Storytelling in the Web 2.0 Era by Glenn Bull
Bull’s article explains the relative ease to create stories on the web using a variety of tools that are free to the public. He begins by defining Web 2.0 as a term encompassing technological advances and user participation as advancing facilitating this advance. Glenn also discusses some of the tools and their applicability to specific disciplines and learning styles. He also discusses the low cost to educational budgets and the positive impact these web-based tools have on students and achievement.
Question #1: Can the use of Web 2.0 tools diminish students’ writing as a result of relying too much on the technology to tell their story?
Although this can become an issue, I believe this tool can be used as a final project a student can use to either present a story or an essay project. Students, like most movie concept artists, can present their stories or projects on story boards or graphic organizers in the initial stages and progress to a final written product, can tell their story using the Web 2.0 tools. I believe writing must be the foundation to any of these final storytelling projects. The finished product may not have all the writing traditional educators expect, but the preparation stages should be replete with notes, research, and at least a short essay or story.
Question #2: Can these web-based tools help all students?
While these tools appear significantly more interesting and potentially more engaging than traditional teaching pedagogies, it is probably not the one-size-fits-all approach to teaching or reaching all students. I do believe that this is simply another resource educators have at their disposal to help them reach more students. I feel many students will embrace this style of learning and engage content in a more meaningful and interesting manner. As I have mentioned before though, all students MUST have access to this technology in order for these tools to be of any use.
Tuesday, February 26, 2008
Journal #3
Five Don’ts of Classroom Blogging by Julie Sturgeon
Sturgeon’s article discusses the potential pitfalls of classroom Blogging. She presents five essential Don’ts to help prevent potential problems when using blogs. Sturgeon warns not to just jump in; one should do his homework and have students abide by a strict code of conduct for proper blogging. One should also outline that the blogging for the classroom will aim at collaboration and not for socializing. Also, educators should look at open source programs to avoid the transparency of outside exposure to unwanted solicitation and internet dangers. The blogs should also aim at a structure that lends itself to flexibility and not chronological whereby entries are buried under a lot of other things. And lastly, educators should maintain constant focus and hands-on attention to the goals of the blog, allowing for a more interactive and collaborative atmosphere.
Question #1: Should free blog sites be avoided at all costs?
I believe free blog sites like blogger.com can be a useful tool if the educator doesn’t have a technically proficient IT staff. I think an educator can make use of such sites to initiate communication with students and parents alike. Although Sturgeon warns against these sites because of the outside influences (possible predators, and unsolicited advertisements), I feel this could be a platform for on-the-go Q&A for classroom administration issues (homework, projects, etc).
Question #2: How can educators ensure that their students maintain focus on assigned blogs?
I feel that blogging is a very constructive tool for communication, collaboration, and instruction. Because it is such an interactive tool, I believe that educators must access these blogs at least once a day to ensure that students stay on task and that blog entries stay appropriate and relevant to the requirements of the entries. Educators have to be very involved in the blog and closely monitor every entry posted. I think one clear way to give students a better opportunity to stay focused is to make the blog relevant to student learning and interesting. I like the idea of scavenger hunts on the Internet and have students research specific topics and write about those topics.
Sturgeon’s article discusses the potential pitfalls of classroom Blogging. She presents five essential Don’ts to help prevent potential problems when using blogs. Sturgeon warns not to just jump in; one should do his homework and have students abide by a strict code of conduct for proper blogging. One should also outline that the blogging for the classroom will aim at collaboration and not for socializing. Also, educators should look at open source programs to avoid the transparency of outside exposure to unwanted solicitation and internet dangers. The blogs should also aim at a structure that lends itself to flexibility and not chronological whereby entries are buried under a lot of other things. And lastly, educators should maintain constant focus and hands-on attention to the goals of the blog, allowing for a more interactive and collaborative atmosphere.
Question #1: Should free blog sites be avoided at all costs?
I believe free blog sites like blogger.com can be a useful tool if the educator doesn’t have a technically proficient IT staff. I think an educator can make use of such sites to initiate communication with students and parents alike. Although Sturgeon warns against these sites because of the outside influences (possible predators, and unsolicited advertisements), I feel this could be a platform for on-the-go Q&A for classroom administration issues (homework, projects, etc).
Question #2: How can educators ensure that their students maintain focus on assigned blogs?
I feel that blogging is a very constructive tool for communication, collaboration, and instruction. Because it is such an interactive tool, I believe that educators must access these blogs at least once a day to ensure that students stay on task and that blog entries stay appropriate and relevant to the requirements of the entries. Educators have to be very involved in the blog and closely monitor every entry posted. I think one clear way to give students a better opportunity to stay focused is to make the blog relevant to student learning and interesting. I like the idea of scavenger hunts on the Internet and have students research specific topics and write about those topics.
Tuesday, February 19, 2008
Journal #2
Speaking Math: Using Chat in the Multicultural Math Classroom
by Janet Graham and Ted Hodgson
Graham and Hodgson’s article discusses the benefits of using chat to explore issues in math, allowing students an opportunity to discuss math with other students in their class. Students are prompted to answer a question by also including necessary vocabulary in their responses. The students accomplish this by using Moodle, a course management system. This platform allows the teacher to monitor student participation and print responses for future discussion with problem areas. The authors of the article claim, although not conclusively, that approaching math in this fashion has a connection between “learning gains and participation in electronic discussions.
Question #1: Will teachers look at this as a means to facilitate learning or will they view it as just another thing they have to manage, adding to an already chaotic schedule?
While there will always be those of us who feel that using CMS to teach or enrich a lesson is useless and adds to a chaotic day, I can see what Graham and Hodgson claim. I can see the benefit in using chat to explore issues in math. What I think is more interesting is that these methods can possibly be used in other levels and disciplines. Because I have a language arts background, I would use this as a work-shopping tool to get students to help give reluctant students an opportunity to participate in discussions.
Question #2: Will online discussions cause students who are already reluctant learners to further feel a sense of alienation and withdraw further from the classroom?
I believe that reluctant learners might be cajoled into participating more by having them involved in online chats. I think one of the reasons students don’t feel a connection with the learning is that they may be bored. By introducing technology as a component in the learning process, students may be more willing to participate in class discussions. Another possible outcome could be that students can feel more a part of the learning process and less of a recipient of it. I believe that anything that will engage the student and get the student more active in their learning will force some of the responsibility of learning on their shoulders, empowering and giving them a voice in their learning.
by Janet Graham and Ted Hodgson
Graham and Hodgson’s article discusses the benefits of using chat to explore issues in math, allowing students an opportunity to discuss math with other students in their class. Students are prompted to answer a question by also including necessary vocabulary in their responses. The students accomplish this by using Moodle, a course management system. This platform allows the teacher to monitor student participation and print responses for future discussion with problem areas. The authors of the article claim, although not conclusively, that approaching math in this fashion has a connection between “learning gains and participation in electronic discussions.
Question #1: Will teachers look at this as a means to facilitate learning or will they view it as just another thing they have to manage, adding to an already chaotic schedule?
While there will always be those of us who feel that using CMS to teach or enrich a lesson is useless and adds to a chaotic day, I can see what Graham and Hodgson claim. I can see the benefit in using chat to explore issues in math. What I think is more interesting is that these methods can possibly be used in other levels and disciplines. Because I have a language arts background, I would use this as a work-shopping tool to get students to help give reluctant students an opportunity to participate in discussions.
Question #2: Will online discussions cause students who are already reluctant learners to further feel a sense of alienation and withdraw further from the classroom?
I believe that reluctant learners might be cajoled into participating more by having them involved in online chats. I think one of the reasons students don’t feel a connection with the learning is that they may be bored. By introducing technology as a component in the learning process, students may be more willing to participate in class discussions. Another possible outcome could be that students can feel more a part of the learning process and less of a recipient of it. I believe that anything that will engage the student and get the student more active in their learning will force some of the responsibility of learning on their shoulders, empowering and giving them a voice in their learning.
Journal #1
Social Networking for the K-12 Set
by Jim Klein
Klein’s article discusses the social networking in the school environment through the use of open source code to create a platform that enables the entire learning community (students, teachers, and parents) to gather information as well as share information. It appears that this form of accessing information has many positive effects and doesn’t appear to cost anything but investing some personal time in creating the sites that will be used for learning and collaborating. Klein states that this technology already exists and some educators do use some of it, but not on the scale that can have positive, maximum effect on a learning community. This form of communication, Klein claims, is also helping students excel in school.
Question #1: Why don’t more schools adopt this new technology?
I believe there are many factors that may contribute to limiting this kind of communication. There may be misinformation about the costs imposed on a school district, but according to Jim Klein, there is no cost to implementing such a communication system. The only cost will be to the administrators of the sites. For example, blogs will incur no cost except for the time that goes into creating and managing the site. I also believe that there is a phobia about using technology in this way. I have a very difficult time trying to figure out how to post blogs, or any other technologically advanced system involving computers, and as a result I shy away from these opportunities. It takes only a bit of time and patience to incorporate this type of social networking.
Question #2: What are some of the positive effects that may result from adapting this type of social networking?
I feel there are numerous amounts of positive effects and benefits that will result from adapting this type of social networking. For instance, blogging could greatly enhance the writing workshop process that is traditionally bound by the confines of a classroom. With blogging, students and teachers can post work on the blog and students from the class can comment and offer feedback on stories, essays, or other class projects. Also, classroom information can be readily accessible by both students and parents. The blog offers another form of communication with the teacher and other students. Parents can track the child’s progress by verifying information on the blog. These are only a few of the positive effects that may result from adapting this technology.
by Jim Klein
Klein’s article discusses the social networking in the school environment through the use of open source code to create a platform that enables the entire learning community (students, teachers, and parents) to gather information as well as share information. It appears that this form of accessing information has many positive effects and doesn’t appear to cost anything but investing some personal time in creating the sites that will be used for learning and collaborating. Klein states that this technology already exists and some educators do use some of it, but not on the scale that can have positive, maximum effect on a learning community. This form of communication, Klein claims, is also helping students excel in school.
Question #1: Why don’t more schools adopt this new technology?
I believe there are many factors that may contribute to limiting this kind of communication. There may be misinformation about the costs imposed on a school district, but according to Jim Klein, there is no cost to implementing such a communication system. The only cost will be to the administrators of the sites. For example, blogs will incur no cost except for the time that goes into creating and managing the site. I also believe that there is a phobia about using technology in this way. I have a very difficult time trying to figure out how to post blogs, or any other technologically advanced system involving computers, and as a result I shy away from these opportunities. It takes only a bit of time and patience to incorporate this type of social networking.
Question #2: What are some of the positive effects that may result from adapting this type of social networking?
I feel there are numerous amounts of positive effects and benefits that will result from adapting this type of social networking. For instance, blogging could greatly enhance the writing workshop process that is traditionally bound by the confines of a classroom. With blogging, students and teachers can post work on the blog and students from the class can comment and offer feedback on stories, essays, or other class projects. Also, classroom information can be readily accessible by both students and parents. The blog offers another form of communication with the teacher and other students. Parents can track the child’s progress by verifying information on the blog. These are only a few of the positive effects that may result from adapting this technology.
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