the concept that appears on page 103: "How do teachers know when they have acquired sufficient experience composing and understanding multimodal texts to help students?" I don't really like this idea, because I feel that if teachers always think they're not experienced enough to use technology with their students, they might shy away from evolving their classrooms toward the 21st century in general. Isn't it better to dive right in than to be afraid to try?
I would like to know more about instructive evaluation. This brings to mind the process of teachers going through already graded tests and discussing each answer with students. I remember this being an excruciating process when I had to do it as a younger student, so I wonder how it could be made to be more effective.
This chapter is all about assessing composition assignments. I was really interested in reading this, because in the writing center where I work, I have found that a lot of teachers grades are very subjective. Most of the time, no rubrics are used, and their own personal whims have a lot to do with the ways in which they grade papers. Students know which teachers are tough graders, versus which ones aren't. It makes me beg the question of how exactly teachers can achieve more consistency?
What I like about this chapter is the fact that it addresses the importance of instruction lining up consistently with evaluation. I hear students all the time saying that their teachers are easygoing, laid back, and seem to want them to succeed. When they get their graded papers back, however, they are extremely harsh graders. The tone for the course, as well as the expectations therein, need to be consistent.
What confuses me is the concept that appears on page 103: "How do teachers know when they have acquired sufficient experience composing and understanding multimodal texts to help students?" I don't really like this idea, because I feel that if teachers always think they're not experienced enough to use technology with their students, they might shy away from evolving their classrooms toward the 21st century in general. Isn't it better to dive right in than to be afraid to try?
I would like to know more about instructive evaluation. This brings to mind the process of teachers going through already graded tests and discussing each answer with students. I remember this being an excruciating process when I had to do it as a younger student, so I wonder how it could be made to be more effective.
Yancey: looking for sources of coherence in a fragmented world
Sidler, Michelle, Elizabeth O. Smith, and Richard Morris. Computers in the Composition Classroom: a Critical Sourcebook. Boston: Bedford/St. Martins, 2008. Print.
Kathleen Yancey, in this piece, discusses the issue of intertextuality. We have so many mediums with which to produce writing in our modern era. It could be potentially changing the way we write, but it has largely been found that it isn't. What some worry about is that some mediums may be abandoned in favor of others. Instead of this happening, intertextuality occurs.
What I like about this piece is the section on digital compositions and coherence. A lot of times, people feel that coherence is implied within digital compositions, as it is in the form of email. "We have email, where coherence is created, in part through repetition..." this idea is perpetuated even more within templates, like those used in Microsoft PowerPoint, or in digital portfolios. I'm confused by this, also, because there isn't as much focus on coherence in content within this section. I feel that people get so caught up with coherence in design, that theybforget the importance of coherent content.
I would like to know more about the assessment of coherence. As we saw with the ee cummings piece, it can be a little arbitrary. How can we agree on true coherence and judge it in a quantitative way?
Kathleen Yancey, in this piece, discusses the issue of intertextuality. We have so many mediums with which to produce writing in our modern era. It could be potentially changing the way we write, but it has largely been found that it isn't. What some worry about is that some mediums may be abandoned in favor of others. Instead of this happening, intertextuality occurs.
What I like about this piece is the section on digital compositions and coherence. A lot of times, people feel that coherence is implied within digital compositions, as it is in the form of email. "We have email, where coherence is created, in part through repetition..." this idea is perpetuated even more within templates, like those used in Microsoft PowerPoint, or in digital portfolios. I'm confused by this, also, because there isn't as much focus on coherence in content within this section. I feel that people get so caught up with coherence in design, that theybforget the importance of coherent content.
I would like to know more about the assessment of coherence. As we saw with the ee cummings piece, it can be a little arbitrary. How can we agree on true coherence and judge it in a quantitative way?
Rethinking validity and reliability in the age of convergence
Sidler, Michelle, Elizabeth O. Smith, and Richard Morris. Computers in the Composition Classroom: a Critical Sourcebook. Boston: Bedford/St. Martins, 2008.
This article focuses on the fact that teachers need assessment strategies within their classrooms in order to achieve the goals of reliability and validity.
What I like about this piece is the fact that the author thinks that networked writing is a good thing. The author says this in spite of the fact that she thinks writing must be orderly, regulated, knowable, and natural. I like that she makes this distinction, because many teachers, I know, are afraid of letting their students open up to technological practices because some relinquishment of teacher control is implied. Penrod states that this isn't so. Writing can be equally successful when collaborative and networked, versus when it isn't.
I am confused by Penrod's preference for qualitative assessment versus a quantitative assessment for grading. This is great in theory, but how can teachers with tons of students ever grade all of the papers they're responsible for without using a points system and rubric? I'd like to know more about instances in which this model was successful in classrooms.
This article focuses on the fact that teachers need assessment strategies within their classrooms in order to achieve the goals of reliability and validity.
What I like about this piece is the fact that the author thinks that networked writing is a good thing. The author says this in spite of the fact that she thinks writing must be orderly, regulated, knowable, and natural. I like that she makes this distinction, because many teachers, I know, are afraid of letting their students open up to technological practices because some relinquishment of teacher control is implied. Penrod states that this isn't so. Writing can be equally successful when collaborative and networked, versus when it isn't.
I am confused by Penrod's preference for qualitative assessment versus a quantitative assessment for grading. This is great in theory, but how can teachers with tons of students ever grade all of the papers they're responsible for without using a points system and rubric? I'd like to know more about instances in which this model was successful in classrooms.
My Time with ToonDoo
I must say, I am not a huge fan of ToonDoo. It's not very user-friendly; it was hard to insert text, and make this text fit within my frames. There seemed to be nowhere to resize text, which I found very inconvenient. In addition, the backgrounds were limited, and all of the functions didn't work on my iPad... This was inconvenient, because I brought my iPad with me out of town to do some homework, and I ended up having to use my family's tonk tonk pc in the end!
That being said, I liked the Brain Rules chapter this week (as always). Sense of smell really is tied to long-term memory. Something that's always amazed me is that you can recall a memory, and actually imagine the smells tied to this memory. How can you imagine a smell??
Wednesday, October 19, 2011
Tuesday, October 18, 2011
MC Responding Exercise
I really enjoyed reading my classmates' blogs and finding out their thoughts on the chapters we were assigned to read. I feel that it helped me gain another perspective in some cases, and definitely solidified the information in my mind to read the info through a different avenue.
Amanda's blog on chapter 7 really helped me. She zeroed in on the issues teachers having when trying to teach multimodally-- there's a lot of pressure involved, and they have to learn to be quick troubleshooters. This is absolutely true, and interesting to think about. So much focus is on the students and how they will accept multimodality. The teachers have quite an adjustment to make, also.
I also referenced Amanda's blog for chapter 5. In it, she addressed using a rhetorical lens for multimodal projects. She liked the fact that the chapter provided key terms and examples for going about teaching multimodally through a more rhetorical method. This is a great perspective, as I myself sort of shy away from theory in general. It's not all bad, though, and should be considered at least somewhat.
I used Sarah's blog to revisit chapters 3 and 4. In chapter 4, Sarah addressed collaboration. She really liked the keys for success in collaborating digitally. It can be really difficult to get students to want to collaborate. This can be especially true in a digital environment, which is largely seen as a solitary endeavor. This chapter provides real world examples and keys for success, which Sarah deemed important.
In chapter 3, she addressed the portion of the chapter that implores teachers to really think about the theory, structure, and circulation of multimodal assignments. Teachers become so enthusiastic sometimes, that they forget exactly how to convey to their students exactly what they expect, and exactly how they want the project to play out. Think about your audience, teachers! In this case, your audience is the students.
I used Beth's blog for chapter 2. In this chapter, Beth really liked the diagrams given for the similarities and differences among modes. There are so many types of composing, that multimodal composition is really a lofty term. If we can use these handy diagrams, and others like it, we can more effectively find the right fit for our students. In addition, Beth liked that this listed challenges, which I agree is great. We have to acknowledge that there are challenges to multimodal composition. That way, we can share ideas on how to overcome these challenges.
Amanda's blog on chapter 7 really helped me. She zeroed in on the issues teachers having when trying to teach multimodally-- there's a lot of pressure involved, and they have to learn to be quick troubleshooters. This is absolutely true, and interesting to think about. So much focus is on the students and how they will accept multimodality. The teachers have quite an adjustment to make, also.
I also referenced Amanda's blog for chapter 5. In it, she addressed using a rhetorical lens for multimodal projects. She liked the fact that the chapter provided key terms and examples for going about teaching multimodally through a more rhetorical method. This is a great perspective, as I myself sort of shy away from theory in general. It's not all bad, though, and should be considered at least somewhat.
I used Sarah's blog to revisit chapters 3 and 4. In chapter 4, Sarah addressed collaboration. She really liked the keys for success in collaborating digitally. It can be really difficult to get students to want to collaborate. This can be especially true in a digital environment, which is largely seen as a solitary endeavor. This chapter provides real world examples and keys for success, which Sarah deemed important.
In chapter 3, she addressed the portion of the chapter that implores teachers to really think about the theory, structure, and circulation of multimodal assignments. Teachers become so enthusiastic sometimes, that they forget exactly how to convey to their students exactly what they expect, and exactly how they want the project to play out. Think about your audience, teachers! In this case, your audience is the students.
I used Beth's blog for chapter 2. In this chapter, Beth really liked the diagrams given for the similarities and differences among modes. There are so many types of composing, that multimodal composition is really a lofty term. If we can use these handy diagrams, and others like it, we can more effectively find the right fit for our students. In addition, Beth liked that this listed challenges, which I agree is great. We have to acknowledge that there are challenges to multimodal composition. That way, we can share ideas on how to overcome these challenges.
Saturday, October 15, 2011
Chapter 5: Thinking Rhetorically
Selfe, Cynthia L. Multimodal Composition: Resources for Teachers.
Cresskill, NJ: Hampton, 2007. Print.
This chapter is really interesting, because it delves into the issues of taking rhetorical principles that we already know to be effective within conventional essays, and channeling them into multimodal assignments. This is a great idea, because it will reaffirm teacher notions that multimodal compositions can have the same rhetorical effectiveness as traditional alphabetic essays, and help student develop necessary skills for tackling these somewhat unconventional projects.
I am confused by the fact that teachers in traditional high school classrooms seem so against technology-- students aren't allowed to have their phones, login to Twitter or YouTube at school, or do anything else that would be seen as multimodal fun on the web. However, teachers seem excited when they want to do a multimodal assignment, and students already have some knowledge about using technological platforms. I think this goes into the low-stakes exploration we do in this class. It's important to play around with all kinds of technology to increase one's knowledge and comfort level-- why are we stigmatizing it in some arenas, and encouraging it in others?
I'd like to learn more about how to engage students within technological platforms without them being tempted to waste time on Facebook. There's got to be a way to make getting online during class time a fun experience, without letting them actually do things that they consider fun! It's blowing my mind a little bit to think about how to strike a balance...
Cresskill, NJ: Hampton, 2007. Print.
This chapter is really interesting, because it delves into the issues of taking rhetorical principles that we already know to be effective within conventional essays, and channeling them into multimodal assignments. This is a great idea, because it will reaffirm teacher notions that multimodal compositions can have the same rhetorical effectiveness as traditional alphabetic essays, and help student develop necessary skills for tackling these somewhat unconventional projects.
I am confused by the fact that teachers in traditional high school classrooms seem so against technology-- students aren't allowed to have their phones, login to Twitter or YouTube at school, or do anything else that would be seen as multimodal fun on the web. However, teachers seem excited when they want to do a multimodal assignment, and students already have some knowledge about using technological platforms. I think this goes into the low-stakes exploration we do in this class. It's important to play around with all kinds of technology to increase one's knowledge and comfort level-- why are we stigmatizing it in some arenas, and encouraging it in others?
I'd like to learn more about how to engage students within technological platforms without them being tempted to waste time on Facebook. There's got to be a way to make getting online during class time a fun experience, without letting them actually do things that they consider fun! It's blowing my mind a little bit to think about how to strike a balance...
Chapter 4: Collaborating on Multimodal Projects
Selfe, Cynthia L. Multimodal Composition: Resources for Teachers.
Cresskill, NJ: Hampton, 2007. Print.
This chapter is all about collaboration in multimodal assignments. I like the fact that this is addressed, because I was worried about this when reading the last chapter. Collaborating within multimodal assignments sounds great in theory, but when you actually have to work with someone else on something that has multiple layers, it can be an extremely complicated process.
This chapter cites the many benefits of collaboration, such as "emotional rewards and the learning that occurs when group members discuss ideas that are difficult to qualify or trace back to their sources." The chapter goes on to say that, while collaborating can be great, teachers have to facilitate it and make sure everything is going well throughout. I think this is wonderful in theory, but I'm confused about the need for group work when working on multimodal compositions. In most classrooms, especially college classrooms, students seem to delegate and divide as far as group work is concerned-- they don't have time to meet with their classmates in the library, because they have full time jobs and maybe live far away from campus. I just really have never understood the need for group work, though I've had it in all my classes.
One thing I like about this chapter is the fact that it addresses the question of access. On page 41, group work is cited as being a great idea, because it allows students to "... use time, space, and technological resources effectively." This is very true, especially in a high school setting. If there are only 5 computers for 20 students, group work is absolutely necessary. I can definitely see this advantage.
I'd like to know more about successful group work scenarios. Mostly, I've found that students have a generally negative perception of group work. That's a shame, since it's required in just about every class. How can this be turned around?
Cresskill, NJ: Hampton, 2007. Print.
This chapter is all about collaboration in multimodal assignments. I like the fact that this is addressed, because I was worried about this when reading the last chapter. Collaborating within multimodal assignments sounds great in theory, but when you actually have to work with someone else on something that has multiple layers, it can be an extremely complicated process.
This chapter cites the many benefits of collaboration, such as "emotional rewards and the learning that occurs when group members discuss ideas that are difficult to qualify or trace back to their sources." The chapter goes on to say that, while collaborating can be great, teachers have to facilitate it and make sure everything is going well throughout. I think this is wonderful in theory, but I'm confused about the need for group work when working on multimodal compositions. In most classrooms, especially college classrooms, students seem to delegate and divide as far as group work is concerned-- they don't have time to meet with their classmates in the library, because they have full time jobs and maybe live far away from campus. I just really have never understood the need for group work, though I've had it in all my classes.
One thing I like about this chapter is the fact that it addresses the question of access. On page 41, group work is cited as being a great idea, because it allows students to "... use time, space, and technological resources effectively." This is very true, especially in a high school setting. If there are only 5 computers for 20 students, group work is absolutely necessary. I can definitely see this advantage.
I'd like to know more about successful group work scenarios. Mostly, I've found that students have a generally negative perception of group work. That's a shame, since it's required in just about every class. How can this be turned around?
Chapter 3: Composing Multimodal Assignments
Selfe, Cynthia L. Multimodal Composition: Resources for Teachers.
Cresskill, NJ: Hampton, 2007. Print.
This chapter covers the issues of promoting successful multimodal assignments. This means "help(ing) teachers plan for and undertake assignments that can yield not only print essays, but also audio projects, video projects, and projects that combine the modalities of sound, image, and word. It extends the discussion begun in Chapter 2 by offering a third sample assignment that leaves the choice of composing modality open to students" (29).
I like the fact that this chapter's goal is to expand students' thinking about composing as we know it. Because of the huge strides that have been made in technology and the composing process, it's important to make sure that time is taken to help students understand that classroom compositions aren't the fixed entity that they once were. There are all kinds of ways to compose now, and teachers should share these ways with students at every possible level and through every possible medium.
Something I'm confused about is the fact that, on page 32, there is a large paragraph about using group work for this type of multimodal composition. That's a great idea in theory, but I have found that in group work, student usually split up the work according to what they're already good at. This doesn't do much for students in the way of learning. How can teachers encourage time-strapped students to try out things that may take longer, just for the sake of learning?
I'd like to know more about peer review within multimodal composition (pg. 36). This seems like it could potentially be really complicated. How can teachers make this work?
Cresskill, NJ: Hampton, 2007. Print.
This chapter covers the issues of promoting successful multimodal assignments. This means "help(ing) teachers plan for and undertake assignments that can yield not only print essays, but also audio projects, video projects, and projects that combine the modalities of sound, image, and word. It extends the discussion begun in Chapter 2 by offering a third sample assignment that leaves the choice of composing modality open to students" (29).
I like the fact that this chapter's goal is to expand students' thinking about composing as we know it. Because of the huge strides that have been made in technology and the composing process, it's important to make sure that time is taken to help students understand that classroom compositions aren't the fixed entity that they once were. There are all kinds of ways to compose now, and teachers should share these ways with students at every possible level and through every possible medium.
Something I'm confused about is the fact that, on page 32, there is a large paragraph about using group work for this type of multimodal composition. That's a great idea in theory, but I have found that in group work, student usually split up the work according to what they're already good at. This doesn't do much for students in the way of learning. How can teachers encourage time-strapped students to try out things that may take longer, just for the sake of learning?
I'd like to know more about peer review within multimodal composition (pg. 36). This seems like it could potentially be really complicated. How can teachers make this work?
Chapter 2: Words, Audio, Video: Composing and the Processes of Production
Selfe, Cynthia L. Multimodal Composition: Resources for Teachers.
This chapter talks about using audio and video as part of the composing process. I was really excited to read this chapter, because I personally dread having to do audiovisual projects, and I was interested in getting some perspectives on how teachers can make this a less intimidating experience for their students.
Something I really like about this chapter is the fact that it addresses the challenges associated with using audio and video in the composing classroom. "Teaching students to compose audio or video essays also poses new and unfamiliar challenges to many teachers and students. For instance, teachers who assign only alphabetic essays can anticipate that students have considerable experience choosing topics for written essays (17). I think that addressing the fact that teachers have anxiety about using this format is helpful. Sometimes students feel that they're the only ones who have trepidation about trying new things. Knowing that teachers also have issues using this format shows that it's something that needs further exploration, especially in the beginning phases to get everyone more accustomed to it. I am confused about why there isn't more of this in place already
Something I would like to know more about is the notion that students are comfortable and familiar with all forms of writing technology. "teachers... can generally count on their students being familiar with, and having access to, some common forms of writing technology: pencils, pens, computers and word-processing programs." While pretty much all students can use pencils and pens, a lot still have issues of access and skill-level when it comes to word processing programs or other forms of composing. My fear is that, as new technologies emerge, we will forget that some students still aren't proficient in the basics, like MS Word, etc.
This chapter talks about using audio and video as part of the composing process. I was really excited to read this chapter, because I personally dread having to do audiovisual projects, and I was interested in getting some perspectives on how teachers can make this a less intimidating experience for their students.
Something I really like about this chapter is the fact that it addresses the challenges associated with using audio and video in the composing classroom. "Teaching students to compose audio or video essays also poses new and unfamiliar challenges to many teachers and students. For instance, teachers who assign only alphabetic essays can anticipate that students have considerable experience choosing topics for written essays (17). I think that addressing the fact that teachers have anxiety about using this format is helpful. Sometimes students feel that they're the only ones who have trepidation about trying new things. Knowing that teachers also have issues using this format shows that it's something that needs further exploration, especially in the beginning phases to get everyone more accustomed to it. I am confused about why there isn't more of this in place already
Something I would like to know more about is the notion that students are comfortable and familiar with all forms of writing technology. "teachers... can generally count on their students being familiar with, and having access to, some common forms of writing technology: pencils, pens, computers and word-processing programs." While pretty much all students can use pencils and pens, a lot still have issues of access and skill-level when it comes to word processing programs or other forms of composing. My fear is that, as new technologies emerge, we will forget that some students still aren't proficient in the basics, like MS Word, etc.
Brain Rule #7: Sleep well, think well
This chapter was all about sleeping and how important it is to get the proper amount of sleep. Getting the right amount of sleep is vital, because your brain works better when it's rested. In addition, this chapter goes into the fact that wanting afternoon naps is a natural human tendency. This was awesome to know, because I'm ready for a nap about 99% of the time-- it's so comforting to know that this means I'm a normal person!
I really loved Glogster. I played with it forever, because it was such a delightful interface. I liked putting in videos, pictures, and text-- It was so easy to make the Glogster poster attractive, and I know that students would really enjoy using this. You don't really need to watch a tutorial video, because it's easy to just jump into this technology. That's something I appreciate in a technology, and so would students.
I really loved Glogster. I played with it forever, because it was such a delightful interface. I liked putting in videos, pictures, and text-- It was so easy to make the Glogster poster attractive, and I know that students would really enjoy using this. You don't really need to watch a tutorial video, because it's easy to just jump into this technology. That's something I appreciate in a technology, and so would students.
Friday, October 7, 2011
Contrasts: Teaching and Learning about Writing in Traditional and Computer Classrooms
Palmquist, Mike, Kate Kiefer, James Hartvigsen, and Barbara Goodlew.
Computers in the Composition Classroom: a Critical Sourcebook.
Ed. Michelle Sidler, Elizabeth O. Smith, and Richard Morris. Boston:
Bedford/St. Martins, 2008. 251-70. Print.
This chapter focuses on the breakout issues that should be further studied as far as the challenges teachers have when balancing both traditional and computer-based writing classes.
I like this chapter because it makes some really excellent points about computer-based courses versus more traditional courses. For example, it points out that in technology-based courses, teachers have to take on different roles, students treat the classroom as a work site and interact more with their peers. The attitudes of both students and teachers are different when in a technology-based course rather than a more traditional one. These are all points that go against the notion that we can simply plug computers into traditional classrooms. So many differences occur, that it's obvious that teachers need to adopt a new philosophy when using technology in these types of courses.
I am confused by the statement made by Anita the teacher on page 257. She said that she expected more from students in her computer classrooms than from those in her traditional classrooms.
"Teaching in the regular classroom, I feel the need to orchestrate much more. 'Okay, we're going to do this, this, this, and this...' In the computer classroom, we always have a mission."
Why is there the notion that computer classrooms require less instruction for students than traditional classrooms? In many cases, I would think a technology-heavy classroom would require more instruction, because students might not know what they're doing right away.
I'd like to know more about the concept brought up on pg. 263. One teacher said she was really resistant to using technology at first, because "there is a point where it really slowed me down and we didn't get much done for about two weeks..." I wonder how many teachers disregard technology as an option because it will cause them to deviate from their standard schedule. It makes sense that they wouldn't want to, especially if they're getting pressure from their administration to adhere to a certain schedule. If a lot of teachers have this attitude, how can advances ever be made?
Thinking about Multimodality: Takayoshi & Selfe
Takayoshi, Pamela. "Chapter 1." Multimodal Composition: Resources for Teachers.
By Cynthia L. Selfe. Cresskill, NJ: Hampton, 2007. Print.
In chapter 1 of Multimodal Composition: Resources for Teachers, Takayoshi and Selfe cite that times are changing, especially in terms of the way we now put words on a page. In the past, writing was very straightfoward-- black words on a white page with sensible and expected formatting. Now, because of the multimodality of our compositions, we can branch out into countless types of publications. It's important for teachers to realize that they have to be responsible enough to let their students know about these multimodal opportunities, and expose them to chances to use them whenever possible.
I like this text because it really addresses an important issue. Like a lot of other texts we've read, it goes into the problem of teachers wanting to use new technologies, but not really knowing how to incorporate them. This is due to lots of reasons, like available class time, student access, lack of knowledge about new technologies in general, and levels of individual student learning. I really like the Wysocki quote that says, "To be responsible teachers, we need to help our students (as well as ourselves) learn how different choices in visual arrangement in all texts (on screen and off) encourage different kinds of meaning making and encourage us to take up." This is a great observation, because it proves that not only should be embrace new types of modalities in writing, but we should realize that these different types of modalities encourage new writing experiences that provide for unique and different learning. Realizing this could make teachers more excited about embracing them, and will definitely excite students-- something new is always exciting.
What confuses me is teacher resistance to multimodal composing. The chapter states, "Today, many teachers of English composition worry about the effects of computers and the increasingly vernacular expressions
of multimodality that digital environments have encouraged." The chapter goes on to say that multimodality isn't limited to digital texts, and has actually been going on for quite some time-- think textbooks with pictures, etc. I just have trouble understanding all this resistance. Is it a problem of all the students being able to grasp or benefit from this technology? Do teachers feel uncomfortable straying from time honored teaching practices?
I'd like to know more about the following question found within the chapter: "Why should English composition faculty teach multimodal composing? Shouldn’t we stick to teaching writing and let video production faculty teach video? Art and design faculty teach about visual images? Audio production faculty teach about sound?"
This is a problem I've come across a lot in a research project I'm doing in another class. This project is all about the lack of word processor training among older adult students in the community college environment. The big debate is, "whose job is it to teach them?" Nobody wants to do it, but everyone wants it done. Why is this always such a problem?
By Cynthia L. Selfe. Cresskill, NJ: Hampton, 2007. Print.
In chapter 1 of Multimodal Composition: Resources for Teachers, Takayoshi and Selfe cite that times are changing, especially in terms of the way we now put words on a page. In the past, writing was very straightfoward-- black words on a white page with sensible and expected formatting. Now, because of the multimodality of our compositions, we can branch out into countless types of publications. It's important for teachers to realize that they have to be responsible enough to let their students know about these multimodal opportunities, and expose them to chances to use them whenever possible.
I like this text because it really addresses an important issue. Like a lot of other texts we've read, it goes into the problem of teachers wanting to use new technologies, but not really knowing how to incorporate them. This is due to lots of reasons, like available class time, student access, lack of knowledge about new technologies in general, and levels of individual student learning. I really like the Wysocki quote that says, "To be responsible teachers, we need to help our students (as well as ourselves) learn how different choices in visual arrangement in all texts (on screen and off) encourage different kinds of meaning making and encourage us to take up." This is a great observation, because it proves that not only should be embrace new types of modalities in writing, but we should realize that these different types of modalities encourage new writing experiences that provide for unique and different learning. Realizing this could make teachers more excited about embracing them, and will definitely excite students-- something new is always exciting.
What confuses me is teacher resistance to multimodal composing. The chapter states, "Today, many teachers of English composition worry about the effects of computers and the increasingly vernacular expressions
of multimodality that digital environments have encouraged." The chapter goes on to say that multimodality isn't limited to digital texts, and has actually been going on for quite some time-- think textbooks with pictures, etc. I just have trouble understanding all this resistance. Is it a problem of all the students being able to grasp or benefit from this technology? Do teachers feel uncomfortable straying from time honored teaching practices?
I'd like to know more about the following question found within the chapter: "Why should English composition faculty teach multimodal composing? Shouldn’t we stick to teaching writing and let video production faculty teach video? Art and design faculty teach about visual images? Audio production faculty teach about sound?"
This is a problem I've come across a lot in a research project I'm doing in another class. This project is all about the lack of word processor training among older adult students in the community college environment. The big debate is, "whose job is it to teach them?" Nobody wants to do it, but everyone wants it done. Why is this always such a problem?
Brain Rules Ch 6: Remember to Repeat
This week, I used ZooBurst to do my Brain Rules notetaking challenge. I think ZooBurst is a great technology. It takes the whole concept of associating images with ideas to a new level. Associating images with text really helps me remember the material, and I love the cool pop-up book format. It's colorful, fun, easy-to-use, and allows for easy manipulation of text.
Brain Rules Chapter 6 is all about remembering to repeat information, so that it sticks in your long-term memory. I thought this chapter was super interesting, because it reminded me of the fact that repeating things really does help you remember them in the long run, and it's important to remember this critical step in the learning process. This chapter also made me realize that we need to make students take this step in their learning, and repeat info at regular intervals-- not just expect them to do the majority of their learning at home.
Brain Rules Chapter 6 is all about remembering to repeat information, so that it sticks in your long-term memory. I thought this chapter was super interesting, because it reminded me of the fact that repeating things really does help you remember them in the long run, and it's important to remember this critical step in the learning process. This chapter also made me realize that we need to make students take this step in their learning, and repeat info at regular intervals-- not just expect them to do the majority of their learning at home.
Friday, September 30, 2011
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...
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.
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...
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 |
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?
Wednesday, September 28, 2011
Web 2.0 versus "New" Literacy
Is the concept of Web 2.0 considered a “New” literacy? Let’s review the following definition:
--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.
Thursday, September 22, 2011
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:
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.
- "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>.
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?
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