Takeaway

We had a good discussion about Wikipedia today where we threw around different ideas about whether it is good or bad, credible or not credible.

Discussing the Who, What, Where, When, and Why of websites is helpful because it is something to keep in mind when recommending websites to students for research.  Also, teaching students to pay attention to website endings is another way to ensure they submit credible sources on their papers and projects.

evidence.blogspot.com
-sketchy website
-doesn't seem credible
-biased
-information not backed up

http://www.cupcakesinheels.com/about-us.html
http://www.truthbeknown.com/aliens.htm
-have the five W's
-unbiased

Chapter 5

In Chapter 5, we read partly about information problems and appropriate responses.  Some of the responses we as teachers employ are censorship and filtering.  One issue with using the internet for academic purposes or in a school setting is that there is a high possibility that students will become distracted by unrelated websites or inappropriate content.  The internet is chock full of the like, so it is easy for students to stumble upon such sites.  We've discussed preventing this with firewalls, child lock, and other forms of censorship and filtering, but I have found them to not be fool proof.  I work at Long Island City H.S. and the computers in our room have well known distracting websites blocked, but students still find ways to surf the web for things unrelated to school work, college and scholarship research, or applying for financial aid.  I have found students doing online shopping and watching videos on websites other than YouTube.  They are as clever and sometimes cleverer than teachers when it comes to finding ways around rules and borders.

I enjoyed reading and thinking about whether Wikipedia is "good or evil."  It has been a debate that I have heard about for years now and the popular opinion seems to be that Wikipedia is not credible or acceptable.  For this reason I haven't, until now, voiced my opinion that although Wikipedia can be manipulated by the public (i.e. 2011 when fans of Sarah Palin attempted to make her accidental incorrect statement about Paul Revere, American Revolution patriot, on a bus tour seem like fact by altering the corresponding Wikipedia page) it is an extremely useful resource.  When it comes to finding a simple fact such as the birthdate of a celebrity or the number of marriages of a historical figure, wikipedia puts the answers at your fingertips.  It is also useful for finding general or specific opinions and tidbit-like facts about events or theories.  Whether I would cite Wikipedia on my dissertation is unlikely, but I find it to do mroe good than harm.  In my own experiences I have attempted to use websites such as Britannica.com and been unable to find a certain listing (which existed at Wikipedia.org) or been limited in what I could research.  What I have wondered over the years is if teachers only "bash" Wikipedia to ensure their students learn about more varied and proofread sources.

Search engines, in addition to students' cleverness can also lead them astray as them attempt to do school work.  If the search engine is not effective enough in targeting what the searcher is looking for, students could find themselves jumping from one unrelated topic to another and delaying their initial purpose.

1. What will you accept as a resource on your students' bibliographies or works cited?

2. Wikipedia: yay or nay? Why?

3. Which is ultimately "better," old school library research or new school internet research?

Chapter 3

This chapter made me reflect on the actual material we deliver to our students.  There are so many things that teachers have to focus on at once.  For example, teaching is not just about delivering content.  We must also consider how we present the information, how to ensure that we reach all types of learners (differentiation), and what exactly “makes the cut.”  According to the standards we must adhere to, how can we fit in everything that we want to teach?  Effective teaching is one of the ultimate goals, alongside preparing the leaders of tomorrow.  What can make teaching tricky at times are the educational standards set by the government.  Streamlined goals tend to leave no room for extra knowledge that would be extremely useful or fun for students, but would not show up on an exam.  It is often difficult for teachers to balance the two.  What sometimes helps is if six parties are involved: policy makers, the public, parents, students, teachers, and school administrators.  However, I do find standards to be necessary.  It is essential that all schools and teachers have guidelines to go by in order to have all classes on somewhat of the same path.  Online learning assessments are a good idea, in my opinion, but they have some drawback such as the possibility of plagiarism.

1. How do we know where to draw the line between necessary information to teach and unnecessary information?

2. Should testing be completely online, completely in class, or a hybrid?

3. What are the pros and cons of following teaching standards?

Takeaway/Topic

Some positive thinking I will take away from today's class is that we should focus on what we can change as opposed to what we cannot (school/government regulated aspects).  I believe that a good way to ensure our assessments are authentic is to picture our students attempting to complete them.  As we teach, we get to know our students.  If we cannot imagine them successfully/properly completing an assessment, then it is probably not authentic/accurate.  It is good to learn the the Common Core State Standards address technology, but I also wonder if they address Special Needs students and whether we will learn about this in the weeks to come or in other courses.  Theories are used to predict and I believe they keep us on task.  If we are looking toward the future and how the information we teach will impact our students and the future of the world, then we will be sure to teach it in a more effective manner.  I am still a little perplexed as to whether rubrics are a good or bad element when it comes to group projects.  Should we use rubrics?  I was typically given one along with projects when I was in school.  Is the difference in how we write them?  It is interesting to learn about the various learning theories in different classes.  As an undergrad, I majored in Childhood Education with a concentration in Psychology.  Therefore, I learned about them over and over.  However, without that repetition, I am sure I would not remember anything about them at all!

Topic: Food, is that too broad?

Chapters 1 & 2

In Chapters 1 & 2 we read an introduction to technology.  There are many ways to introduce technology into the classroom.  An important topic to consider is how exactly will educators incorporate electronics into their lesson plans?  It is much more than creating a Powerpoint presentation of bullet points that are read word for word to the class.  The technology aspect has to be introduced in an engaging and attention grabbing way.  Wherever possible, students should be actively involved.  This is most doable with a SmartBoard.  Children can touch and play games with it.  Another important factor addressed was the fact that although the students currently in school are part of the millennial generation, not all of them have the same amount of experience with using technology.  Not every student has home access to a computer nor does every student own handheld electronics.  If teachers make assumptions as to what level of expertise the students possess, they may shape lessons that some students cannot keep up with.  In a way, it is like administering a pre-test before beginning a unit.  Personally, I have witnessed recent increases of teachers using technology in their classes that were not in effect when I was in school.  For example, teachers post homework assignments online, email back and forth with students, etc. (all below the college level).

Questions:
1. What are some reasons that certain students would have less experience with technology than others?

2. What have you seen used in classrooms (technology-wise) thus far?

3. How can teachers misuse technology?

Teachers As Designers/Takeaway

Teachers As Designers:

Who are you designing for? students, mentees/student teachers/future educators

What are you designing? lesson plans, creative projects, field trips

What is the final product of your design? creative and successful education plans, successful learners, future innovators

Takeaway:

I especially appreciate the Venn diagram positioning of the three types of knowledge because it will remind me to always combine the three and to remember each one.  Thinking of educators as designers makes me feel especially important in my role in the classroom and helps me take my career even more seriously.  I appreciate the emphasis placed on technology in the classroom because I really haven't been exposed to this way of thinking before.  I took EDU 1015 or 1016 (Tech. in Edu.) during my undergraduate career, but it was a very bad experience and I did not learn much from it at all.  This course is much more promising.

First Post!

Hello everyone. =)  In the past, online courses have been VERY difficult for me.  I am pretty good with technology and I used to work at the Geek Squad (computer repair section of Best Buy), but for some reason I could just never get the hang of online courses.  So far, I have taken about four.  As a teen and earlier in my twenties, I kept up a frequently updated online blog but I only visit it occasionally nowadays.  Personally, I would like to learn to become better at keeping up with online classes as well as how to become one of those teachers to whom incorporating technology in the classroom seems effortless.

This is me when I find out I have to take an online class:

This is me when I realize I haven't been keeping up with the online class:

But I will do better!:

This is the first picture of my on the computer!!: