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