Monday, April 30, 2007
The Media Literacy Award
Media Literacy and Hobbs
1. Multiple Forms of Literacy
In this section, Hobb's states that "literacy must be reconceptualized to include these new message forms and to exploit their potential to help students master the demands of reading more sophisticated texts" (131). "These" refers to "visual, electronic, and digital forms of expression and communication" in such literacies such as visual, critical, informational, and digital (131). To continue, Hobbs explains that students use technologies to "create their own messages" (132). This is where it made sense. Students creating their own messages... If students are actively involved in something they like, involving technology they know, they will be more motivated in the work they do.
2. Learning that Connects Literacy to Life
Since media literacy can connect what students learn to what students live, it can increase student motivation and learning. This coincides with what was said above: creating own messages, life relevance, content that connects to students lives. Hobbs confirms that critical think skills, reading comprehension, and writing skills are all impacted (positively) by media literacies.
3. Students' reflection on their Literacy Learning
This is something that we-- students and teachers-in-training-- take part in consistently during the semester. Every course we take is likely to have us reflect on our work, and 3007 alone has us reflect on our work with Media Literacy and Literacy Learning. As students reflect on their work, they can understand what they have learned, how they have learned, the amount they have learned, and what else they can learn. They also begin to understand the material they have learned and why it was presented in such a way. For example: "what critical decisions were made about certain shows/songs/commercials/etc, and what impact does this have on my life?"
Wednesday, April 25, 2007
Second Life
Tuesday, April 24, 2007
Block III Media Literacy
"Pokinitis"
It's all about giving students the idea, courage, and belief that they CAN do it. Once you have them thinking about it, you just have to help them follow through by showing them it's possible.
Shape-Shifting Portfolio
The article does a wonderful job explaining Katie, Thomas, and Mario's shape-shifting portfolios; how the world around them, their cultures, lives, and literacies all contribute to the portfolios. But how would Mario showcase his culture's influence (and his influence on his culture) in his portfolio? I feel this is where I would help students when they were building their own shape-shifting portfolios. Students need to understand that when representing themselves, they need to show more than hard-copy works. granted, the hard-copy papers, projects, etc. are beneficial and should be shown, but that is not what makes a person who they are. Rather, it is everything in their world that contributes to what they are becoming. So Katie needs to know how to implement her Web use into her portfolio, even if she sees it as her "down-time" from her work; Thomas would include his literacy and literature influences; and Mario would stress his cultural influences.
In other words, the teacher is a guide for students to help students realize what they can put into their shape-shifting portfolios.
Monday, April 23, 2007
Mrs. Megan Bottle
So, in all, I'd have to declare Megan as my inspiration for this semester during 307.
Wednesday, April 18, 2007
EDUTOPIA
1. "Amount You Spend Out of Pocket Each Year on Classroom Supplies"
I was very curious in this section because I am more than willing to spend my own money to benefit my students' and classroom needs. At the same time, I'm worried how much I will have to provide because my budget can't. While this site didn't provide a lot of answers, it let me in on a little secret that I didn't know before. Check it out.
2. "Best YouTube Video about Education"
I was glad with this short article. It sums up that you can use sites, such as YouTube, for educational purposes without having to focus on the junk that may be on there as well. In other words: why boycott something useful and educational to students, which they can relate to and enjoy, just because there might somewhere be something not useful on it.
3. "Best Technology Product for Less than $100"
I enjoyed this article for one reason: the flash drive. During my Observation at Newfield High School, I noticed students saving their papers onto CD's so they could bring them into class and work on them. Unfortunately, that wastes a lot of space on the CD AND sometimes the information doesn't save properly or at all. One student in particular couldn't pull up her paper on the school's computer. When I went to help her I realized that she hadn't saved the information to the CD. Now her four page paper, which they were finishing in class and which was due at the end of the day, was sitting at home on her computer. I pulled out my flash drive, showed it to her, and told her she should get one. She mentioned to me that her father had a lot of them lying around, but she didn't know how to use them. So I should her and told her to ask her father for one. This piece of technology is helpful for students to keep their work organized and available.
What I Learned from Jo in Class Today!!!!
Monday, April 16, 2007
The MySpace/Hook-Up Generation
When I saw the review and visited the page, it discouraged me... a lot. Mostly because random hookups are happening. They happen on our campus, between our friends and classmates; and so many of us have become accustomed to this that we don't think twice about it happening half the time. The MySpace Generation (which, are we a part of?... right now I will classify them as the students we will be teaching) are also taking part in late night parties, hookups, and all the dangers that accompany those.
The MySpace Generation... at first I thought it was odd that Strepp connected the two together. But then I realized the hookups happen online too; teenagers, requesting and accepting friends over MySpace daily, don't always know who they are talking to, though they think they do. They might go to the same school, live in the same town, whatever, and decide to meet and "hookup." I don't know. This is one case where technology isn't always good for being mainstream and needs regulations.
"Video-on-Demand" and the Technorati
Sunday, April 15, 2007
Block II and III Projects
Megan, Jami, and I are almost done with the iPhoto book. I don't think we realized at first what a hassle it was going to be to put it together due to the school's computers deleting everything at night. But now that we were able to use Dr. Stearns Mac, everything should be ready to go early next week. Monday, we will be going over the final touches with Dr. Stearns (ie: making sure pictures are in a "good" order, making sure captions are grammatically correct, free of spelling errors, etc., and anything else that needs "tweeking"). Hopefully the book will look good.
Block III
Megan and I are working on the Media Literacy Project this block. We've thrown around a lot of ideas-- brainstorming at it's finest-- but we think we are going to focus on violence on television. Still, this needs to be narrowed down. We'll be talking with Dr. Stearns sometime this week to talk about possible ideas we have or that she might have on narrowing this subject.
Wednesday, April 11, 2007
Tuesday, April 10, 2007
Bruce Coville
In all, the presentation was phenomenal. More undergrads should have attended; you really missed out.
Tuesday, April 3, 2007
Live Chat Transcript: Lagging Behind
In ED WEEKS live chat transcript of “Technology Counts 2007: A Digital Decade,” Susan Victor, a teacher at
ED WEEK
ED WEEK’s article, “A Digital Decade,” discusses the differences in technology between ten years ago and today, explaining “how the terrain has changed—and how it is likely to do so in the future.” The “terrain” has already come a long ways; going from “fewer than two-thirds of U.S. public schools had Internet access, and just 14 percent of those schools had connections on computers located in classrooms” to “around 95 percent” of schools being online, students are gaining more technological knowledge and access through their school day. But what happens when students’ school atmosphere doesn’t meet the home atmosphere several have in terms of technology? Another article in ED WEEK, “Outside Interests,” focuses on just this. Students have more and better access to digital technology in their homes and lives outsides of school than they do in the classroom. The reasons? Budgets and/or educators unsure of how to apply technology to lessons. This is where our class, ENG 307: Technology in the Classroom, comes in. As we—currently students and teachers in training—practice using and learn the functions of several technological applications, we begin to understand how to apply them in our classrooms and lesson plans for the future. “Outside Interests” discusses the use of iPods, video games, pod casts, and blogs within classrooms; we’re already doing this in ours. I couldn’t help read through this article and agree with the schools who are integrating technology, while at the same time questioning those who are having trouble due to unknowledgeable teachers in the area of technology incorporation. Granted, budgets can cause some problems when trying to incorporate technology into schools; but this is addressed “A Digital Age” with the “education rate” (“E-rate”) program, created by the federal government. By offering “telecommunication discounts” and “provid[ing] more aid to disadvantaged school,” the federal government was able to “furnish billions of dollars to help get schools […] up to speed.” If we are spending the money on the actual technology, let’s also spend money on programs for educators that offer knowledge in how to incorporate this technology. That way, students won’t be left at school with inadequate access, limited equipment, or an ancient version of the technology they use at home.