Monday, October 26, 2009
Class Notes Thursday, October 22, 2009
Nice work, Ladies & Gents!
These notes were taken on various types of Service Learning Projects and how they can be taught by using various technologies.
Technology Notes
Chance
Cartoon movie extranormal.com
Civic values and active participation
Create a movie as a public service announcement
Z.
Create a lesson about using multimedia voting rights museum. Make lesson of own. Through skype, teach it to younger students. Website students can use forever. Show younger people how it is important.
Michael
Oral history. 1.5 million Americans nursing home. Isolated. Digital storytelling. Images with audio.
Adam
Voter registration/ get them to pre register to vote. Presentations, going to community center to get students interested. Incorporate media presentations to help get out the vote.
Megan
Human trafficking, 13th amendment. 17,000 people are trafficked. A non issue not discussed about. For high school students to spread awareness. Get into 4 groups to answer questions about how it is occurring in the real world. Use digital storytelling, pod casts. Letter writing campaign to congress. Website as a resource.
Taking it school wide. Also helps for students to recognize representatives.
Change twitter symbol or FB picture to awareness symbol. Social networking.
Jennifer
Letters electronically, to go overseas. Military and student interaction. Send different videos to people.
Jeremy
War on drugs, generating awareness. You tube clips changing times with drugs.
Important videos, images and music. Wikipedia going over all aspects of drugs.
Write representatives on a drug issue. Montage. Call to action.
Megan
Contacting soldiers through website to garner support. Weekly blogs, writing pen pal, upload videos, construct care packages. Soldiers from local community.
Liz
Operation Christmas boxes
Work with homeless, volunteer
Blogging and using zoozle
Pod cast reflection, make it personal
Eric
Using internet to improve lives of elderly
research project, communication outside of home. Life satisfaction
Teaching technology. Email, aim.
Megan
Immigration. Creating a Wiki. Presentations for school-wide viewing. Focus on culture and looking at school systems.
Mallory
Costs behind habitat for humanity. Glister. Interview different volunteers. Do research to find cost effective things. Students place reports on wikis, interviews families that have received homes.
Louisa
Nursing homes. Class wiki, vodcast. Help old people feel involved. Have a viewing party at the nursing home. Lives still important. Can compare daily lives.
Mark
Storybird. Global warming storytelling technique. Text and illustration. Keeps class involved with politicians.
Katy
Digital storytelling. Music, images, and texts. Visit local nursing home. Guiding questions. Getting to know elderly and students. Videos created by students about the interview/
Jeff
Local park. Environment. Building awareness of people’s effect on the environment.
Images with voiceover. Get people involved! Teaching experience for students. Wildlife awareness and conservation. Blog and videos acceptable.
Megan
Students research video turnout and stats in election. Look at social aspects of presidential elections. Using prezi to display. Interview with residents about past elections. Impact of media. Mini oral history project. Audio or video recording.
Return to the home to show the projects.
Brit
Increase voter turnout. Learn about frequency. Generate a survey, like survey monkey. Use of social networking sites. Action taken by students.
Nichole
Your vote. Students will raise awareness on voting by creating a campaign. Use google motion chart, trends from the past. Look at various demographics.
Angie
Educating students about individual rights. Look at declaration of independence and other primary docs. Individual rights. Small groups. Research topics. Class Wiki,
Can continue to use Wiki as a perpetual research.
Trish
Communicating with students in Japan. Expand socializing among different cultures. Letter exchange. Relate on perspectives on history and other subjects.
Wiki, assessment paper looking at bias and stereotypes
Opportunity to practice language, and confidence in something useful.
Allison
Patriot Act. Activity researching newspaper articles and how affected public opinion of Muslims. Research. Tradebooks, "Ask me no questions." Interviewing people's perspectives on the patriot act. Correlate today with WW2 Japanese perspective. Raising public awareness of government power.
Carrie
Unit on Cold War. Pick person, mural, landmark, etc. Come up with questions, wiki. Other classrooms and community invited to expand the wiki to cover more community history. Student articles will be published to bring awareness to the community.
Grizz
Geography of Haiti. Discuss school issues, systems, day to day aspects of learning. Cultural exchange between U.S. and Haiti. Class website collaboration between the two sets of students. Cover everything learned about each other and discuss any changes in perspective. Collecting funds.
These notes were taken on various types of Service Learning Projects and how they can be taught by using various technologies.
Technology Notes
Chance
Cartoon movie extranormal.com
Civic values and active participation
Create a movie as a public service announcement
Z.
Create a lesson about using multimedia voting rights museum. Make lesson of own. Through skype, teach it to younger students. Website students can use forever. Show younger people how it is important.
Michael
Oral history. 1.5 million Americans nursing home. Isolated. Digital storytelling. Images with audio.
Adam
Voter registration/ get them to pre register to vote. Presentations, going to community center to get students interested. Incorporate media presentations to help get out the vote.
Megan
Human trafficking, 13th amendment. 17,000 people are trafficked. A non issue not discussed about. For high school students to spread awareness. Get into 4 groups to answer questions about how it is occurring in the real world. Use digital storytelling, pod casts. Letter writing campaign to congress. Website as a resource.
Taking it school wide. Also helps for students to recognize representatives.
Change twitter symbol or FB picture to awareness symbol. Social networking.
Jennifer
Letters electronically, to go overseas. Military and student interaction. Send different videos to people.
Jeremy
War on drugs, generating awareness. You tube clips changing times with drugs.
Important videos, images and music. Wikipedia going over all aspects of drugs.
Write representatives on a drug issue. Montage. Call to action.
Megan
Contacting soldiers through website to garner support. Weekly blogs, writing pen pal, upload videos, construct care packages. Soldiers from local community.
Liz
Operation Christmas boxes
Work with homeless, volunteer
Blogging and using zoozle
Pod cast reflection, make it personal
Eric
Using internet to improve lives of elderly
research project, communication outside of home. Life satisfaction
Teaching technology. Email, aim.
Megan
Immigration. Creating a Wiki. Presentations for school-wide viewing. Focus on culture and looking at school systems.
Mallory
Costs behind habitat for humanity. Glister. Interview different volunteers. Do research to find cost effective things. Students place reports on wikis, interviews families that have received homes.
Louisa
Nursing homes. Class wiki, vodcast. Help old people feel involved. Have a viewing party at the nursing home. Lives still important. Can compare daily lives.
Mark
Storybird. Global warming storytelling technique. Text and illustration. Keeps class involved with politicians.
Katy
Digital storytelling. Music, images, and texts. Visit local nursing home. Guiding questions. Getting to know elderly and students. Videos created by students about the interview/
Jeff
Local park. Environment. Building awareness of people’s effect on the environment.
Images with voiceover. Get people involved! Teaching experience for students. Wildlife awareness and conservation. Blog and videos acceptable.
Megan
Students research video turnout and stats in election. Look at social aspects of presidential elections. Using prezi to display. Interview with residents about past elections. Impact of media. Mini oral history project. Audio or video recording.
Return to the home to show the projects.
Brit
Increase voter turnout. Learn about frequency. Generate a survey, like survey monkey. Use of social networking sites. Action taken by students.
Nichole
Your vote. Students will raise awareness on voting by creating a campaign. Use google motion chart, trends from the past. Look at various demographics.
Angie
Educating students about individual rights. Look at declaration of independence and other primary docs. Individual rights. Small groups. Research topics. Class Wiki,
Can continue to use Wiki as a perpetual research.
Trish
Communicating with students in Japan. Expand socializing among different cultures. Letter exchange. Relate on perspectives on history and other subjects.
Wiki, assessment paper looking at bias and stereotypes
Opportunity to practice language, and confidence in something useful.
Allison
Patriot Act. Activity researching newspaper articles and how affected public opinion of Muslims. Research. Tradebooks, "Ask me no questions." Interviewing people's perspectives on the patriot act. Correlate today with WW2 Japanese perspective. Raising public awareness of government power.
Carrie
Unit on Cold War. Pick person, mural, landmark, etc. Come up with questions, wiki. Other classrooms and community invited to expand the wiki to cover more community history. Student articles will be published to bring awareness to the community.
Grizz
Geography of Haiti. Discuss school issues, systems, day to day aspects of learning. Cultural exchange between U.S. and Haiti. Class website collaboration between the two sets of students. Cover everything learned about each other and discuss any changes in perspective. Collecting funds.
Thursday, October 22, 2009
Service Learning Project
Service Learning Unit
Title: Honoring Our Veterans: An Understanding of Sacrifice
Area of Service: Civic Responsibility and Appreciation
Grade Level: 8-12
Subject Area: American History
Standards Met:
SS.8.A.1.7: View historic events through the eyes of those who were there as shown in their art, writings, music, and artifacts.
SS.912.C.2.5: Conduct a service project to further the public good.
SS.8.A.1.1: Provide supporting details for an answer from text, interview for oral history, check validity of information from research/text, and identify strong vs. weak arguments.
National Educational Technology Standards:
Creativity and Innovation
Students create original works as a means of personal or group expression.
Communication Tools
Students communicate information and ideas effectively to multiple audiences using a variety of media and formats.
Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.
Research and Information Fluency
Students use technology to locate, evaluate, and collect information from a variety of sources.
Unit Description:
To most students, November 11th, is just another day to have a day off from school. I would even venture to say most people don’t really take a full acknowledgement of this important day. Veteran’s Day is an underappreciated and under celebrated holiday of American society. The main goal for students involved in this activity is to gain a deeper appreciation for those who risked their lives for freedom and share their newfound awareness with others, via technological platforms.
First, to gain an understanding of what Veterans mean and have done for the students every student will come up to the Smart board and write down the first words that come to mind. After every student has contributed, the teacher will select some words and have the students elaborate on their feelings pertaining to the words in a classroom discussion.
Next, the students will introduce the main assignment/activity to the students. Each student will be required to play reporter, and select a Veteran from any US war; such as World War II, Korea, Vietnam, Persian Gulf, Iraq, and Afghanistan.
The students will conduct at least a 20-30 minute interview, and will be required to compose their own questions about their participation and sacrifice in the various war efforts.
Once the students have chosen which war Veteran, prior to the interview students will be required to do some background research on the war they have selected, using Wikipedia. This is required just to give some basic knowledge to each student before the interview, so they at least know the basics behind each war. Students will be provided question prompts (What the war was about, Who was involved, Who won and lost) for their research. Students will be welcomed to use any other reliable internet resources, as long as they are cited in their research.
Once the students have done their research, the students will be asked to post their first blog assignment. Students will post their answers (in their own words) to their blog. The blog assignment one will have a description of the war and answers to the questions. Every student will be required to respond to at least three posts, on a war they are not interviewing about. The students will discuss what they have learned from each students posting.
Next, the students will conduct their interview with the Veteran of their choice. During the interview, the student will decide to record a two minute audio clip of their speaker. The speaker will be made aware of this by the student. Each student will be required to make a podcast with this recording, and provide an introduction and conclusion to the clip.
The instructor will gather all the Podcasts and create an entire collection, and post them on iTunes and make them available for anybody to see and subscribe to, hopefully furthering public interest.
Students will be required to complete two more blog posts. The first of which, the students are to list their questions asked to the veterans and the responses of the Veterans.
Students will also be required to discuss their experience from the interview. Students will discuss how the interview may have affected them, changed their understanding of the war, etc. Students will then be asked to respond to three more of their students posts on their experience.
The second post will require the student to do a basic follow-up with the Veteran of choice. The student will show the Veteran or make aware of the podcast collection. The student will ask for the thoughts/feelings on the collection and then blog about the Veteran’s reaction. Students will be required to respond to 3 more additional posts.
The overall goal of the assignment is to bring reality to each historic war. Most people don’t truly grasp the intensity of war, and by placing each student with a Veteran it helps humanize the idea of war. Students will gain a comprehensive understanding of the sacrifices made by our men and women, and see how it affects their friends and families. Students are to gain a renewed appreciation for these courageous men and women and make their findings known to the public via a podcast and have it presented around Veteran’s Day.
Technologies Utilized:
• Smart Board- Used as a brainstorming discussion assignment in class, gives instructor an idea of the background knowledge students have on the subject of Veterans.
• Internet/Wikipedia- Using reliable resources, students will research their war pertaining to the Veteran prior to the interview.
• Blog- Students will compose their thoughts, feelings, and attitudes on the assignment on the blog and be asked to interact with their peers in discussion. Students will also post the questions and answers from the interview.
• Podcast- Students will record themselves (introducing and concluding) and a two minute audio clip of their veteran describing their experience during the war. The teacher will compile all the Podcasts to create a collection, and make publicly available on iTunes.
Assessment:
Students will be assessed on the completion of the interview, creation of the Podcast, and the active participation in the blog assignment. Grading will go as follows:
Total: 100 points
Podcast Interview with Veteran (2 minute audio clip with intro and conclusion): 40 points
Quality Blog Participation (Includes 3 posts by the student, and 9 responses total): 60 points
Title: Honoring Our Veterans: An Understanding of Sacrifice
Area of Service: Civic Responsibility and Appreciation
Grade Level: 8-12
Subject Area: American History
Standards Met:
SS.8.A.1.7: View historic events through the eyes of those who were there as shown in their art, writings, music, and artifacts.
SS.912.C.2.5: Conduct a service project to further the public good.
SS.8.A.1.1: Provide supporting details for an answer from text, interview for oral history, check validity of information from research/text, and identify strong vs. weak arguments.
National Educational Technology Standards:
Creativity and Innovation
Students create original works as a means of personal or group expression.
Communication Tools
Students communicate information and ideas effectively to multiple audiences using a variety of media and formats.
Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.
Research and Information Fluency
Students use technology to locate, evaluate, and collect information from a variety of sources.
Unit Description:
To most students, November 11th, is just another day to have a day off from school. I would even venture to say most people don’t really take a full acknowledgement of this important day. Veteran’s Day is an underappreciated and under celebrated holiday of American society. The main goal for students involved in this activity is to gain a deeper appreciation for those who risked their lives for freedom and share their newfound awareness with others, via technological platforms.
First, to gain an understanding of what Veterans mean and have done for the students every student will come up to the Smart board and write down the first words that come to mind. After every student has contributed, the teacher will select some words and have the students elaborate on their feelings pertaining to the words in a classroom discussion.
Next, the students will introduce the main assignment/activity to the students. Each student will be required to play reporter, and select a Veteran from any US war; such as World War II, Korea, Vietnam, Persian Gulf, Iraq, and Afghanistan.
The students will conduct at least a 20-30 minute interview, and will be required to compose their own questions about their participation and sacrifice in the various war efforts.
Once the students have chosen which war Veteran, prior to the interview students will be required to do some background research on the war they have selected, using Wikipedia. This is required just to give some basic knowledge to each student before the interview, so they at least know the basics behind each war. Students will be provided question prompts (What the war was about, Who was involved, Who won and lost) for their research. Students will be welcomed to use any other reliable internet resources, as long as they are cited in their research.
Once the students have done their research, the students will be asked to post their first blog assignment. Students will post their answers (in their own words) to their blog. The blog assignment one will have a description of the war and answers to the questions. Every student will be required to respond to at least three posts, on a war they are not interviewing about. The students will discuss what they have learned from each students posting.
Next, the students will conduct their interview with the Veteran of their choice. During the interview, the student will decide to record a two minute audio clip of their speaker. The speaker will be made aware of this by the student. Each student will be required to make a podcast with this recording, and provide an introduction and conclusion to the clip.
The instructor will gather all the Podcasts and create an entire collection, and post them on iTunes and make them available for anybody to see and subscribe to, hopefully furthering public interest.
Students will be required to complete two more blog posts. The first of which, the students are to list their questions asked to the veterans and the responses of the Veterans.
Students will also be required to discuss their experience from the interview. Students will discuss how the interview may have affected them, changed their understanding of the war, etc. Students will then be asked to respond to three more of their students posts on their experience.
The second post will require the student to do a basic follow-up with the Veteran of choice. The student will show the Veteran or make aware of the podcast collection. The student will ask for the thoughts/feelings on the collection and then blog about the Veteran’s reaction. Students will be required to respond to 3 more additional posts.
The overall goal of the assignment is to bring reality to each historic war. Most people don’t truly grasp the intensity of war, and by placing each student with a Veteran it helps humanize the idea of war. Students will gain a comprehensive understanding of the sacrifices made by our men and women, and see how it affects their friends and families. Students are to gain a renewed appreciation for these courageous men and women and make their findings known to the public via a podcast and have it presented around Veteran’s Day.
Technologies Utilized:
• Smart Board- Used as a brainstorming discussion assignment in class, gives instructor an idea of the background knowledge students have on the subject of Veterans.
• Internet/Wikipedia- Using reliable resources, students will research their war pertaining to the Veteran prior to the interview.
• Blog- Students will compose their thoughts, feelings, and attitudes on the assignment on the blog and be asked to interact with their peers in discussion. Students will also post the questions and answers from the interview.
• Podcast- Students will record themselves (introducing and concluding) and a two minute audio clip of their veteran describing their experience during the war. The teacher will compile all the Podcasts to create a collection, and make publicly available on iTunes.
Assessment:
Students will be assessed on the completion of the interview, creation of the Podcast, and the active participation in the blog assignment. Grading will go as follows:
Total: 100 points
Podcast Interview with Veteran (2 minute audio clip with intro and conclusion): 40 points
Quality Blog Participation (Includes 3 posts by the student, and 9 responses total): 60 points
Thursday, October 15, 2009
Blog 7: Hypothetical Modification of an Historical Event
Playing the game of "what if" history is not typically something I am fond of doing. For the technological aspect of the assignment, I do find it to be compelling. The event I have elected for my "imagine" essay is the Holocaust of World War II.
Imagine yourself as an oppressed Jew in 1940s Germany. Times are tough, rations and morale are low, and to make matters worse the German stormtroopers are practically breathing down your neck. You're a father or a mother and trying your hardest to keep your family together and avoid being discovered by the Nazis and taken to a concentration camp. You think to yourself, how could anyone in the world possibly let this happen? How can thousands upon thousands of individuals continually perish wrongfully at the hands of the Nazi regime?
Or imagine yourself in another role. You're a young man or woman serving in the Nazi military. All you wanted was a better life for you and your loved ones. Yet now it seems you have discovered the inhumanity behind the Nazi agenda. How can you live with yourself? Things have gotten out of hand, and an attempted extermination of an entire race of people is appalling and flabbergasting. Even if you told someone outside of the country, or ever outside of the government about the atrocities, who would believe it?
I believe if the media implications of today existed the Holocaust would have been an entirely different situation. A Jew seeking to contact old friends and rally an alliance of people could have used Facebook. Letter writing was the only written form of communication, but with a more efficient system making contact would be so much easier. Those persecuted could have warned each other via Facebook and even texts of incoming Nazi raids on a city and avoid abduction. Silent text messages could be sent by those giving refuge to Jews when to move or stay, how to carry on in the household. People wouldn't have to physically speak, so the risk of being discovered would be marginalized.
Another aspect would be for that morally conflicted Nazi soldier. How could I possibly go about getting help? How can a I alert help and get people enlightened about this horrible blight on human history? The soldier could in fact create a web site, complete with a community Ning or blog. He/she could make it as private as possible, and even keep their identity anonymous. Of course, words would simply not be enough to believe such a horror could be occurring. Even today with the documented evidence some people refuse to believe it. For all those Nay-Sayers, the art of the upload comes into play. The weary soldier could upload photos and video to enlighten people. The truth could actually be known. The soldier could have easily contacted outside countries and people for help. The world could have known so much more, and could have prevented thousands of people from dying. Reality would emerge, and people would've known what was really going on in Nazi Germany.
Question: How could the hypothetical media implications have hindered the Nazi movement?
Imagine yourself as an oppressed Jew in 1940s Germany. Times are tough, rations and morale are low, and to make matters worse the German stormtroopers are practically breathing down your neck. You're a father or a mother and trying your hardest to keep your family together and avoid being discovered by the Nazis and taken to a concentration camp. You think to yourself, how could anyone in the world possibly let this happen? How can thousands upon thousands of individuals continually perish wrongfully at the hands of the Nazi regime?
Or imagine yourself in another role. You're a young man or woman serving in the Nazi military. All you wanted was a better life for you and your loved ones. Yet now it seems you have discovered the inhumanity behind the Nazi agenda. How can you live with yourself? Things have gotten out of hand, and an attempted extermination of an entire race of people is appalling and flabbergasting. Even if you told someone outside of the country, or ever outside of the government about the atrocities, who would believe it?
I believe if the media implications of today existed the Holocaust would have been an entirely different situation. A Jew seeking to contact old friends and rally an alliance of people could have used Facebook. Letter writing was the only written form of communication, but with a more efficient system making contact would be so much easier. Those persecuted could have warned each other via Facebook and even texts of incoming Nazi raids on a city and avoid abduction. Silent text messages could be sent by those giving refuge to Jews when to move or stay, how to carry on in the household. People wouldn't have to physically speak, so the risk of being discovered would be marginalized.
Another aspect would be for that morally conflicted Nazi soldier. How could I possibly go about getting help? How can a I alert help and get people enlightened about this horrible blight on human history? The soldier could in fact create a web site, complete with a community Ning or blog. He/she could make it as private as possible, and even keep their identity anonymous. Of course, words would simply not be enough to believe such a horror could be occurring. Even today with the documented evidence some people refuse to believe it. For all those Nay-Sayers, the art of the upload comes into play. The weary soldier could upload photos and video to enlighten people. The truth could actually be known. The soldier could have easily contacted outside countries and people for help. The world could have known so much more, and could have prevented thousands of people from dying. Reality would emerge, and people would've known what was really going on in Nazi Germany.
Question: How could the hypothetical media implications have hindered the Nazi movement?
Monday, October 12, 2009
CH-CH-CH- CHanges...YouTube and the Politics of Authenticty
33 minutes! But I could be watching Family Guy during that time...I guess I'll do it. After finally sitting down and watching the video by Wesch I found myself pleasantly surprised and thoroughly intrigued. The Huxleyian/Orwellian truly drew my attention in, as I am a fan of both authors and their associated works.
Firstly, the social networking examples presented in the video are relevant because like it or not they are here to stay. Youtube? A audio/video outlet for anyone to post any thought or feeling that comes to mind. People can actually make people watch each other at their own option. People create a community, and can even contact and comment on each others uploaded videos.
With the establishment of media ecology comes a whole new environment for the self to exist on. In my opinion, the self is whatever the person at the computer wants it to be. No matter who you are or whatever your status is, as long as you have an Internet connection and keyboard everyone has equal rights to being heard and interacting on the Internet. People can communicate with people in a variety of ways. Myspace, blogging, videos posted on Youtube, and comments are just a few ways to converse with the fellow webmankind. People also seek to maintain their own self- authenticity, and their Internet authenticity becomes essential to their existence. People have new ways of looking at themselves and others in their day to day lives.
Honestly, the role of self is a role people can make as big or as minor as they want it to be. People can feel important on the internet, and can actually feel they are contributing to a community.
The context collapse concept plays an enormous role in self awareness and self consciousness, and people's "self" takes on a whole new role.
Social networking clearly has the potential to succeed in education. If everyone else in the world is using social networking in their day to day lives outside of school, wouldn't seem absurd NOT to include it inside the classroom? I think one of the most important aspect social network has for education is the exchange of ideas. Students, as well as teachers can exchange information and share ideas with each freely and easily. People no longer have to rely on a few close people, but they can gain insight on ideas from people globally. Anything that helps people learn and exchange information at such an efficient rate has a powerful impact on the future.
After watching the video, my views on social networking had change slightly. I always understood the importance of social networking, but I had never thought about how important it was to people's self image and that exchange of certain images amongst each other. I now see how people can use different forms of social networking to act as a form of interaction and feeling connected. I really only used to think of it as just a way for people to stay in touch, but it really means so much more. It is in fact a lifestyle.
Question: Can anyone think of the detrimental consequences of the sudden advancements in technology? Does anyone think web-based interaction can have negative impacts on social interaction? Will people lose their standard social forms of behavior and manners face to face?
Firstly, the social networking examples presented in the video are relevant because like it or not they are here to stay. Youtube? A audio/video outlet for anyone to post any thought or feeling that comes to mind. People can actually make people watch each other at their own option. People create a community, and can even contact and comment on each others uploaded videos.
With the establishment of media ecology comes a whole new environment for the self to exist on. In my opinion, the self is whatever the person at the computer wants it to be. No matter who you are or whatever your status is, as long as you have an Internet connection and keyboard everyone has equal rights to being heard and interacting on the Internet. People can communicate with people in a variety of ways. Myspace, blogging, videos posted on Youtube, and comments are just a few ways to converse with the fellow webmankind. People also seek to maintain their own self- authenticity, and their Internet authenticity becomes essential to their existence. People have new ways of looking at themselves and others in their day to day lives.
Honestly, the role of self is a role people can make as big or as minor as they want it to be. People can feel important on the internet, and can actually feel they are contributing to a community.
The context collapse concept plays an enormous role in self awareness and self consciousness, and people's "self" takes on a whole new role.
Social networking clearly has the potential to succeed in education. If everyone else in the world is using social networking in their day to day lives outside of school, wouldn't seem absurd NOT to include it inside the classroom? I think one of the most important aspect social network has for education is the exchange of ideas. Students, as well as teachers can exchange information and share ideas with each freely and easily. People no longer have to rely on a few close people, but they can gain insight on ideas from people globally. Anything that helps people learn and exchange information at such an efficient rate has a powerful impact on the future.
After watching the video, my views on social networking had change slightly. I always understood the importance of social networking, but I had never thought about how important it was to people's self image and that exchange of certain images amongst each other. I now see how people can use different forms of social networking to act as a form of interaction and feeling connected. I really only used to think of it as just a way for people to stay in touch, but it really means so much more. It is in fact a lifestyle.
Question: Can anyone think of the detrimental consequences of the sudden advancements in technology? Does anyone think web-based interaction can have negative impacts on social interaction? Will people lose their standard social forms of behavior and manners face to face?
Tuesday, October 6, 2009
Technologically Relevant Simpsons Episode
Hey all--
Don't know if anybody caught the latest Simpsons episode, but the latest had some funny moment involving a new college grad "incorporating technology" a bit over zealously in the classroom. Enjoy!
http://www.wtso.net/movie/461-2102_Bart_Gets_a_Z.html
Don't know if anybody caught the latest Simpsons episode, but the latest had some funny moment involving a new college grad "incorporating technology" a bit over zealously in the classroom. Enjoy!
http://www.wtso.net/movie/461-2102_Bart_Gets_a_Z.html
Monday, October 5, 2009
iTunesU Continuity of Learning New Deal Podcast Collection
One of the most important aspects of the Neo-educational style to implement is an educational setting focusing around the student. Creating lesson plans which mostly involve the teacher and not the students has proven to be archaic and ineffective. If used irresponsibly, Podcasts can become an additional aspect of preventing student centered strategies. Used appropriately, podcasts can be excellent resources for instruction. I elected to do a collection on FDR's New Deal, as it is one of the most important presidential agendas and historical events in American history.
The only problem with podcasts is that they are just another form of lecture. Effective when used properly, dull and uninteresting when used poorly. The Unit would be on the New Deal and its impact during that period of the 20th century. The first thing I would do for the lesson is possibly show newspaper headlines from the period prior to the New Deal, making it relevant and accessible to students. The following website is excellent for locating various old newspaper covers without a fee.
http://xooxleanswers.com/newspaperarchives.aspx
Next, I would implement a KWL chart for the students. My aim in conducting this is to gain a general feel for how much the students already know about the New Deal. Activating prior knowledge is essential for the inquiry learning process.
After, I would then proceed to show some clips from the podcast collection. The collection looks at the New Deal from various angles, such as economic, social, and executive power. I would play clips of the lecture for the students, ask them discussion questions about the the pod casts. I would them have them do a sort of compare/contrast chart, defining the arguments among the various lecturers.
Finally, after the lecture and discussion, I would close by having the students listen (just as those with the radio back in the 1930s) to some of FDR's most relevant and profound fireside chats.
The following is an excellent website to use for Presidential resources.
http://www.presidency.ucsb.edu/medialist.php?presid=32
The only problem with podcasts is that they are just another form of lecture. Effective when used properly, dull and uninteresting when used poorly. The Unit would be on the New Deal and its impact during that period of the 20th century. The first thing I would do for the lesson is possibly show newspaper headlines from the period prior to the New Deal, making it relevant and accessible to students. The following website is excellent for locating various old newspaper covers without a fee.
http://xooxleanswers.com/newspaperarchives.aspx
Next, I would implement a KWL chart for the students. My aim in conducting this is to gain a general feel for how much the students already know about the New Deal. Activating prior knowledge is essential for the inquiry learning process.
After, I would then proceed to show some clips from the podcast collection. The collection looks at the New Deal from various angles, such as economic, social, and executive power. I would play clips of the lecture for the students, ask them discussion questions about the the pod casts. I would them have them do a sort of compare/contrast chart, defining the arguments among the various lecturers.
Finally, after the lecture and discussion, I would close by having the students listen (just as those with the radio back in the 1930s) to some of FDR's most relevant and profound fireside chats.
The following is an excellent website to use for Presidential resources.
http://www.presidency.ucsb.edu/medialist.php?presid=32
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