Week 4

What is the role of the teacher in helping students to make meaning of primary source material?
I would have to say that I think our role is an important one. I think all too often some of my coworkers, who I adore, forget that the kids are not born ‘knowing’ how to do things. My fifth graders do not know how to use their planners, study for a test, or even organize their binders. So how can we expect them to make meaning of primary sources without direct instruction? It is our job to teach them how to do these things. If left to their own devises, many do not use their planners; they won’t study for a test; their binders will be overflowing with papers…if given the right tools, we are truly helping our students. We are arming them to be lifelong learners. November states that primary sources are “not just teaching historical content, but also encouraging valuable research skills” (November, 2010). These are skills that they will use for the rest of their lives. If given the tools needed, they will be successful. What more can I ask?
Explain the differences between blogs, wikis, and web-based word processors (Google Docs). Briefly identify one classroom activity for each type of tool.
Blogs, Wikis, and Web-Based word processors are all online collaborative/interactive technologies. Blogs are typically a website that is controlled by one person. Only the original author can edit the content and is in control over whether or not others can post comments. Wikis are not that different from Blogs, however, they are more open to the global community as far as editing the content. Once the Wiki is created and shared, it can be altered by others at any time. Lastly, web-based word processors are as open, or private as the author wishes. They can be shared with one, two, or as many people as are willing to share in the editing process of a piece of writing.
I am most excited with the possibility of Google Docs and the collaboration that can happen for my students in a group setting. They will be able to literally create a piece of writing together. I think that it opens the doors to a more equitable ‘share’ of a project.
Blogs could be used for book groups, teachers could post questions on their blog and students could respond online and to each other as opposed to pen and paper, which many are reluctant to do anyway.
And, Wikis could be used in much the same way as the blog, but could be controlled by the students in the book club. Or the teacher could set one up to share information with the students, work/due dates, handouts, homework... and videos. The possibilities are endless.

Week 3 responses

Now that there is unlimited potential to celebrate the work of students with their communities, what is the best way to manage this opportunity?

I think as teachers, we need to remind our students that their audience is everywhere! I think that so many of us get used to the idea of our little classroom communities that we create, but when we open the doors to the online community- we are opening them to the entire global community. By doing so, we also are creating real writers. "Creating the connections that enable students to seek validation by community members, peers, and the adult world will increasingly become important across the curriculum" (November, 2010).  By validating their writing, by giving them an audience other than ‘just me,’ I will be creating writers.  

We are giving them an unlimited audience and therefore we need to create some boundaries. We have to teach them what it means to have a ‘global audience,’ how to use netiquette, how to be safe online, and how to decipher fact from fiction.

How can we create authentic work and relationships for our students to give them a deeper meaning in relation to complex issues such as globalization and cultural sensitivity?

While reading November’s section on e-mail and the cultural context, it reminded me of how hard it is for our students to put themselves in another’s shoes.  Last year while studying Africa, we had come across an article in the Time for Kids magazine on the great migration.  It was about how the Tanzania government wants to build a highway through the Serengeti, doing so would create a highway right through the path of the great migration of the wildebeests and zebras.  I shared this video clip with them as well: http://www.youtube.com/watch?v=nUVoEhUDMhw My students were so distraught by this that they said that we should do something to stop it.  “These students had not been taught to try to understand a problem from a different cultural or geographic perspective” (November, 2010).  Because of this I asked them “How would we like it if someone told us that we couldn’t use I95 because it interfered with our local wildlife?”  It is a hard concept to teach- but an important one.

If every teacher had a website, what would be the most efficient design for teachers to share their best practices?

I think the answer to this is dependent on the teacher and what would work best for them.  I think that I would want a website where I could link my blog, sites for the kids to visit, educational videos, and assignments and important information (calendar of events, due dates, and school newsletters).  I think that the best way to have this is through the school website so that it is easy for parents and students to find and utilize.  It would be best for it to be interactive in some way… I don’t have one yet- but I’m thinking about it J

Digital Story Reflection

Overall I thought that I could definitely do a digital story with my students.  I have already booked the computer lab to have them create their own digital story on geographical terms and think that many would enjoy the project and get so much out of it.
Of course while working on it there were times when the movie maker itself was frustrating.  Because I started it at work  and had saved it to my U drive, I could not transfer it to my home computer because the program could not "find" my photos and video (even though I had saved those to my thumb drive to bring home).  I could not import voice into  the movie because I did not have a microphone at work and again could not bring it home, so that was a bit of a nightmare...(in "blue" that was awesome!).
I have to say that I was truly impressed with all of the digital stories that were shared the other night!  Having such a diverse group of teachers and grades represented created quite an array and I think that all were of great quality and were appropriate for their specific grade.

Week 2

Define what it means to be information literate?

I think that being information literate depends on the age group that you are thinking of or working with.  I have a hard time seeing how Barbara or Dawn will be teaching internet grammar to their preschoolers, however, I think that by fifth grade it is important to teach kids how to read information and interpret that information well.  That will set the groundwork for the later grades.  The example of “Zach” in November’s Empowering Students with Technology is a perfect example of why we need to “teach” our kids how to interpret what is real.  Too many times do I hear from some of my fifth graders that they “read it online.”   And I want to respond with a sarcastic, “Oh, so it must be true!”   Just today on a field trip one of my students was quoting something that she had read online and I told her that just because we read it online does not mean that it is in fact true. 

I can’t help but think of the story back in March of this past year when the composer died and that Irish student had played a hoax on Wikipedia…even adults (and the media) can fall victim to what is posted on websites.  Even Fox News and MSNBC quoted facts from Wikipedia that they later had to recant.

http://www.foxnews.com/story/0,2933,519283,00.html

http://www.msnbc.msn.com/id/30699302/ns/technology_and_science-tech_and_gadgets/t/student-hoaxes-worlds-media-wikipedia/

How can teachers and students thoughtfully evaluate online information resources, including the online encyclopedia, Wikipedia?

When Maurice Jarre died in November and the media misquoted, it confirmed my beliefs that Wikipedia cannot be trusted as a source for my kids, now however, I think that it could be a teaching point.  I think that I may start allowing my kids to use the website as a source, but I will have them use it as a secondary source, a source to confirm what they have already learned.   I think that it is an important lesson for them to have more than one corroborating source.  In teaching them to have more than one source, we are empowering them to become information literate and evaluative of the information that they are coming in contact with.  Richardson would agree, “I think we need to teach Wikipedia to our students” (Richardson, 2010). The operative word, teach.

I am more now interested in Wikipedia, the statistics that Richardson shared in the Wikis chapter were hard to dispute, “edits appear at a rate of around 400,000 a day…(in six months the tsunami entry) more than 7,000 changes had been recorded, and the post had settled at around 7,200 words” (Richardson, 2010). 

It is more accurate than I had originally given it credit for.  The fact that the university professor had purposefully created “13 errors on various posts on Wikipedia, all of which were fixed within a couple of hours” (Richardson, 2010) speaks to the importance of the ownership of the many for the information to be as accurate as possible.   


What are a few of the similarities and differences between the four instructional models of internet use?
Although all for the most part have a collaborative piece to them the outcome can be quite different.  The Internet Inquiry is the collaboration of two or more classes working together to find out information on a topic.  The Internet Workshop seems to be more of a collaborative piece that is created by a class or groups.  This can be to build background knowledge or to increase content knowledge.  Internet projects can not only go outside the classroom and provide opportunities for students to work with other students in other schools but also other countries.  WebQuests are usually more teacher directed/selected, at least in my experience, and can be done individually or in groups. 

Week 1 Response:

 What are the new literacies and why are they important in the K-12 classroom? 

It has always said that being literate means that you are able to read and write.  That is a pretty basic definition, no surprises there.  So, how is this definition different in today’s society?  Being literate in today’s society means that you are also computer and technologically literate.  Now more than ever the world is at their fingertips, literally.  Within a few moments our kids could be “in” Africa looking at the savannahs and the wildlife. www.africam.com  My students were living and loving this site last year.  They wrote about it in their journals and shared it with their parents, they just couldn’t get enough.  They were as close to Africa as I could get them. 

 Our kids are growing up in the age of technology.  In my daughter’s kindergarten classroom there is a SmartBoard, she is allowed to use it as a center.  She drags and drops pictures to put them in the correct order and has stories read to her on the SmartBoard.   My students have been known to surpass me in my technological abilities.  When doing projects online, they will far exceed what I would have done in the same amount of time.  When speaking with others (BH), they say that the kids are not afraid to take risks; they know that they won’t break the computer.  That being said, we are preparing them for tomorrow.  The technology is not going to stop and stay put.  It will continue to expand its capabilities and with that we need to prepare our children for what is coming in the world of technology.  I loved the line “We are now hiring the last generation of teachers who ‘speak digital with an accent’” (November, 2010).  But it doesn’t matter if we have an ‘accent’ as long as we are willing to challenge our kids.  “Students (will) do amazing things when given access to powerful information and communications networks” (November, 2010).  It is our job to do just that.  If we don’t we are doing our students a disservice- our students “continue to struggle to stay apace of their international peers” (Richardson, 2010).  It won’t get easier and we can’t sweep it under the rug.

Does your school or district have a policy about posting student work online?

We do not have a policy- which surprised me!  I know that we have those fancy filters that only allow us to view certain sites.  We cannot go on youtube which is a shame, because there is some really great educational ‘stuff’ on there.   Our projects have been posted in the past with first names only and the site would be password protected.  They recommend that we send a note home to parents explaining the project that we are going to do and state that I plan to post the finished product online.  In the beginning of the year, parents and studetns are required to sign an acceptable use policy for the district.  This form mentions being ethical, legal, follow the copyright laws (which apparently I didn’t even know that much about them) and of course to not give out any personal information.   But honestly, do they even read that?  They just sign it because without it, they cannot use ANY computers at school. 

What is a Weblog and how could it be used to improve teaching and learning?
To me, a weblog was a document, a question, an idea that it is continually morphing into something else. It is so much more than that.   It can be a place where someone puts their thoughts down, and others comment or it can be a place to share ideas and questions with others that have the same interests.  The possibilities are almost endless. “(Weblogs) are comprised of ref\ections and conversations that in many cases are updated every day” (Richardson, 2010).   You can see these ‘threads’ almost anywhere, even Amazon has them on topics that have nothing to do with shopping.  It is a way for people to communicate.  We are social.  We like to interact with others and webloging is another way to do that…it just allows us to do so on a global level.