Tuesday, October 28, 2014

Blog #2 - A Reflection on TED Talks - Module 4


     I think it is quite remarkable to think about how digital our world is becoming. As I have stated in previous blog posts, I really cannot express how grateful I am as well as intrigued about how our research and learning is almost entirely centered through online mediums.

     With that being said, I wanted to discuss my experience with TED presentations. TED, which stands for technology, entertainment, and design, is a global set of conferences. Their slogan, "Ideas worth spreading", truly epitomizes the nature of each and every TED talk. Educated, inspiring, and interesting people from all around the world come to the stage to give a presentation that shares their talents as well as their contributive, credible, and eye-opening ideas with the entire digital world.

     I remember being a junior in high school when I first discovered TED's website. I was performing in our school's spoken word poetry slam that spring, and I searched on google for some videos for inspiration. There, I found a video from TED's website of a wonderful poet named Sarah Kay, who had performed her poetry for TED multiple times. There, I found even more spoken word artists on TED, and soon enough, I was exposed to an entire database of creative and intellectual inquiry presented by lovely people all across the globe.

     From that day on, I had used TED talks for almost every single research paper of mine. The concepts demonstrated by these bright individuals were utterly captivating and greatly connected with the topics I wrote about. And the best part--the speakers at TED talks are credible sources! These were individuals who spent their entire lives researching and exploring the ideas they discussed within their presentations. These individuals have written various texts on their particular subjects, have educational backgrounds, and are published and well-known in many educational and professional communities.

     Even if I do not have a research paper to write, I still find myself viewing TED talks in my spare time. I am always left feeling so lifted, stimulated, and encouraged to learn more. TED, simply put, is mesmerizing. I encourage everyone to invest their time in at least one TED talk a month. My favorite TED presentation thus far is "Education Kills Creativity" by Sir Ken Robinson. WATCH THAT. You will not be disappointed, my friends!

Blog #1: Analytical Response to "CONSTRUCTION AND/OR CREATION OF ONLINE CONTENT" - Module 4


     "'In order to identify, in textual terms, how the Internet mediates the representation of knowledge, the framing of entertainment, and the conduct of communication', our understanding of construction and creation needs to be broad enough to allow for change in the future."

-  Sonia Livingstone and W. Ian O'Byrne

     
     

     W. Ian O'Byrne, a digital architect and professor and researcher at the University of New Haven, presents in his article, Construction and/or Creation of Online Content,  the creation vs. construction component of learning through online content. Sonia Livingstone, a professor of Social Psychology and former head of the Department of Media and Communications at the London School of Economics and Political Science, expressed, as listed at the top of my blog post, that it is essential for our understanding of construction and creation to be broad if we want to allow change for our future. With this, I feel O'Byrne introduced a key point when he discussed how the concepts of creation and construction overlap. Moreover, O'Byrne looked into the lexical definitions of both words and identified that, in essence, the terms mean to build and produce something. 

     With this idea being said, I do not find it far fetched to claim that ORC, also known as online reading comprehension, and OCC, online content construction, are interconnected. There should be no debate over creation vs. construction within these online mediums, simply because both methods practice communication elements in a manner that produces something, or that causes something to exist... That something being an individual's idea. With ORC and OCC intertwining, the individual is able to create opinions and ideas and therefor, construct conclusions about their personal thinkings  based upon factual evidence from visual, digital, and multimodal content. When one creates, it is essential for one to later construct. The learner must revisit their creations, revise, and create even more support-based conclusions. The individual, as an online learner and hacker, can practice creation and construction as one giant digital tool through the massive world of the Internet. 


Tuesday, October 21, 2014

Blog #4: A Reflection on Internet Inquiry - Module 3


My Experience with Evaluating Effective Web Resources

     Since my freshman year of high school, I have been expected to include factual evidence within my assigned essays to support my conclusions. Over the years, I have learned that gathering information from reliable sources is absolutely essential. I have listed a few questions to pose as reminders for an analysis of a website's credibility. These have always helped me along the way when identifying a site as an effective digital resource while browsing, learning, and researching. Maybe these can help you too! Ask yourself the following questions while looking up information:

  1. IS AN AUTHOR LISTED? WHO IS THIS AUTHOR? IS HE/SHE QUALIFIED TO SPEAK ABOUT THE TOPIC? 
  2. IS THE PIECE OPINION BASED? DO THE VIEWPOINTS OUTWEIGH THE FACTS?
  3. IS THIS PIECE BIASED? IS IT A DIRECT REFLECTION OF THE AUTHOR'S BELIEFS AND INTERPRETATIONS OR CAN IT BE DIRECTLY RELATED TO EVIDENCE AND THOROUGH RESEARCH?
  4. IS THE INFORMATION CURRENTLY RELEVANT? CAN YOU STILL USE THE INFORMATION ON THE WEBSITE IN AN ARGUMENT TODAY?
  5. WHERE IS ALL THIS INFORMATION COMING FROM? DOES THE AUTHOR LIST HIS/HER SOURCES? 
  6. HOW DOES THE WEBSITE APPEAR? IS IT A PERSONAL WEBSITE? DOES THE LINK HAVE".GOV" IN THE END? DOES THE SITE LOOK REPUTABLE AND PROFESSIONAL?

Blog #3: Analytical Response to The International Society for Technology in Education (ISTE) Standards for : Students - Module 3


   

     The International Society for Technology in Education (ISTE) Standards for : Students outlines and emphasizes a central component of their program. In this reading, the ISTE stresses the importance of developing a "general set of profiles" that should describe "technology (ICT) literate students at key developmental points in their pre-college education" (1). In other words, ISTE has provided profile  guidelines based on age and grade that depict where students should be in terms of their understanding of technology and how technology can be implemented within their education. The guidelines focus on examples that which instructors should follow to secure a student's understanding and use of technology in an educational manner. All profiles reflect the major values of ISTE as well as their conviction within ensuring equal technological opportunity to each and every student. ISTE believes that this provided equal opportunity will enhance a young student's "productivity, creativity, critical thinking, and collaboration in the classroom and daily life" (1). 

     I chose to analyze the portion of this reading that discussed the Profile for Technology (ICT) Literate Students in grades K-2nd, solely because I am majoring in Early Childhood Education in hopes to be a kindergarten teacher. The list of examples of learning activities for grades K-2nd provided by ISTE goes as follows:

"1. Illustrate and communicate original ideas and stories using digital tools and media-rich 
 resources. 
2. Identify, research, and collect data on an environmental issue using digital resources and 
 propose a developmentally appropriate solution. 
3. Engage in learning activities with learners from multiple cultures through e-mail and other 
 electronic means.
4. In a collaborative work group, use a variety of technologies to produce a digital 
 presentation or product in a curriculum area. 
5. Find and evaluate information related to a current or historical person or event using 
 digital resources.
6. Use simulations and graphical organizers to explore and depict patterns of growth such as 
 the life cycles of plants and animals. 
7. Demonstrate the safe and cooperative use of technology. 
8. Independently apply digital tools and resources to address a variety of tasks and problems. 
9. Communicate about technology using developmentally appropriate and accurate 
 terminology. 
10. Demonstrate the ability to navigate in virtual environments such as electronic books, 
 simulation software, and Web sites" (2).

     While many of these examples appear to be engaging and beneficial, I disagree with a few. I feel that some are plainly impractical, especially for preschoolers and kindergarteners. It is utterly important to acknowledge and remember while teaching extremely young children that they are merely young children. Preschoolers and kindergarten children need to learn basic knowledge that will further shape them as students as well as actively participating citizens within society. Although the way we teach is conforming to our newly digitized ways, preschoolers and kindergarten students need an active, face-to-face, hands-on environment to help develop the way they think and how they learn in communities as well as everyday situations. Therefore, example 2, "Identify, research, and collect data on an environmental issue using digital resources and propose a developmentally appropriate solution", would not be advantageous to such young learners because they initially need to learn language and literacy in order to conduct proper research online or through digital mediums. Moreover, if preschoolers and kindergarten students can only read and write few sentences, this example does not quite suit their learning needs. Whereas for first and second grade, I feel that a lot of these examples can greatly enhance their skills in thinking and learning. Specifically, example 5, "find and evaluate information related to a current or historical person or event using digital resources", can introduce digital research to young students, a useful tool that will be essential to a student's entire academic career.  

Wednesday, October 15, 2014

Blog #2: A Reflection on Online Research - Module 3



     I cannot fully express how advantageous the Internet truly is in terms of my personal academic experiences. I do not think our generation, or maybe just myself, is appreciative enough for how good we have it. Essentially, we have information quite literally at the tips of our finger. In just one click, our minds can be exposed to an abundance of scientific research, historical evidence and text, current news articles, opinion-based essays, art works from around the world, videos of monumental events in sports, blogs pertaining to individual interests, charitable organization homepages, etc etc. We can be instantly connected to almost any piece of information we may ever need, in just one mere click.

     With information being so accessible, my educational career has profited immensely. I cannot imagine having to be a college student just a few decades ago, where I had to rely solely on library books to write my research papers. Not only that, but I would have to spend hours flipping through pages, just to find a fact or concept that might not actually be there, through multiple texts. Research was labor intensive. Now, research is online. Moreover, research is fast, easily attainable, and abundant.

     However, given these things, I question whether our online research is as credible as the research done in physical texts. Wikipedia is a site that at least through my experience, almost always pops up first when I search a topic. Many of my instructors have told me to not use Wikipedia, simply because anyone can edit the pages and therefore, the information is not coming from a direct and reliable source. Additionally, while browsing, I encounter various articles, most of which have little value. Why? Because these articles are based off of opinions, not off of factual evidence and support. There is a sharing of ideas within these articles, but there is not discussion that is indicative of proof behind these ideas. For instance, there are articles that try to psychologically trick us. Their titles may appear to be something along the lines of, "Everyone Raves Over Ke$ha's New Album, it is the Best Album Made in History!" This title or statement claims something that is not necessarily true. One cannot simply base Ke$ha's album being the best album in history because it a lot of people like it. That claim does not prove that her album is the best. This statement, like many scene in online articles, is a fallacy that pertains to the popular opinion. Moreover, it is inaccurate to deem something true just because a lot of people like it.

     Through my experience, I have learned that even though having the option to research online is absolutely wonderful, I must use this tool efficiently and intelligently. I only include research from an online space that is credible and reputable. If the source is a quotation by a well known individual held in high regard such as a doctor, or famous author, I know my research has value. Also, if the source is an article from a well known news network such as CNN (and not Fox News), I know my research has value.

Standards for Teachers: Technology in Education

Analytical Response to "The International Society for Technology in Education (ISTE) Standards for: Teachers


     The International Society for Technology in Education (ISTE) Standards for: Teachers, offers insight on how teachers can model and apply five major, effective standards that will enhance a student's learning capabilities in a technological manner. These five standards include:

  1. Facilitate and inspire student learning and creativity
  2. Design and develop student age learning experiences and assessments
  3. Model digital age work and learning
  4. Promote and model digital citizenship and responsibility
  5. Engage in professional growth and leadership

     Of these five standards, I was particularly drawn to standard number four, "promote and model digital citizenship and responsibility". Within this standard, the International Society for Technology in Education claims that efficient teachers must "exhibit legal and ethical behavior in their professional practices" (2, ISTE). The ISTE also states that to do this properly, teachers will:

"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

b. Address the diverse needs of all learners by 
using learner-centered strategies providing 
equitable access to appropriate digital tools 
and resources

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

d. Develop and model cultural understanding and 
global awareness by engaging with colleagues 
and students of other cultures using digital age 
communication and collaboration tools" (2).
   
      I think it is utterly important to recognize the immense impact this standard will have, if implemented correctly, on young students. Growing up in a society that is immersed within the realm of the inter-web is an absolutely amazing and beneficial thing. However, it is key to note that the internet, if used improperly or mindlessly, can be a dangerous space. Children may not understand how a digital tool or a screen can pose as a threat. With this, it is vital for instructors to implement the understanding of how to use the internet and social media in a safe and educational manner. 

     Additionally, I think point 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", brings up another significant aspect in teaching legally and ethically. Online, it is so easy to simply copy and paste something from an article that pertains to our ideas and thinking. While it is great that we are able to share similar notions with others and that others may word our thoughts in the perfect sentence, it is crucial for young students to understand how serious plagiarism is. Furthermore, a young student may not realize that taking someone else's words and directly copying that individual's words on to an assignment for class is illegal. Even at a young age, students should be taught to paraphrase and reference the author. When students become older, they should then be taught to properly cite within their formal essays. 

     All in all, the standards created by the International Society for Technology in Education suggest useful ways in which teachers can conform to the new and connected learning styles of their students. These standards have great value to them and would certainly pose as an advantage for a young student's academic career as well as a young student's life.

Blog #1: Analytical Response to "The International Society for Technology in Education (ISTE) Standards for: Teachers - Module 3

Monday, October 6, 2014

Why Am I Here?


     Why have I taken EDU 106? Well, initially, I needed a Tier 1 Tech Fluency class. I chose EDU 106 because I am an Early Childhood Education major. Despite these reasons for me being in this class, I do appreciate the course material and I find that I am learning a lot thus far. The subject matter is new and engaging, especially since our generation is entirely consumed by technology. Professor McVerry is an encouraging instructor who always looks to help his students. He truly captivates the class with his lectures. McVerry is very understanding and sincerely wants for his students to learn and benefit from this course. He is a genuine teacher and that does not get overlooked by his students.