EDUC 6816 Dr. Willie Smits - ISTE 2012 Video

How does the project detailed in the video support the research process that is consistent with the kind of research people encounter in the workplace? How does this project support new literacies?

Dr. Willie Smits initiative, “Protecting the Rainforest, or Deforest - Action” is a problem-based learning project that involved more than 17,000 students.  Dr. Smits actually polled students and asked what they considered problematic in the environment and deforestation was the number one issue.  This project empowered young people to take real action, and use their voices to stop deforestation through a collaborative effort and using social media. 14 people from around the world were chosen as “eco-warriors” to live in Borneo for 100 days, and were chosen based on creating a video of why they should be selected. Students from around the world, provided information, and viewed data from classrooms, and assisted the eco-warriors in their fight for deforest-action.  Christopher Gauthier, a teacher in Australia, and some of his students discussed their involvement in the project, and explained how this project fit into the curriculum. This is a study led by an initiative that is real, not a pretend “research project”.   I believe this project does mirror some processes of research in the workplace.  Generally, the workplace is structured to negotiate, solve problems, and to use creative talents to accomplish specific goals.  Problem-based learning is structured to emulate the workplace, due to tackling an existing problem, and finding or proposing a solution.  “Workplaces offer another type of social setting, where the information landscape is often described as messy, complex, and distributed through a range of practices that entwine to contribute to the collective performance of work.” (Lloyd, 2011) Dr. Smits project is an excellent example of being complex, and a collective performance of work.   His example is the type of research projects students need to be assigned.  The students in the video said it best, “this project is real to us, we find value and meaning, and are able to make a personal  connection ”.  Assigning isolated research projects with random topics can contribute to the boredom students feel in school.  Chris’s classroom is innovative, and his students are leading today, and not waiting for tomorrow.  His students actually noticed an issue through the use of software, and satellites and reported the problem to the ecowarriors, and helped save portions of land.  This is an example of real work and being globally connected.  The skills his students are developing are essential to life, work, and surviving in a knowledge based world.  This project supports new literacies through social skills and cultural competencies.  Students are interacting with communities and have the capacity to communicate, and travel through communities in a physical and virtual way.  Students are engaging with other people, participating fully in online environments, and feeling empowerment or self-confidence.   Students are not sitting back and watching, there is a personal investment.  Henry Jenkins ( Director, Comparative Media Studies Program, MIT) believes this about a participatory culture; that we must respect and value this new participatory culture that exists in our everyday lives.  Traditional literacy is fundamental, but what do we need to do to add to or expand the capabilities of creators and participants in the future? What is taking place in the online world?  He believes that a participatory culture is representative of low barriers for artistic expression, formal mentorship, contributions matter, and a strong support for creating and sharing.

Lloyd, A. (2011). Trapped between a rock and a hard place: What counts as information 

literacy in the workplace and how is it conceptualized? Library Trends, 60 (2) pp. 277-296.

EDUC 6809 Dr. Yong Zhao - ISTE Conference Video

Dr. Yong Zhao presented “Defining High-Quality Education at the recent ISTE conference.  His argument is for an “Entrepreneurship  - Oriented Education”.  A few key points of interest were - what matters, test scores or confidence?, Do you allow exceptional talents to exist in your educational system, and do you take advantage of the resources you have, or impoverish them because of test scores?  The foundation of his argument is very thought provoking and he was able to put his argument into words that many of us wish to say, with extreme clarity and confidence.  What an interesting way to break down the discourse about China exceeding the US in education.  I have never thought of the Chinese education system being so rigorous and not instilling a sense of confidence.  How interesting that China did not celebrate the pisa scores, due to wanting more, the need for talent. His view of China having the best and worst education system is not something you normally hear in the news reports.  The US on the other hand, is always near the bottom, and always looking for a way to reach the top.  His statement: “Race to the top of what” is a great example of how we have lost our sense of the purpose of education.  The US is always trying to get to the top, but not really knowing what is ahead, and plans are made based on the past.  Personally, his comments about George Bush were right on!  I agree that literacy shouldn’t be the top focus of a nation, it should be the foundation.  So, if confidence underpins creativity and innovation, and US students are viewed as confident, is it true what he suggests? America is still going and prospering because of confidence.  Dr. Zhao's comparison between Lady Gaga’s exceptional talents and putting her in his village to work was a perfect example of how we design a “common” curriculum and expect all of our students to succeed.  (All national and state department education personnel should watch this video).   He made a valid point about tolerance, talents, and technology.  These three things will get us a diversity of talents, creativity, and entrepreneurship.  I’ve never really thought about using technology as a tool to subject or enslave teachers and students to doing better on standardized tests.  But, this does happen, and we have lost opportunities to explore with technology. I agree with his ideas and facts, and only hope that the paradigm shift in education begins soon!  Extremely poignant to me, was the following: “We have to believe every talent is useful, and do not judge it.  Education has to change and the curriculum should follow the child, personalized and strength based to enhance their strengths.  Schooling has to become product oriented and make real products”.  This poignant statement relates to the final conclusion chapter of our course text.  Ito (2010), “ The challenge is to build roles for productive adult participation that respect youth expertise, autonomy, and initiative.”  To me, this quote is able to mesh with Zhao’s ideas of the purpose of education lies with every one of our children.  So, we have to find a way in which the adults can fit in, and truly understand today’s students and what they need to be successful.  In terms of entrepreneurship, if we take Ito’s and Zhao’s ideas, we can foster the concept of thinking of everyone as an entrepreneur and develop a process of guiding kids’ participation in public life that includes, social, recreational, and civic engagement through a participatory culture. 

I actually had tears in my eyes when Zhao made this statement:  “The purpose lies in every one of our children.  Test scores, no matter what, should not apply to everybody, test scores do not reflect your teaching ability  nor your school’s quality. A good education helps every single child maximize their potential.” 

EDUC 6816 Evaluative Annotated Bibliography

Evaluative Annotated Bibliography: How does blogging enhance writing?

EDUC 6809 Weekly Reading 9 - Chap. 7 Work

Chapter 7: Work

1. How do educators in youth media programs differ from the orientation of classroom teachers in terms of preparing students for using digital media for work related purposes? Educators in youth media programs see themselves in a role in terms of vocational training rather than general or remedial education. According to Ito (2010), “Media production is tied explicitly to the hope of employment in creative-class jobs, though educators at the Center struggle daily to instill this ethic of professionalism in the media-production process”.  So, it seems as if some educators in some media programs want to intervene, set agendas and goals for the students to complete projects. In contrast, in some media programs the students are motivated and driven by their existing knowledge and engagement. Classroom teachers often use digital media lessons as something extra, isolated lessons, projects to keep students engaged, or do not use digital media. Also, some educators assume the role of providing digital media opportunities for students from lower socioeconomic backgrounds, feeling as if these students are getting an opportunity at school. These same educators reserve traditional literacies for higher socioeconomic students, and this stuns me.  I’ve never thought of digital media being implemented in this way, with the agenda of a strict structural divide between socioeconomic classes.  This chapter has opened a new line of thinking for me, as an educator.

2. With some important exceptions, how are lower income youth marginalized from using digital media in ways that might provide them with economic empowerment?  Besides not having the technology access, and the family structure promoting, and valuing digital media, lower income youth seem to be “taken advantage of”.  According to Ito (2010), “Throughout this discussion we see the resilience of existing forms of class distinction in structuring young people’s access to particular job trajectories and their orientations toward labor and work”.  Lower income youth are generally forced to get a job during their high school years, and use whatever means available to earn extra money. Their skills are not always recognized as being productive enough to earn money by their parents and peers.  I don’t believe society in general views these youth as productive, because they aren’t on the professional pathway or college bound.  But, reading these case studies is proof of the creative and intelligent youth that are often, if not always ignored, if they do not perform to the standards of a school grading system or standardized testing.  When will there be a significant and pervasive shift in society’s view, or our educational system’s thinking about our youth and their possibilities for successful participation in society regardless of grades and testing? The conclusion on pg.333 provides some hope to this question.  If these innovative and exceptional cases are any indication of broader shifts, we are beginning to see evidence that new media are helping to open new avenues for young people to exercise new forms of agency with regard to labor and work. (Ito, 2010)

3. In 2005 the CEO of IBM announced that if we wanted know what business leadership looks like in the 21 century look at what is going on in MMORPG's. After reading Box 7.4 does this make sense? Are you impressed by the levels of commitment and collaboration it takes players to be successful in these games? Do you have new respect for gamers? The 21^st century workplace requires collaboration, teamwork, communication, and developing strategies using critical thinking skills. Similar to a job, the gamers worked collectively sharing their expertise and knowledge to achieve a common goal. Box 7.4 is a great example of why gamers deserve respect. Gaming collaboration and strategies closely mirror the workplace, and I’m definitely impressed with the two months of work, number of participants and the analysis of the game to achieve success.

4. How do school need to change to become learning environments that cultivate the same kind of enthusiasm and commitment from young people like NeoPets did for Eddie? How can digital media play a role in the creation of these kinds of environments?  After reading Box 7.5,about Eddie and Neopets, it just seems so simple.  Educators try to plan and provide real-world projects to assist students with preparing for real-life, often falling short, and relying on traditional methods as the most significant part of a lesson. Sites like NeoPets already exist in huge numbers. If educators could harness the power of the existing digital media, then we might truly engage our students. Schools need to understand the students of today, and seek the necessary training to prepare our students for the future.  Eddie learned about finance, money-seeking activities, and the real-life lesson of real consequences through a social site…hmmm….

EDUC 6809 WebQuest: Hey Kids, What's in Your Cereal Bowl?

WebQuest: Hey Kids, What's in Your Cereal Bowl?

EDUC 6816 Evaluative Annotated Bibliography - Blogs, Websites, Newspaper Articles, and Videos

Blogs and Websites

Three Teachers' Answers to Questions on Classroom Blogging

Schulten, K. (2011, May). In Teaching and Learning with the New York Times. Retrieved July 17, 2012, from http://learning.blogs.nytimes.com/2011/05/19/three-teachers-answer-your-questions-on-classroom-microblogging/

Less is More: Using Social Media to Inspire Concise Writing

Doyne, S., & Ojalvo, H. E. (2011, March 28). In Teaching and Learning with the New York Times. Retrieved July 17, 2012, from http://learning.blogs.nytimes.com/2011/03/28/less-is-more- using-social-media-to-inspire-concise-writing/

Blogging in the Classroom: Why your Students should Write Online

Drennan, M. (2012, July 17). In Guardian Professional. Retrieved July 17, 2012, from  http://www.guardian.co.uk/teacher-network/2012/jul/17/students-should-be-blogging? newsfeed=true

A Reflection on the Benefits of Classroom Blogging

Morris, K. (2011, January 17). In Integrating Technology in the Primary Classroom. Retrieved  July 17, 2012, from http://primarytech.global2.vic.edu.au/2011/01/17/a-reflection-on-the-benefits-of-blogging/

To Blog, or not to Blog (in the classroom)

Frady, K. (2009, March 31). In Wordpress. Retrieved July 17, 2012, from http://edublognology.wordpress.com/2009/03/31/to-blog-or-not-to-blog-in-the-classroom/

Newspaper Articles

Middle School Students Sharing Opinions on their Blogs

Crawford, A. (2010, November 15). Middle school students sharing opinions on their blogs. Tribune Pittsburgh. Retrieved July 17, 2012, from http://triblive.com/x/pittsburghtrib/news/s_709348.html

Teachers are Reaching Out to Students with a New Class of Blogs

Dunnewind, S. (2006, October 14). Teachers are reaching out to students with a new class of blogs. Seattle Times. Retrieved July 17, 2012, from http://community.seattletimes.nwsource.com/archives/?date=20061014&slug=teachblog14

Blogging Now Begins Young

Bleimes, A. (2006, November 14). Blogging now begins young. USA Today. Retrieved July 17, 2012, from http://www.usatoday.com/tech/news/2006-11-14-blogs-education_x.htm

The MySpace Scourge?

Solochek J.S.(2009, January 10). The myspace scourge? Tampa Bay. Retrieved July 17, 2012, from http://www.tampabay.com/news/education/k12/article964604.ece

In the Classroom, Weblogs are the New Bulletinboards

Selingo, J. (2004, August 19). In the classroom,weblogs are the new bulletinboards. The New York Times. Retrieved July 17, 2012, from http://www.nytimes.com/2004/08/19/technology/in-the-classroom-web-logs-are-the-new-bulletin-boards.html?pagewanted=all&src=pm

Videos

Blogging as a Tool for Reflection and Learning

Rettberg, J. W. (Actor). Blogging as a tool for reflection [Online video]. Virtual Booke E-Pedagogy . Retrieved July 17, 2012, from http://www.virclass.net/eped/index.php?action=static&id=29

Blogging with Students: How and Why?

Jordan, L. (Actor). (2009). Blogging with students: How and why [Online video]. youtube.

Retrieved July 17, 2012, from http://www.youtube.com/watch?v=9T89bC3QF9g

Blogging is Learning!

Ollis, Y. (Producer). (2010). Blogging is learning [Online video]. Retrieved July 17, 2012, from http://www.youtube.com/watch?v=96BKbLBbUiM&feature=related

EDUC 6809 Modifications to WebQuest

I plan to modify the existing WebQuest, Think Outside the Box, to "Hey Kids, What's in your cereal bowl?"
Students will work in teams using a variety of digital tools for collaboration and creation of a digital media project.  The final project will be presented to and assessed by teachers, peers, and community members.  The original rubric will be modified to include criteria for video production, presentation skills, and a comment section for peer reviews.  The overall goal of the project is to create a fictional cereal, cereal box design, and a commercial video with students as actors.  Students will:

•  watch pre-selected youtube videos (youtube videos may need to be downloaded through realplayer for students to view videos in classroom)
•  use Edmodo to post links for (google docs, VoiceThread - cereal box designs, and digital story links)
• choice of using photostory, animoto, or imovie (if students have a preference for another format, it will be considered)
• video cameras will be provided for students to record commercials with student actors
• Note:  Students will have prior knowledge to use the tools mentioned above before completing the WebQuest

Significant differences include using an online microblogging platform to collaborate, construct, and evaluate media projects, instead of printing worksheets to be completed by the group.  Also, the original WebQuest only suggests to complete a video commercial, if time.  My WebQuest requires a creative production, a commercial with student actors.  Too, the original requires students to print templates, and I will avoid hard copies, and require google docs for editing, collaborating, and decision-making.  Note: Students will have existing google accounts.

Google docs will be used for answering questions posed by teacher throughout the webquest, and the construction of the script for commercial. VoiceThread will be used to post the cereal box design images for comments and critiques by teacher and other class members. 

Students are familiar with Edmodo and will use the site as a course blog for interacting, posting links and rough drafts to receive teacher and peer feedback.

The final presentation will consist of students describing the process of their creation, and audience members viewing and assessing the video commercial. 

EDUC 6809 Weekly Reading 8: Creative Production

1.      What impressed you most about young people's engagement with creative production? “Youth producers in highly technical areas are generally driven by an ethic of being “self-taught” (Lange 2007b). Even among youth who are more technical and espouse an ethic of being self-taught, narratives of how they get started contain many references to peers, family, and other adult mentors who provided advice and encouragement in their media-production efforts” (Lange & Ito, 2010).  This is impressive due to the social, collaborative nature of media production, even though many teens are self-taught in terms of skills, they often rely on others for validation and support. This supports the statement of media production being a collaborative, team-work process.  Teens are reaching out to a wide audience of all ages, and seeking to network and display their skills for possible future employment, education, and pure enjoyment. 2.      What concerns do you have about young people posting content online?  My concerns about the content young people post online are related to what I feel educators and parents should be teaching teens.  In 2010, I created a PBL, entitled, Publish My Profile.  I felt that educating teens about public profiles on networking sites was important due to the rising number of teens hanging out on these sites.  My goal was to show students the educational, ethical, responsible features of using social networking sites. Also, to make parents aware of the positive aspects of collaboration, and social media. I believe when teens learn and are explicitly taught about posting content, then it is their responsibility to post appropriate content in conjunction with the situation. 3.      Do you think most school policy toward student reuse of the Internet is reactionary or a necessary evil? I do believe most policies are reactionary, and often a result of “little” investigation or an ignorance of the content on the part of the policy makers decisions.  I also believe that removing students from computer use because of a violation, is probably not the best choice. Removing students from computer use, places more work on the teacher, and doesn’t provide the student with the opportunities needed.  I’m not saying students shouldn’t follow rules, but there has to be an alternative. 4.      How might teachers' capitalize on student's interest in creative production with digital media? Our students are already participating in some form of hanging out, messing around, and geeking out with creative production. As educators, let’s capitalize on these skills, and the knowledge base of our students and provide ample opportunities for the creation of media.  Creative production is a motivator, and opens the door for engagement, and collaboration with teens choosing and defining their own roles (strengths) in the production process.  Based on personal experience, students creating media, performing, and presenting to an audience is one of the best ways to assist students in feeling a genuine ownership of their learning. 5.      Link to a online lesson plan, article, blog post video or podcast  that is an example of student engagement in creative production with digital media for school related purposes.

    Making Presidential Commercials
    This lesson plan requires students to create a 45-60 second script for a commercial for the election of           
    president. 

EDUC 6816: 7 Research Articles for Evaluative Annotated Bibliography

1.  The Influence of Classroom Blogging on Elementary Student Writing

Davis, A., & McGrail, E. (2011). The influence of classroom blogging on elementary student writing. Journal of Research in Childhood Education, 25(4), 415+. 

2.  Using Fan Fiction to Teach Critical Reading and Writing   Skills

Kell, T. (2009). Using fan fiction to teach critical reading and writing skills. Teacher Librarian, 37(1), 32+. 

3.  The Impact of Blogging and Scaffolding on Primary School Pupils' Narrative Writing: A Case Study

Hew, K. F., & Wong, R. M. F. (2010). The impact of blogging and scaffolding on primary school pupils' narrative writing: a case study. International Journal of Web-Based Learning and Teaching Technologies,5(2), 1+. 

4.  Wikis: Promoting Collaborative Literacy through Affordable Technology in Content Area Classrooms

Carney-Strahler, B. (2011). Wikis: promoting collaborative literacy through affordable technology in content-area classrooms. Creative Education, 2(2), 76+. 

5.  On the Cusp of Cyberspace

Berg, M. A. (2011). On the cusp of cyberspace: adolescents' online text use in conversation: how teens talk about texts they are reading or viewing online reveals interesting parallels--and some divergence--between new media and traditional print. Journal of Adolescent & Adult Literacy, 54(7), 485+. 

6.  Teaching with Authors' Blogs: Connections, Collaboration, Creativity

Johnson, D. (2010). Teaching with authors' blogs: connections, collaboration, creativity: blogs promote critical and analytical thinking and allow students to create content in ways not possible in traditional paper-and-pencil environments. Journal of Adolescent & Adult Literacy, 54(3), 172+. 

7.  Invited Commentary: New Tools for Teaching Writing

Warschauer, M. (2010, February). Invited commentary: new tools for teaching writing. Language, Learning & Technology, 14(1), 3+. 

EDUC 6816 Evaluative Annotated Bibliography Assignment # 1

For the past few years, I've used blogging in my 5th grade class extensively and observed how blogging positively influenced writing skills. I've chosen to complete an evaluative annotated bibliography to further my knowledge of blogging and writing.

Question:  Does blogging in the classroom enhance or hinder writing skills?

Keywords and Search terms:  microblogs, blogs, web 2.0, social media, writing skills, literacy, technology, "blogging and writing", collaborative writing, "internet and education", "educational resources"

EDUC 6809 Overall View of Peers' Case Studies

After reading my peers' case studies several common themes emerged.  First, most studies revealed our participants are mainly self-taught users of digital media. Next, multitasking seems to be pervasive, and doesn't interfere with the task at hand. Also, computer use in school is limited to research, or very basic projects (web 1.0). The case studies of participants in West Virginia are closely related to the studies in our course text in the following ways:  If teens have unlimited access to technology tools, they use the tools, if not, they devise a way to use what is available for social purposes or gaming. Teens rely on cell phone availability to stay connected, and make plans for getting together. Relationships are maintained and ended through digital tools as well. As educators in WV, we must begin to understand our students of today, and how to best manage their learning needs. It's evident teachers get caught up in mandated curriculum, school policies, and technical and resource issues that hinder and eliminate the use of digital tools. This can be time-consuming and frustrating, and lead to the common theme in most of our case studies; limited or no computer use in schools.  Students are often placed in different levels for instruction, but how often do we look at their unique learning processes for using digital media? Interviews, case studies, and parent involvement, would be a great starting point for informing teacher practices.

EDUC 6816 Weekly Reading: How College Students Seek Information in the Digital Age

What surprises you about the strategies digital age students use as they conduct research for course assignments?  I’m not really surprised by the research findings.  From personal observations and participation, throughout a student’s k-12 school years, how often do we see librarians collaborating with instructors, and working with students beyond the typical research process, and rote strategies for collecting information?. Also, because of the saturation and overload of information from using the internet, it’s easy to understand why students come to rely on a specific strategy, one that will quickly assist in assignment completion. I’m not defending the strategies as the “best” way to complete assignments, but it is reality. Digital natives have come to rely on efficiency and instant retrieval of information. It’s not surprising that access to free information from the comfort of your own home, is more widely used than physically going to a library to seek help. Even though numerous libraries offer “Ask a Librarian” (which I find very useful), students seem to feel if an email needs to be sent, why not send it to the instructor?  I agree with the article, librarians and instructors need to collaborate, reach a consensus on the research process and inform students.

How accurately do the findings from this study reflect your own research strategies? These findings are very similar to my own research strategies.  First, I do try to meet the instructor’s requirements, use the course readings, and then public internet sites for more information.  However, once I’ve learned about databases such as Ebscohost, and features such as askalibrarian,(FSU library) then I will rely on these new strategies to access and synthesize information.  The articles suggests that students complete assignments in an efficient manner, whereas librarians teach a thorough process beginning with scholarly resources. This seems to be the great divide, and maybe the reason why busy, overloaded students do not seek out assistance from the library.  Maybe this means educators should be teaching all students how to efficiently access, critique, analyze and synthesize information in an efficient and thorough manner that will focus on obtaining lifelong literacy skills. As an instructor in a middle school, we collaborate and discuss assignments and due dates with same grade level instructors to ensure students are not overloaded with assignments. The article mentions the possible need for college instructors to collaborate and become aware of student overload, and I feel this should be required as part of showing students support and understanding. This suggestion may possibly keep students from dropping classes.

This study provides a detailed description of the parameters of research assignments typical required for academia. How does it differ from the kinds of research people do in the workplace? According to the list of assignments it seems very limited in terms of authentic, real-world studies.  In the workplace we are immersed in our positions, and what is relevant “at the time”.  We seek information to improve our work and work productivity based on the problems and ideas that emerge. I believe case studies, which is listed at the bottom of list in the article, would be more closely related to what occurs in the workplace.

 Do you think the recommendations to improve research process for college students will better prepare students for the world outside of school? I believe the following quote from the article is profound:  “Administrators, faculty, and librarians should examine whether research-based assignments result in opening studentsʼ minds to expand their information-gathering competencies. Instead, we recommend that students be given course-related research assignments that encourage the collection, analysis, and synthesis of multiple viewpoints from a variety of sources, so the transfer of information literacy and critical thinking competencies may be more actively called up, practiced, and learned by students.” So yes, the article recommendations are focused on closing the gap between instructors, librarians, and students.  A common focus could lead to students feeling a relevancy to the assignments, therefore emerging and engaging students in the informational literacy process of the 21^st century, and provide a set of lifelong learning skills.

EDUC 6809 Chapter 5 Gaming

What surprised you, concerned you, or intrigued  you about students' engagement with gaming?

I was surprised to view the genres of gaming practice as killing time, hanging out, recreational gaming, mobilizing and organizing, and augmented gaming.  While reading this chapter, I was continuously making the real-life connections to my life, home life, and the content being discussed.  Where do I fit in? Where do my son and husband fit in? Where do my students fit in?   Also, the following statement, “-the most important benefits of gaming, if they are to be had, lie in a healthy social ecology of participation, an ecology that includes parents, siblings, and peers” (Bittanti and Ito 2010).   This is very interesting because the main focus is not on game content and design, which is what we typically read about.  Too,  (pg. 232) “Like gaming, sports are interest-based activities that are strongly gendered and focused on competition and performance; the difference is the that the identities and reputation cultivated in sporst translate to status in the mainstream friendship-driven popularity negotiations in a way the gaming identities do not (Edley and Wetherell 1997, Bittanti and Ito 2010).  Why does this view prevail?  Why does society look down upon gamers, if they participate in what is consider “violent” games, but will gather, party, and watch NFL Sunday, and Wrestling matches and idolize the players?

What aspects of your own gaming experiences were reflected in the case studies?   Personally, I’m a killing time and hanging out gamer.  I participate in Words with Friends, and  Draw Something, these games keep me in touch with my mom and sisters.   In addition, I have many games on my ipad, and android that I play when I’m waiting for appointments, etc…, can’t sleep, or just need a break from the real-world for a little while.   I’ve played a lot of video games with my son over the years, and still play some Wii games with him.  It’s interesting, on our vacation trip, I was reading this chapter and was reminiscing with my husband and son about playing video games.  It dawned on me that my husband played the more intense, war and sports games with my son, and I was addicted to Bugs Life, Frogger, Pac-man, and Mario. J   I was adamant while playing these games to complete all levels, score many points, and not give up until we conquered the game!  Do I view this as wasting time?   No, I felt that I was spending time with my son, in the way he wanted too.  And, I still expected him to participate in some exercise (unorganized and organized).   In the case study about Andres, a twelve-year old Mexican-American, I can relate to the cheat codes.  My son never viewed cheat codes as cheating either, it’s just part of the game.  You should have been around when I didn’t check his pants pockets for the papers with codes, and accidentally washed them!  He began leaving notes, “Do not throw away!”, and he became better at cleaning his pockets out! J 

Read the last paragraph on page 240. Do you agree or disagree with the comparison between sports and gaming and the benefits they offer children in terms of learning.  I agree with the comparison.  Personally, I’ve coached sports and my son has participated in sports.  I never felt the rules or the competitiveness was the most valuable learning aspect of  the sport.  The following concepts ; sportsmanship, teamwork , and the physical benefits of sports can be embedded in a broader social ecology.  Likewise, we do not have to explicitly focus on game content and design for learning outcomes.  We can view the healthy social ecological framework of participation.   Finally, even though outcomes may not be explicitly taught, it doesn’t mean that learning hasn’t taken place.

EDUC 6809 Finding a WebQuest

Think Outside the Box - WebQuest 
This WebQuest will be used with fifth grade students. Standards will be used from the Reading/Language Arts and Social Studies curriculum.
This particular WebQuest, Think Outside the Box,  has great potential for implementing digital tools, digital media products and digital tools for peer collaboration.  As I was reading the WebQuest, the ideas began forming!  The Introduction and Process is clearly defined and organized, but the changes to the Introduction, Process, and Task will reflect a new literacies classroom.

Overall Visual Appeal: Appropriate graphic elements are used to help understand the concepts of assignment. Easy to read text, and visually appealing. Background does not interfere with readability.
Navigation and Flow: Organized, and easily navigable.  Well -Structured and easy to follow.
Mechanical Aspects: No mechanical problems noted.
Motivational Effectiveness of Introduction: Engaging introduction, and authentic. (Will change the setting in my WebQuest and add a video)
Cognitive Effectiveness of Introduction: Provides several links to prepare students for challenge.
Connection of Tasks to Standards: The Standards were not available/not listed on the WebQuest pages.
Cognitive Level of the Tasks: Task is doable and engaging, and elicits thinking that goes beyond rote comprehension. The task requires synthesis of multiple sources of information, and/or taking a position, and/or going beyond the data given and making a generalization or creative product.
Clarity of Process: Every step is clearly stated. Most students would know exactly where they are at each step of the process and know what to do next.
Scaffolding of Process: Activities are related and designed to take students to a higher level of thinking. 
Richness of Process: Some separate tasks or roles assigned. More complex activities required.
Relevance and Quantity of Resources: There is a clear and meaningful connection between all the resources and the information needed for students to accomplish the task. 
Quality of Resources:  Varied resources provide enough meaningful information for students to think deeply.
Clarity of Evaluation Criteria: Criteria for success are clearly stated in the form of a rubric.  (However, Rubric will need modified to reflect evaluation of new literacies, possibly in a qualitative manner. )

EDUC 6809 Learn about WebQuests

I've provided a link for my worksheet evaluations for the WebQuests in step one, "Learn about WebQuests".  The role I've chosen is:  Technophile

WebQuest about WebQuest Activity Evaluation Worksheet

The two best WebQuests from the Technophile point of view would be Ancient Egypt and Creative Encounters.  Both provide the students with working links, visual appeal, some animations, and some form of digital tool use, and digital media presentation. However, neither WebQuest provides a digital tool for collaboration with peers. The two worst WebQuests from the technophile point of view would be Landfills and Poetry of War. Landfills could have been completed by students with paper and pencil and no links are provided. Poetry of War includes links, but does not require digital tools, nor digital media presentations. Niether Landfills nor Poetry of War included videos, animations, or digital tools for collaboration.

EDUC 6809 Final Draft Media Ecology Case Study

Final Draft of Media Ecology Case Study