HW #5

Well, it took me way longer than I thought it would.  In an attempt to keep things, I thought, simple for the purposes of this assignment, I decided to have students watch the 5 minute-long YouTube video we watched on Connectivism.  But, before I assigned that, I had them journal on the following:  "Can you envision a time when students will learn virtually, in other words, from a teacher who can only be accessed through a computer?  What are your thoughts about this future possibility?  Would you as a student prefer that?  Detail why you think it's a good idea and or a not-so-good idea."

I previewed it twice.  On round two, I wrote down vocabulary that I anticipated my students would need to know ahead of time.  So, I had them do a scavenger hunt on the following terms using Google Scholar: connectivism, network, professional journals, abstracts, research studies, articles, peer-reviewed articles, social bookmarking, blog, reader, itunes u, documentary, virtual textbook, culmination, voice thread, Wikispaces, Skype, information management, and learning network.  Students were required to write down, on binder paper, definitions for the above terms and turn them in.  This took almost one class period.

Students went back a second day, to actually watch the 5-minute-long Connectivism video clip.  After watching it, I had them pair/share, where they got a partner and verbally expressed their thoughts on the video.  After both sharing and listening, they were ideally to blog about it, but I could not get it together, so they typed their thoughts about this new information.

I am not sure if having given them so many terms really helped their understanding.  Some said yes while others said not so much.  I also felt a sense of irony having them take old-fashioned notes for this class and considering the content of the video.  This I learned after our large group reflection.

Overall though, I think this could be a worthwhile assignment if in fact I can create some kind of social/academic network for them.  Perhaps another teacher and I could collaborate on this.  Then, I believe meaning will be attributable to this particular assignment.

HW #4

This should be relatively painless, we'll see.

The lesson I have decided to teach is the one shown in Figure 3. How to Synthesize Online Sources.  I have elected this lesson because synthesizing is a skill that many students lack, or have difficulty doing.  I like that it involves critical thinking joined with synthesis.

I will ask my school site tech person if there is a way to put this template on all computers, or you would probably suggest, learn how to do it myself.  If not, students will type it and past it onto their school drives.  I haven't yet decided what the topic will be though.

What I am wondering though is, what will be the easiest way for me to check students' work.  Go around to each, have them email to my gmail account as an attachment (that seems daunting - probably won't use that idea).

At any rate, I will let you know the outcome.

HW #3 Coiro article

This short article was jam packed with relevant and necessary information for teachers in our technological age.  I'll admit up front, that I printed it out.  I have difficulty reading texts on screen.  I think part of that comes from being from an era of microfishe, microfilm and newspaper research.  Also, I like to annotate as I read.

I love the poignancy of progression Coiro presents from the main page to having students  know the basics of a web site through how to synthesize online sources.  Synthesizing information is a skill that is even a challenge to do with hard copy.  I'm interested to see how it actually goes in my classes.

I agree that there is a new paradigm needed to get students (especially those who are struggling readers), to employ strategies that will empower their already self-inflicted academic deficiencies.  Even for me the article reminded me to better scrutinize sites as I run across them.

I really like the four strategy steps, and even more, the sample lessons and accompanying charts.  I have decided to use all of the strategies offered, one of which will be for the final lesson for this class.

This article was well work the wake-up call.

Thank you for having us read it.

HW #2

My goodness!  This quiz kicked my butt.  Admittedly I have a cursory understanding of searching techniques, but found this exercise somewhat painful.  I think it would have been better had I not been rushing through it and if I were not ill.  Either way, I found myself having to go back and forth to find the answers.  I even resorted to searching the Google site itself for assistance.  Truth be told, I think I could benefit by redoing the assignment with more attentiveness and less cold medication.

I think however this is most valuable for students and intend on using some of the lessons in their entirety with my darlings. I did not know about the - and + signs and their involvement in the searching process.

If I can hone my searching skills, I will surely be less frustrated and more eager to surf around just to play.  If nothing else, this assignment did force me to reckon with my feeling of inadequacy as an internet searcher while gaining a tad more confidence simultaneously.

I found a couple of the questions confusing, i.e. the one about how can the Google search box be used as a reference tool.  I think the elimination of a word would most easily solve that tiny glitch.

HW 10/6

I am very impressed with the LOC site.  The vastness of information, the meticulous accounting of the array of documents, the myriad content areas, the expanse of knowledge of human kind neatly assembled in a building of such grand magnitude chalks one up big time for humanity.

What also strikes me is the manner in which so much data is so compactly simply organized for the general public offers a testament to the positive power of the world wide web.  Not long ago, one would have to travel to the historic site in order to access the information.

This is a powerful resource for teachers in particular, but anyone who voraciously likes gobbling up knowledge.

There is a sense though of overwhelm, as there is just so much to tap into.  I guess this is where patience and specifying a search term will be valuable.  Part of my fear is truthfully that technology intimidates me and I get easily frustrated and then give up.  That, I know, I partly why I have just started doing the home work assignments.  It is easier for me to put off the unfamiliar rather than deal with, learn from it, and walk away feeling better about myself having accomplished a new skill.  I am a work in progress.

What I Learned Today . . .

Popcorn would say, "The time is . . . 6:43pm."

Today, the first day of my technology class, I learned how to create a Google account, create a blog, and how to snap my photo with ease.

Want proof?

See for yourself! . . .

See you next week!

Vickie