Screencasts VS Written Instructions

Blog #2: Reflection Post - My Take on Screencasts - Module 6

WHY I FEEL SCREENCASTS ARE BETTER THAN WRITTEN INSTRUCTIONS

     Ever since I was a young student in elementary school, I have always struggled with written instructions. I remember dreading the days that I had science class, simply because I found that the written instructions for completing experiments were too difficult to follow. While this may be different for others, I find that written instructions can be EXTREMELY ambiguous for one major reason:

1. There is no VISUAL demonstration to follow along...

     BECAUSE there was no visual process for me to see during elementary science experiments, I found myself extremely confused and worried that I could potentially blow the classroom up by mixing the wrong chemicals. (Seems silly, but hey, you never know what can happen). No visual demonstration meant that I would learn how to do a task the WRONG way, which is the exact opposite outcome that instructions should give.

     With this being said, SCREENCASTS became my go-to in teaching myself how to perform any certain task efficiently. There was no confusion because I could physically see the execution of each step... not only what to do in each step but HOW to do it. 

     After watching a tutorial, I always feel much more confident than reading instructions from a paper. I fully understand how the process is supposed to be completed and therefore, I can complete the process with little to no error. 

Screencasts: Good, Better, and Best

What makes a  G R E A T screencast?

     In any instructional/learning setting a screencast is a wonderful tool to use to help engage learners in a timely and efficient manner. But, how does one create an effective screencast?

     Well, from what I have gathered, an effective screencast includes:

1. VISUAL AND AUDIO CLARITY: An effective screencast has clear digital images or videos and the sound quality is excellent with little fuzziness.
2. THOUROUGH EXPLANATION OF INSTRUCTIONS: Effective screencasts will ensure that the audience completely understands the process being demonstrated and how to execute the demonstration on their own. Each step is thoroughly explained, therefore, there is no room for ambiguity. The audience should be able to successfully complete the process being shown on their own after viewing the screencast with little to no trouble.
3. TIME EFFICIENT: Effective screencasts MUST be engaging. In order to keep the audience engaged, the screencast cannot be too lengthy (unless the audience is learning something that requires a lot of time). The screencast must be able to thoroughly explain each step to the necessary extent. The mission of an effective screencast: To deliver instructional information to the audience as thouroughly as possible in a timely fashion.
4. ENGAGING: Great screencasts are ENGAGING. If voice is used for instructional purpose, the speaker should be excited to teach. The learners will reciprocate and feel equally excited to learn material. It will be easier for the audience to learn material that is not only interesting to them, but presented in an interesting manner. In addition to this, the use of different texts, digital images, color, and sound, make the tutorial all the more intriguing. 
5. REITERATION OF PROCESS BEING TAUGHT: Great screencasts can also reinforce the instructions at a natural pace, at the end of the video. This element is not ESSENTIAL but I think it makes a strong screencast. By reinforcing the directions, the process will be further engraved in the mind of the audience. This way, the screencast is clear and fully explained t ensure that the audience has a good grasp on how to perform a certain task.

     These five elements can be noted in the screencast I found below. This is the BEST screencast. While this video is not necessarily short, the time length is necessary to fully explain figurative language to a fifth grade class. The teacher is engaging, explains the types of figurative language thoroughly, and uses examples of the different figurative language types to help her class understand the concept. The teacher speaks clearly, the transitions are not choppy, and the text/coloring used invited learners to pay attention to the material.

https://www.youtube.com/watch?v=Rs_F-XR5xGA

     Here, is an example of a BETTER screencast. The audio quality is OK. There was a fuzziness in the background. The time between each instruction was too long. Additionally, for some people, it could be hard to understand someone with an accent. Instructions were clear, the speaker was personable, and the screencast was short, sweet, and to the point.

https://www.youtube.com/watch?v=wyMHUb0lFco

     Finally, below I have pasted the link to an example of a GOOD screencast. In this tutorial, the speaker has an engaging voice that is not monotonous. However, his instructions lack fluidity and clarity. The video is also over a half hour long. 

https://www.youtube.com/watch?v=Mr2VBRdRYak

The Importance of Screencasting in the Classroom

Blog #1: An Analytical Response to the Reading, "Screencasting to Engage Learning" by Michael F. Ruffini - Module 6

"As computer technology continues to evolve and advance, many teachers from K–12 and higher education use screencasting as an online or stand-alone teaching tool with traditional teaching approaches to enhance and engage the learning experience of their students. Sugar, Brown, and Luterbach noted that screencasting as an instructional strategy may be viewed as a modern descendent of instructional film and video."

- Michael F. Ruffini

     Michael Ruffini, a professor of educational technology, describes in his captivating piece, Screencasting to Engage Learning, what screencasting is and how the process can be used as an advantageous method in an educational environment. 

           The overall elemental outlook of screencasting appears more appealing than other instructional strategies. In terms of multimedia elements, screencasting offers music, audio, sound effects, and digital images in addition to text. Contrary to screencasting, other instructional strategies implemented in the classroom solely use text, which are not alluring to students. Similar to the ignite talks we presented in class, screencasts have a commanding presence. In both presentations, the attention of the classroom is at full capacity because students feel interested in the manner that which learning materials are being presented. 

          Michael Ruffini additionally listed the applications of screencasts, including:   

• Training — such as learning new software and orientations to new products.
• Teaching — a lesson on a particular topic or showing a step-by-step process, in which students can learn material at their own pace or catch up on missed sessions.
• Selling — a product.
• Blogging and YouTube — communicating opinions, facts, and ideas, etc.
  
  
     It is evident that various learning activities can be incorporated with the use of screencasting. Needless to say, it is most likely more beneficial for a student to visually learn how to perform a certain task rather than reading a list of instructions. Visual demonstrations create little room for ambiguities. Therefore, a student will not be uncertain or confused about a step or how to execute a step if the student initially views the demonstration.
  
       Especially with younger learners, aural, audio, and visual learning are key methods, specifically because the human brain is more maleable 
  
  
  
  
  

HOW TO BE PRODUCTIVE

Blog #3 for Module 5 - Reflection - How I Get Out of an Unproductive Mindset

     Productivity. A word we have all encountered, especially within the domains of our educational career. I have struggled with being productive in school as early as my freshman year of high school. Time management always appeared to be a struggle and, constantly, I found myself completing projects and assignments at the very last minute. While I never failed any classes or missed an assignment, I knew the way in which I was productive was not as efficient as it should have been. I'd average on four to five hours of sleep at night, I would prioritize insignificant duties over significant ones, and the pile of work I had to do would grow immensely with each passing day. While I still catch myself pushing assignments or tasks off until later, I have helped myself become a more productive student as well as person by following a simple set of guidelines I am happy to be sharing with you all today! Follow these simple steps and I can assure you that you will be a happier, more positive, and more productive person.

HOW TO BE PRODUCTIVE

1. Get yourself in the frame of mind that you WILL accomplish something. 
2. Once you've changed your mindset from "off-mode" to "on-mode", create a list of tasks that need to be completed. Order your list in a manner that sets the first goal not only as the most important to be finished, but also the most time consuming. 
3. Work on a schedule. Push yourself to complete a duty by a certain time. This way, you can establish breaks to eat and, possibly, to run errands if you have errands that also need to be completed. (Ex. From 11 AM - 1 PM: I will write my essay. From 1 PM - 1:45 PM: I will eat lunch and get my brother a birthday present for his birthday this weekend) This example is to represent that productivity lies in all situations. Instead of getting your brother a gift last minute, get it out of the way during your free time or break time so you do not have to worry about it in the future.
4. EXECUTE YOUR LIST. You have devised a plan with a timed schedule. Accordingly, you MUST carry out the plan. Get all the items on your list checked off as timely and efficiently as you can.
5. Reward yourself. After a long day of non-stop going and working, it's only fair to treat yourself. Wind down. Take a bath. Eat some ice cream. Grab a drink with friends. You deserve it. Everyday after you have completed your to-do list, it will feel amazing knowing how productive you were within the amount of work you accomplished. Surely, this feeling enough will suffice as a reward. However, do something nice for yourself as a way to relax. This time will motivate you for the rest of your days to get sh*t done in the present time so that you are able to appreciate the future time. 

Who Knew Social Media had Academic Benefits?

Blog #2 for Module 5: Analytical Response to the Reading, "Old Communication, New Literacies: Social Network Sites as Social Learning Resources" 

by Christine Greenhow and Beth Robelia

"In this paper, we argue that adult-driven discourses ought to consider not just academic literacies, but also young people's 'nonacademic' communicative literacies typically practiced outside of school as part of their overall development of new literacies." 

- Christine Greenhow and Beth Robelia

     This essay by Christine Greenhow and Beth Robelia emphasizes the utter importance of shifting the way we educate so that it corresponds with the way students learn in the new, technological awakening. I could not agree more with the valuable points both women made within their writing. The entirety of this essay was based on a study that examined the role of a social network site in eleven students' lives from low-income families. In addition to this, several times, both Greenhow and Robelia supported their ideas with data from the study as well as from scholars who similarly evaluated the role of social media as a new literacy in the classroom setting. Because their argument to conform the way we educate to the digital world was so credible and factually supported, it made their piece all the more convincing. 

     In the section titled, "New Literacies and Social Networking Sites", the authors referenced scholarly articles that also discussed similar ideas about transforming the way we educate. I particularly liked how Buckingham (2007) argued how new media has become a "significant dimension" of the majority of the youth and, with that, the relationship formed between student and technology is no longer school based. In essence, Buckingham is describing how the use of technology, for instance, the computer, is not primarily or only used within a school setting. These relationships are now more culturally dominated as a result of social networking sites. So, it is vital for educators to implement new media not as "curriculum delivery devices" but as tools to critically and creatively represent the world, communicate, and understand social and cultural processes (Greenhow and Robelia). 

     Technology is the future. Thus, it is critical that it is engaged and introduced even further within the education system, in ways that help learners shape their social relationships and practices.

Construction of Cultural Disability: Intelligence Comes in Many Different Shapes

Blog #1 for Module 5: Analytical Response to the Reading, "Reading Adolescents' Reading Identities: Looking Back to Get Ahead" by Donna Alverman

      "Largely through the writings of a cross-disciplinary group of scholars, reading educators around the world are being exposed to the idea that literacy education is less about skill development and more about access to cultural resources and to understandings of how schools that promote certain normative ways of reading texts may be DISABLING some of the very students they are trying to help." - Donna Alverman 

     This quotation by Donna Alverman prefaces her concerns with a few problematic issues. One being based on how the normative ways of reading are "losing their usefulness (and validity) in the wake of new technologies and changing literacies", and another being how the struggling reader is not only the one to blame for his or her individual reading level. I thought this was rather intriguing. Alverman emphasized how the "construction of cultural disability is all inclusive", in that the school, the teachers, the parents, and most importantly,  the curriculum along with testers determine a student's performance and understanding of subject material. In this, I think Alverman brings up an excellent point that is not often discussed or considered as credible. I feel students who have been identified as struggling readers from a very young age are frequently labeled with disabilities, and as a result, do more poorly within the classroom setting because they feel as if they are not capable of reading or learning in a way that which other students are. When in reality, it is important to look at the greater picture, in that, it is not the student's fault that he or she is deemed with the label of a struggling reader, but the surrounding elements that have major impacts on the student's learning and success.

     

      It is evident that not every student learns in the same manner or is capable of the same skills as other students. With that being said, mandatory state tests that determine the comprehension levels of students, I feel, are unfair. This is  because intelligence is not strictly confined to academic subject matter. Each individual possesses a different kind of intelligence. Furthermore, Sally may read perfectly, and thus, perform highly on a state reading-comprehension test. Whereas Nico, an identified "struggling reader", does poorly on the test, but, had the test been based on his cello skills, he would have flawlessly passed the exam because of his intelligence with music. 

Tensions Between Writing vs. Speech

Blog #4 for Module 4: Analytical Response to "Reading Images: Multimodality, Representation and New Media"

     Gunther Kress, author of Reading Images: Multimodality, Representation and New Media, is a "professor of semiotics (philosophical theory of signs and symbols) and education in the Department of Culture, Communication, and Media at the Institute of Eduction Of the University of London" (Gunther Kress). In this writing, Kress discusses his take on the central concerns that differentiates the medium of the book versus the medium of the screen and their individual importances under different circumstances. The circumstances that which Kress referred to were situational. Moreover, he described how each medium shifts in forms of reading, authority, knowledge, and within the social/natural world.

     In the section of his piece titled, "Modes and their affordances: the materiality of modes", Kress brings up an interesting idea when he stresses the need to consider the materiality of modes. He uses the example of speech being a material of human sound and writing being a material of graphic substance to paint a better picture in the reader's mind. With this, Kress brings up an excellent point in describing that the two material modes are not interchangeable, simply because there are things you can do with speech that which you cannot do with writing, and likewise for writing versus speech. In that, he states,

                   "The up and down of the voice, which produces the melody of (English) speech, makes many meanings, from straightforward questions to highly modulated ones: imagine saying, in a tone of incredulity, ”you did what?”; to many varying forms of emotion and affect. Even highly experienced writers find it impossible to reproduce these meanings in writing and need to take recourse to devices such as '… she said incredulously'". 

     I find that there is great truth to his claim. Additionally, it is interesting to wonder how to link the two materials, so that both can be utilized and perceived in the same manner and interchangeably so. Kress then theorizes how the increasing use of image could potentially level the differences between writing and speech. This made me think of the use of digital images within our blogs and even within our ignite talks and how those digital images beneficially impacted the general engagement and understanding of the class. 

Blog #3: A Reflection on Ignite Talks vs. Ordinary Presentations - Module 4

     I can remember the first day of this class and how utterly captivated I was by Professor McVerry's lecture. At the time, I did not know that the presentation method was known as an ignite talk. Simply, I just remember thinking how engaging the lecture was. The ideas he discussed and emphasized were symbolically represented through pictures on a slide. Not once was I distracted.

     When our class came to learn about ignite talks and what exactly ignite talks entailed, I thought the presentation style was brilliant. More usual presentations, like a powerpoint with bullets, are informative, but often times, I find myself bored after only a few minutes of viewing the presentation. I think this is because the presentation lacks excitement or passion. The speaker is merely speaking about a subject, but is not immersed within that subject. The speaker tells the audience the facts, reads off the bullet points, but no one is fully engaged. Information hangs in the air; the audience, presentation, and speaker are just there.

     Whereas within the ignite talks, I feel the experience differs immensely. The speaker is passionate about their topic, therefore, he or she is fully immersed within the topic. Consequently, this makes the speaker want to teach others about their topic. The speaker is fully engaged; his or her voice is not monotonous, but rather enthusiastic. It is evident that the speaker WANTS to teach the audience about his or her topic. The speaker is excited to inform his or her audience. Likewise, I feel that the audience responds accordingly to this. The general ambiance of the ignite talk type presentation is fascinating to me. From my experience, I saw that the energy given off from a captivating speaker quite literally demands attention from the audience. The presence of a passionate, interesting, well-informed speaker makes for an involved audience. The speaker who wants to teach and is thrilled to teach encourages the audience to want to listen, and therefore, to want to learn.

     Above all things, I think passion within the classroom is most important. Or maybe vital would be a better term. I do not think a learning environment can last or survive without there being a form of passion present. With this, I feel there needs to be a mutual connection of passion and desire to learn between the teacher and his or students. Similar to the ignite talks, teaching in the classroom is all about learning and teaching passionately as well as through positive energy. With this being said, I believe ignite talks should be implemented more frequently in the classroom setting, especially with students in middle school and high school. During those academic years, students feel less motivated to work efficiently and productively in school. Ignite talks would give middle school and high school students a purpose to want to learn and to want to be academically focus.

     Ignite talks are inspiring. Even when I was listening to my peers discuss subjects that did not necessarily pertain to my interests, I still felt moved and touched. I still noticed the gears turning in my brain, the creativity forming in my imagination. In my personal opinion, ignite talks are the best way to present if one wants his or her audience to not only listen and learn, but to also be passionate and inspired by the subject matter.

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. 

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.  

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

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.

Blog #4: My Take on Social Media - Module 2

     In this post, I would like to reflect on what I have gathered from the social media site, Facebook, over the years. Evidently, Facebook, plays an immense role within our current day society.  As much as I believe this engine could be beneficial in terms of communicating and networking, I find that Facebook poses more as a detriment to individual and communal perception.

      Whereas many people view this popular social media site as a community for their immediate circles as well as people they would like to stay "connected" with, I see Facebook from a much different view. From my experience, I do not find Facebook to be a community that quite literally links and connects me with those I have a difficult time staying in touch with. I find Facebook to be utterly materialistic and ultimately artificial. Despite the nice idea of the Facebook profile displaying to "friends" who you are, what you like, what you are interested in, what music you listen to, what movies and TV shows you watch, what books you read, etc., I personally see the Facebook profile as a fake representation of the individual user. I say this because the user chooses how they want to be perceived on their profile, and therefore the profile does not communicate a true portrayal of the individual user. Users want other users to view them in a certain manner. Typically, we choose the best photo of ourselves for our profile picture. However, often times, our best photos rarely capture our true identity. The process of picking and choosing through various links to describe who we are is unnatural. I described the profile as materialistic because I feel it pertains to physical concepts as opposed to emotional and personal ones. More specifically, I will allow my "friends" to see that I like these books or these places, but I fail to let these so-called "friends" understand how these books and places make me feel or why I am so intrigued by them. There is a lack of connection between interests and why users are interested in them. This materialism makes the online community shallow.

     Above all of this, I feel Facebook limits users from developing personal, natural, relations with others. The concept of "friending" an individual without actually being physically present with the opposing party seems strange when given thought. Facebook eliminates a real atmosphere by creating a virtual world with "friends." My question is what kind of friend are you if you can only reach out to me via a computer screen? Personally, it's a bit too on the surface for me. I am one who enjoys real conversation and truly getting to know someone. Facebook completely diminishes the importance of socializing face to face, thus creating a shallow community (again).

     In moderation, I feel the use of Facebook is totally acceptable. Under certain circumstances, it is understandable to use Facebook frequently. Situations such keeping in touch with loved ones who do not live close pertain to this. Facebook is also a great way to plan events with a large mass of people.

     However, in daily living, I feel Facebook use should be kept at a bare minimum. Stop inventing yourself online and go out into the world and find who you are. Have a conversation with a stranger. Read a book. Travel. Network IN PERSON. Participate in charity work. Create a name for yourself outside of the online domains. In the long run, you'll probably be happier you did this.

Blog #3: Analysis of a Twitter Chat - Module 2

       It was quite difficult to determine which Twitter chat I would analyze, simply because there are so many fascinating topics being explored through this social media engine. I finally narrowed my choices down and decided to complete an analysis of users incorporating the hashtag, #BeautifulPlaces, within their tweets. I chose #BeautifulPlaces as my focus for the Twitter analysis assignment because I am greatly interested in traveling the world. I thought a travel hashtag would be too vague. I wanted something more in depth and specific, and I found just what I was looking for... and more.

     To begin with, I noticed that the use of the hashtag, #BeautifulPlaces, within tweets was not aimed towards discussion. Therefore, I concluded that this hashtag was not necessarily a chat, but rather a thread of tweets all bound to one common interest, that interest being gorgeous locations around the world. Despite this, I think it is important to note that the hashtag still created an environment in which Twitter users could share their personal thoughts and experiences about the topic. Although most users were not actively participating in discussion by tweeting one another about beautiful places in the world, all users ultimately shared their views on beautiful places through the hashtag. In this case, and in most cases with hashtags, communication between users is not necessary because the hashtag serves as the engagement source.

     The motivation behind this stream/thread was above all, to inform Twitter users of the absolutely breathtaking locations our world has to offer. This hashtag accomplished this by individual users displaying a gallery of captivating regions around the world through tweeted pictures, as well as posting links to inform users of certain sites. Whether this hashtag was aimed towards users with great wanderlust, users who are travel monkeys, or users who simply find peace and inspiration within the captured photos of these places, it provided a space on the site specifically for those fascinated by this particular topic. When searching this hashtag, one will find an assortment of tweets, about half being pictures of various sites, a quarter being informative links that discuss certain locations, and a quarter being personal experience tweets in which users share their immediate involvement with travel in a particular location. For example, in the column I posted below, the first two tweets display photos of locations and the third tweet shares a link to the user's personal blog post that discusses her experiences as a photographer in beautiful places.

     From my observation, not every person has the same opinion concerning  #BeautifulPlaces. More specifically, not every person views all places equally. Some might find certain locations more appealing than others. The purpose for this thread is not to share the same opinion on particular sites in the world, but rather to share a virtual exploration with others that might also be interested. This chain of tweets linked with #BeautifulPlaces allows users in the Twitter world to immerse themselves within the idea of travel.

Blog #2: A Reflection On My Use of Digital Texts and Tools for Collaboration - Module 2

           A collaborative tool I often use online is the almighty, Facebook. Although the current status of my account is deactivated, Facebook has always served as a helpful and quick way of getting in contact with people to complete something or make something occur. For instance, I was able to collaborate a surprise party with a few friends for our best friend's birthday via Facebook without her knowing. We simply planned an event on the social networking site. One of my friends made the event group, the other made a list of who to invite and invited fifty of our best friend's loved ones on the site, and I inputted the event details so everyone was aware and up to date about the special occasion. Whereas if we were to plan this surprise party outside of Facebook and physically send invitations in the mail, the process would have taken nearly five times as long.  Social media can help us better function together when attempting to collaborate because a literal click of a button is the only obstacle in between point A and point B. Moreover, social media is fast information. Additionally, there are hardly any ambiguities online, for the text is in plain site and all the information is given. And if a question ever does arise, it takes only a matter of seconds to type it out and press "send." Personally, I feel Facebook, above all social media is one of the best tools for collaboration because it is easy to operate, it is not time consuming, information can be delivered and shared within seconds, it is straight to the point, and most importantly, many people actively use Facebook.

Blog #1: Analytical Response to "The World Is My Textbook..." - Module 2

         The World Is My Textbook: Participatory Learning and New Media for Connecting, Creating, and Collaborating with Students is an informative slideshow on how active, collaborative, and technology based learning can be incorporated in the educational setting. It majorly focuses on the use of new media literacies as well as social media.

         This slideshow displays to the audience exactly why evolving our educational methods so that they pertain to the student who has grown up "digital, mobile, as a multi-tasker, continuously connected, social networked" as stated in slides 2-7, is so significant. I strongly agree that transformation needs to occur within our current educational system. Constantly, I hear the saying, "technology is the way to the future," and it could not strike me as more than true, especially within our current age. Simply put, our world and the way we communicate has expeditiously changed over the last decade. I do not think it is too far fetched to claim that this technological shift in the way we function and communicate is eternal. We can still manifest the old ways, i.e. reading textbooks and newsprint, writing handwritten journal entries, etc. However, I think it is vital to our rapidly advancing society that the new ways, the new media literacies, be incorporated. If done correctly and appropriately, focusing the ways in which we learn to be part of a larger network, an online and socially connected network, I think, will promote more discoveries. The more we incorporate new media literacies, the more access to information we have, and therefore, the more knowledgeable we become. The possibilities, truly, are endless.

         However, there are a few areas in this slideshow that I did not particularly agree with. The author of the slideshow seldom discussed the face-to-face aspect and how that should still be incorporated within new media literacies. While it is a nice idea to shift the way we educate and learn in a place where everyone is connected in the world within our computers, tablets, smartphones, etc., I personally do not find it to be efficient. I do not think a learning environment that almost completely centralizes itself amidst new media can be as active and participatory as it claims to be. For some people, yes, learning in a predominately technological based environment can be more than efficient. But for others, it may not materialize. The point I am attempting to make is that every student learns differently. From my personal experience, I know I would rather be in the classroom and having an open discussion because that is what gets my mind flowing. I would rather be in the classroom and actively listening to the instructor, because it is easier for me to learn socially and aurally. Moreover, establishing a balance between physical learning and new media learning is significant to ensure each students' individual needs are met.

     Nonetheless, I think that conforming our learning style to the style of the future would be beneficial for many reasons. I think it is also important to recognize the obstacles and challenges that emerge from new media literacies and to question how we can overcome said obstacles and challenges.

To Do List for Module 2

     Here are a list of things I need to complete for our current module:

1. 9/18 - Read all assigned readings by tonight
2. 9/18 - Write and post blog #1 - An analytical response to the readings
3. 9/18 - Write and post blog #2 - Reflect on my use of digital texts and tools for collaboration
4. 9/22 - Participate in Twitter Chat
5. 9/22 - Write and post blog #3 - An analysis of my Twitter chat
6. 9/21-9/27 - Figure topic of blog #4. Write and post blog #4
7. 9/21-9/27 - Respond to the posts of my peers
8. 9/22 - Form writing group in class and write a collaborative essay that analyzes a learning community.
9. 9-24 - Check Google+ Community for instructor post to respond to.
10. 10/01 - Completed Essay is due

A Personal Experience With Technology - Module One Reflection

   
     I would like to reflect on my first experience with YouTube. About seven years ago, I discovered various users who created some of the coolest videos I had ever seen at the time--Stop motion pictures and lip syncing clips decorated with the corny effects and transitions of Windows Movie Maker, all going to the beat of a popular song during the frame of time. It seems pretty lame now, but my eleven-year-old self was all over the idea. These music videos were plain fun and on top of it, the video editing was actually quite good. I wanted to get in on the production process and thus, I grabbed my horrible Toshiba laptop, recorded myself lip syncing to one of Katy Perry's first singles, and took a bunch of photos that matched the lyrics in the song, without moving the camera to create the stop motion effect. I stayed up all night one evening piecing the video together, and after about six and half hours of my To-shi*-ba (get it) crapping out on me (see what I did there) approximately four times, VOILA! My first music video was created. I made an account on YouTube called "bananapancaakes" (in reference to Jack Johnson's song, which was my favorite of the time.) I uploaded my video to YouTube as well as Facebook. The feedback I received from these particularly lame videos--which I am extremely embarrassed of now--was incredible. People loved these music videos because they were technical, fun, and simply cool to watch. I continued making videos for quite some time. Eventually, I put down the mic and stored away Windows Movie Maker along with all of its corny effects to make room for a professional video editing software. To this day, I stillcreate and edit videos, just not as lame. And to this day, I still use YouTube (under a different username) to upload my creations and share them with the world.

     Since I was a very young girl, YouTube has been such an immense part of my life. Not only did it introduce me to the art of video editing that I previously would not have been exposed to, but YouTube allowed me to understand the process of networking, sharing videos, and being a part of a community on line, through videos.

     I am glad that I am writing this reflection past the date it was due, solely because of last night. I had a three customers come into my work whom I did not know. They asked me if I was bananapancaakes from YouTube. It was a shock to me mainly because they informed me they lived in a different town than the one I had lived in at the time and that they were three years younger than me. They said they used to love my videos and apologized for being creepy. I could not believe that my corny creations reached out not only to another town, but to a different age group. Despite how great this was, it's kind of embarrassing to think that I probably still look like an eleven year old. But whatever, it's fine.