My Winter Weather Survey

The link to my survey:https://docs.google.com/spreadsheet/viewform?formkey=dG1RWUNzTENOc2tEU3hFaEdtYU9aNnc6MQ#gid=0

Double Entry Journal #10

"Sowing the Seeds for a more Creative Society"
-Mitchel Resnick

"Success is not based on only what you know, or how much you know but on your ability to think and act creatively. In short, we are now living in a Creative Society" (Resnick). I could not agree more with this statement. The world we live in is definitely changing and rather quickly at that, but even without rapidly changing technology, individuals still had to think and act creatively. In Mitchel Resnick's article it is discussed how he believes children specifically students are not educated in a fashion that is beneficial to their lives outside of academia. Resnick says that, "Even students who perform well in school are often unprepared for the challenges that they encounter after graduation in their work lives as well as their personal lives." This too I somewhat agree with but it isn't until Mitchel Resnick introduces his solution that I disagree with his claim. Resnick developed a creative thinking spiral that begins with imagine, create, play, share, and then ends with reflect and imagine. Resnick then follows this introduction with two products that he and his colleagues, of MIT, developed to aid in this learning style. The products were the cricket and the scratch. The cricket is an electronic box that allows students to create, well virtually anything from innovative alarm clocks to actual robots. The second tool created was the scratch, which is an online software that enables students to present information in a new and exciting way. With the Scratch students are even able to create their own games related to their specific report. This way of thinking aided by these two products is very hands-on and allows students to explore the world of science a little further but in my opinion creativity can be reached in a multitude of ways. From what I gathered from the reading Resnick believes students can only learn by using his two products and if that is the case then I very much disagree. The world is vast and extremely diverse and in saying that it is understood that every child learns differently. The cricket and scratch may be effective for certain things but I have a hard time believing they are the only tools to help students learn in a creative society.

Resnick, Mitchel. "Sowing the Seeds for a more Creative Society." ISTE.

 

Tom Peters:Educate For a Creative Society

Tom Peters is a very opinionated educator who speaks on the fact that many educators are crushing the creativity within in many students. Creativity is crushed by the multiple rules and regulations of the education system. Even though there are some points that I do not agree with he makes a very good point concerning the standards we hold students to. He says that there is very little to no room for students to make mistakes or jump outside of the so-called box and therefore are being ruined of expressing their creativity.

http://www.youtube.com/watch?v=h_w4AfflmeM

Collaborative Learning: Activity 2

Collaborative Learning: (Thomas pg. 35-37)

  As I read the assigned three pages I felt that the author was very much promoting Collaborative learning. On page 35 the author expresses that collaborative learning is, in a sense, new and inntovative. This style of teaching replaces the teacher/educator as the main focus of the classroom and puts more emphasis on the stuidents' own ability to learn and incorporate proper thinking and analyzing skills. Collaborative learning furthers the thinking of students and applies real world problem-solving to almost every situation. Collaboartive learning also successfully promotes teamwork and communication.

1. What model of teaching does the book refer to as "broadcast model?"
     Traditional teaching styles are what are considered "broadcast models". A broadcast model is, by definition, the transmission of information from transmitter to receiver in a one-way, linear fashion.

2. What is the difference between "collaborative teaching" and the "broadcast model of teaching"?
     The biggest difference between the two teaching methods is who is doing the teaching. Thorugh broadcast teaching, the main focus and source of education comes from solely the teacher. However, through collaborative teaching students work together to find the best solution to any problem. Students feed off of one another's knowledge and understanding of a specific practice.

Wikipedia

Wikipedia:
a. What is Wikipedia?
     "Wikipedia is a mulitilingual, Web-based encyclopedia project, operated by the Wikimedia Foundation, a nonprofit organization."

b. How would you answer the question posed in this piece, "How reliable can a source be when anyone can edit it"?
     Wikipedia, even though pages can be edited and modified by users, has a group of knowledgable individuals whose job is to research the credibilty presented on every page. As well as extended research this group of people must "put their faith in the wisdom of the crowds, they believe that by having many people watching what appears there, errors and vandalism will be weeded out, sooner rather than later."

c. Who do the creators of Wikipedia place their trust in when it comes to weeding out misinformation?
     As already mentioned above, the creators of Wikipedia put a lot of trust in the masses who use this website. They feel that the general public is a good judge of certain reliable information.

d. What would abuse or vandalism look like on a Wikipedia page?
     Virtual vandalism on Wikipedia can take a number of shapes, but it almost always appears as cynical remarks, sarcasm, or false information.

e. How does Wikiscanner help increase the reliability of Wikipedia entries?
     Wikiscanner was developed to check the IP address of anonymous editors. This just furthers the testing of reliabilty of information that is either unclear or controversial.

Cohen, Noam. "Wikipedia." The New York Times Learning Network.  18 Oct. 2007. Web.
     26 Oct. 2012. http://www.nytimes.com/learning/teachers/featured_articles/20090206friday.html.
    
    

Storybird.

My Family and Me on Storybird

GoAnimate

http://goanimate.com/videos/0V1kmJ5Js_uc?utm_source=linkshare

Double Entry Journal #9

"Thinking Creatively: Teachers as Designers of Content, Pedagogy, and Technology"

      One of the first points that was made in the video was that, "teaching with technology is a wicked problem."  Upon first hearing this I was a little taken aback. I am in an Instructional Technology class so that I am able to learn how to effectively incorporate technology into my classroom, something that is mandatory in any modern classroom. I didn't understand how such a statement could be valid or even true. However, as the two speakers continued with their somewhat playful presentation I was quickly informed that, "the quality of teaching is the transformation of content or the act of learning in a disciplined manner." Effective teaching has very little to do with curriculum, in fact organized curriculum is a factor in the mess that is education. For some odd reason education and the classroom as a whole, is the breeding ground of controversy. Educators fight over which text books deliver the best material and which literature books explore the world best and which history books are up to date. These problems are only minute.What this means is that simply...education is messy. Educators focus too much on what is being taught, and with what to teach it than how they are teaching. More focus needs to be spent on deliver and the success-fulness of that delivery.

"Education, as a whole, is messy!"

• Pedagogy
• Content
• Technology are messy!

Relating Gardens of Time to things schools can learn from video games

      Gardens of Time is a computer game on Google+ that can very easily be connected to five of the ten things schools can learn from incorporating video games in the classroom. These five components include: Interaction, Production, Customization, Context, and Exploring. A brief summary of the game is that it is a game where one must find certain historical artifacts within a scene from that historical time period. When one finds the specified items he/she receives money and gold to purchase landmarks and artifacts for one's garden, which is being produced.

1. Interaction- When playing Gardens of Time the player must interact with the program as a whole. The game assigns the player certain tasks that must be completed within a time frame. In a manner of speaking the player must obey the game in order to be successful in the tasks at hand.

2. Production- Gardens of Time is a game very much focused on production. The point of the game is to produce a garden that is not only renowned but pleasant to the general public.

3. Customization- As the gamer continues the game he/she has the ability to make their garden more appealing to their own interests. The gamer is able to make the garden their own.

4. Context- The game is based around certain events and civilizations that have occurred in history. The gamer can use context from the tasks to learn about these civilizations in a small amount.

5. Exploring- Every game incorporates exploring in some manner. Gardens of Time allows the gamer or player to explore different areas of the world to discover  hidden treasures.

Double Entry Journal #8

10 Things Schools can Learn from Video Games:

1. Interaction
2. Production
3. Risk Taking
4. Customization
5. Ordered Problems
6. The Cycle of Expertise
7. Context
8. Within the Regime of Competence
9. Taking Relationships into Consideration
10. Exploring


Taking Relationships into Consideration:
     When first skimming over this subheading, I almost scoffed. Before this article I found no hard evidence that proved video games to be a good source of communication. Since video games first became a major component of the lives of 21st Century children it has always been said that video games encourage anti-social behavior and seclusion. How is it possible that children are able to have successful interaction with a screen, whether television or computer? As I read further in the article I discovered that gamers do not have a relationship with the screen itself, but the characters that are included within the game, as well as the individuals that control the characters' actions.
      "In World of Warcraft players are encouraged to join guilds, raids, and take on an active and unique role within raids and other tasks. Each player contributes to the solution based on their abilities and skill. This encompasses the relationship between players working together to solve a problem, or asymmetrical co-operation" (Learning in Gaming, para 9).
In games like World of Warcraft and Civilization, players have to successfully complete a task as a team in order to survive! After reading such evidence, the skeptic that I am, had to change my mind on video games and their ability to create social relationships. Even though the interaction is not face to face and therefore not as personal, it is still a relationship centered around group work.

"An Educational Approach to Video Games". Learning in Gaming. 20 January, 2012.
     http://www.learningingaming.com/10-things-schools-can-learn-from-video-games/

I included this picture from the Video Game, World of Warcraft. It is a picture of a small guild made up of nine or so characters. These nine characters represent the nine players behind the scenes that allow these characters to work together and defeat any possible enemies.
(the picture was found on MMosite.com)

Double Entry Journal #7

 

A Seven-Power Lens on 21st Century Literacy:
The Seven-Power Lenses:

1.Close Observation: The Power of the Senses

2. Drawing on Prior Knowledge: The Power of Inference

3. Gathering information: The Power of research

4. Deepening Knowledge: The Power of context

5. Gaining Understanding: The Power of Evaluation

6. Generalizing learning: The Power of Synthesis

7. Student Learning: The Power of Teaching

"literacies, skills, and disciplines ought to be pursued as tools that allow us to enhance our understanding of important questions, topics, and themes" (Gardner 1999). By applying cross-disciplinary literacy skills and systematically using the "Seven Powers", we can help students see their own power...

     I pretty much feel that this simple quote sums up the entire passage completely. As teachers/modern educators this is our duty. We are to give our students the tools and resources they can use to better their own lives with their own power. As educators we can only teach them as much as each individual student is willing to learn. However, if we supply them with the material and knowledge to better themselves there is absolutely nothing they could not do. We are their future.

Media Literacy: Photo Analysis

Photo in the New York Daily News: Tuesday June 15, 2010. 
Caption: White House: Obama ready to seize claims process
Article Title: White House: Obama ready to seize claims process

      

People	Objects	Activities
Naval Officer	American Flag; Upper dock of a Naval ship	The Naval offficer is looking and watching something in the distance
Naval Officer	Another flag, other than the American flag	looking into the distance
Two men	a barrier of some sort,	walking on the dock
President Obama, three men, and a Naval Officer	n/a	walking on the docks, away from the naval ship, in the direction of the camera

  Based on what you have observed list three things you might infer from the photograph.

1. President Obama has just visited the area that had been destroyed or harmed by the BP oil spill in the Gulf of Mexico

2.President Obama and the men of BP along with the U.S. CoastGuard have observed the oil spill and will now figure out a plan of action

3. Obama is simply completing he duties as President.

 

What questions do the caption and article title raise in your mind?

1. Was this title simply given to make President Obama appear that he has some plan of action?

2. Is President Obama really ready to take on such a large load, on top of everything else?

3. Can he really make a difference in this situation?

 

I chose this picture because in my opinion it shows President Obama actually doing something. He is with the people and is trying to solve a mjor problem. These actions demonstrate good leadership qualities and a compassionate man, wanting to help.

 

Media Literacy meets ISTE-NETS

ISTE-NETS teaching standards:

How is or how can Media Literacy be incorporated into the national teaching standards?

1. Facilitate and Inspire Student Learning and Creativity
Teachers use their knowledge of subject matter,
teaching and learning, and technology to facilitate
experiences that advance student learning,
creativity, and innovation in both face-to-face
and virtual environments.

     Media Literacy is a major concept that needs to be incorporated into every modern classroom. It teaches students how to properly use and evaluate certain materials produced by major media sources.

 A. Promote, support, and model creative and innovative thinking and inventiness
      This is the backbone of Media Literacy. Media Literacy teaches students how to think critically and evaluate the possible biases that surround information that is printed virtually everywhere.

B. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources

     With Media Literacy students as well as educators explore a plethora of resources that are used as aids to help support information being used and researched. Knowing that certain information holds validity and truth furthers the research process.

 

4. Promote and Model Digital Citizenship and Responsibility
Teachers understand local and global societal
issues and responsibilities in an evolving digital
culture and exhibit legal and ethical behavior in
their professional practices.

    

     Using Media Literacy allows for this understading of local and global societal issues and responsiblities to be practiced, delivered, and taught effectively.

 

A. Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources

       Sub-standard 4.A focuses on the imporatance of the proper use of the copyright law. The Fair Use policy is a very important component of media literacy and should be taught to all students by all educators expecting technology to be a factor within their classrooms.

 

C. Promote and model digital etiquette and responsible social interactions related to the use of technology and information

      Media Literacy is all about digital etiquette, whether if it is being constructed, evaluated, or simply used.

 

 

 

 

Code of Best Practice in Fair Use for Media Literacy

Questions:

1. What is the differnece between Media in Education vs. Media Literacy Education?
     Media in Education can be a plethora of different things from the use of WhiteBoards, and PowerPoints to taking surveys via cell phones in the classroom. Media in Education is simply the incorporation of technology in the classroom. Media Literacy Education, however, is slightly different. Media Literacy Education can be the actual teaching of students how to evaluate certain technologies and sources. The actual definition of Media Literacy Education is, "using material that's copyrighted and acts as an aid to help people be better critical thinkers, communicators and more proactive instead of just taking the material in as its initial intent which is entertainment."

2. What Social bargain is at the heart of Fair Use?
      Copyright laws are set to help protect material and encourage people at the same time to let other individuals and organizations use the material without permission or payment.

3. Why is Fair Use more important today?
     Copyright laws protect the work(s) for longer periods of time than ever before. Fair Use is important because it provides protected freedom for educators to use digital media in their classrooms to help better educate their students, and thus furthers the knowledge and understanding of the students to be used in future endeavors.

4. What are two key questions judges use to determine Fair Use?
     Question 1: Is the copyrighted work used in a different context than the original use or it is the original content repeated with the same intent?

Question 2: Considering the copyright work is the material being used appropriately considering its value?

5. A teacher shows a movie of The Lion King and asks students to notice how the animals in the movie reflect racial stereotypes? Is this Fair Use? Why?
     Personally, I see no problem with what this teacher has done in this hypotheical situation. I feel that the teacher has simply used a certain resource, that is usually used for entertainment purposes, to further expound on the topic of racial stereotypes. In using the film, The Lion King, the teacher is using a resource that is fairly common to most students and believes that the film will help illustrate her point more clearly while also giving the students a relateable source.

6. Which principle relates most strongly to the digital story you created in class? Explain.
     Because of issues with copyright laws I have to be extremely cautious as to what outlets and forms of media I choose to use. As it is often said, "nothing in life is free" and according to the copyright laws that true. Even if I want to incorporate a certain song into my digital story I must first research certain qualifications and agreements.

7.  Are there limitations to the amount of pictures, length of music, or video that can be used in a multimedia project?
     There are not necessarily limitations to the amount of outside media one can use when completing a multimedia project. However, one must stick to the appropriate outline that was assigned to them in order to complete the project on time and with the required elements.

8. Do you need to request permission from the original creator in order to use copyrighted material in multimedia project for school related assignment?
     As a student or even a teacher for that matter, one does not have to individually woory about extensive copyright laws. The facility or school in which one attends should have a license that allows for the usage of copyrighted materials being used.

9. Should educators try to change the policies in their school in they are not in line with Fair Use doctrine?
     Even though this idea could be extremely helpful and help rid educators of some certain stresses, they are aware of the rules that have been established and as adequate educators they should comply to all that apply to them and their careers.

10. What common myth about Fair Use surprised you the most?
     It is commonly believed that once an individual gives credit to the rightful owner of certain materials that all is well and one is free to use the resource. However, one must first ask for legal permission to use the material, object, or source in the first place. If one does not do so or refuses to do so then one could easily be faced with a fine or charges.

Double Entry Journal #6

Teaching Media Literacy
Jane L. David

"Unlike reading assigned textbooks, reading online challenges students to make judgments about the reputability and validity of the information they see. Researchers who directed several hundred college students to three bogus Web sites about fictitious nutritional supplements found that half of the students lacked the skills to identify the trustworthiness of the information, yet most thought they had strong research skills" (Ivanitskaya, O'Boyle, & Casey, 2006).

     Professor Ritcher recently had us test the validity of several fictitious websites. Naturally, the majority of students knew that the assignment was to critique the website as a whole and produce information that either proved the information's validity or proved the given information to be completely bogus. As I was reading this article written by Jane L. David, I thought it to be extremely interesting how a group of college students, who claimed well-developed research skills,  were not able to detect the for sure signs of fraud and untrustworthiness. This also got me thinking that in all reality the majority of our class would have probably had the same outcome if we were placed in the same situation. If we had no knowledge that we were critiquing the validity of websites we too would have been convinced of lies presented on the screen. Not that we do not care about truthful information, I think it more or less boils down to the fact that we're overly trusting of the internet. It is either that or students today have just gotten seriously lazy with research.

http://www.library.illinois.edu/ugl/howdoi/webeval.html

The following link is one that helps students with the evaluation process of websites and web sources. The link gives each student or individual six simple steps to follow when judging the validity of certain sites. I found the steps to be extremely simple and reliable to use...this site is very user friendly.

University Library
University of Illinois at Urbana-Champaign
1408 W. Gregory Dr. | Urbana, IL 61801
217-333-2291