Revisiting New Literacies Perspective

     This article offered a lot of new insight that I had not yet considered when discussing technology throughout this course.  The internet has obviously opened the world up to a whole new way of communicating and exploring.  I really loved the point that the article brought up that the students graduating from high school have gone through such a transformation in technology throughout their educational career.  They began with a strictly paper and pencil curriculum and are now engaging in blogs, word processors, video editors, and so much more. (Leu, Kinzer, Coiro, and Cammack)  I can still remember the first day I ever tried using AIM and I was just so amazed by it.  I couldn’t believe how easy it was to chat with anyone with a screen name with just the tap of a button.       Throughout history people have been coming up with ways to communicate with each other be it for whatever reason; oppression, religion, democracy, etc.  In our time we are finding faster and more advanced ways of communicating with others to expand our businesses, schools, and minds.   Technology and communication is changing so along with that, the way we teach literacy is constantly changing.  Students are truly not experiencing all of literacy if they do not have access to technology or the internet.   When we talk about teaching this literacy differently we have to focus on teaching students to be able to accurately and critically read through a website.  Not only are students supposed to able to read the text on a webpage, but they will also be expected to interpret pictures, graphs, animations, etc. 

     This article also touched on the importance of emphasizing to be “critical” readers when exploring the internet or any text.  “There is an important need to develop critical literacies as an essential element of any instructional program because new media forms, globalization, and economic pressures engender messages that increasingly attempt to persuade individuals to act in ways beneficial to an economic or political unit but not necessarily beneficial to the individual.” (Leu, Kinzer, Coiro, and Cammack)  Even though I knew this goes on all the time in society, reading this statement really reopened my eyes to ensuring that we protect ourselves and our students from believing everything we read or hear.  I think those that are not educated are more susceptible to being “brainwashed” by everything they come across in life.
     This course has just reminded me to stay true to my teaching style and continue to REMAIN UP-TO-DATE on my education in this constantly changing world of new literacy and technology.  We owe it to ourselves, as professionals, as well as to our students that count on us to bring them the best possible education.
-Toward a Theory of New Literacies Emerging From the Internet and Other Information and Communication Technologies

      After watching the two videos, What are Critical Literacies? and Critical Literacies for all Ages I was able to form a clearer picture in my head of how to address this topic with younger children.  Many time we have debates and in depth discussions with high-schoolers, but we forget that elementary grades are capable of the same level of higher thinking.  We should be creating students that have “a lens that they view the world through.”  This lens allows them to be looking deeper into what they read, hear, or see happening in their life.  By teaching them this critical skill early on they will become more independent thinkers and learners, and they will begin to trust themselves without needing reassurance. 

     In the video they showed students coming up with their own questions about what they were thinking and wondering about while reading a story.  They were able to take their questions and really dig deep to find underlying meanings. 

     The third video that I chose to watch was “Loaded Language” because I had an idea of what it meant, but I was curious to find out more.  They pointed out that, “media influence will deliberately try to make the reader feel a certain way.   I loved the activity the teacher did in this video because she took an article and the students became like detectives picking out the words or phrases that they thought might be trying to influence their thoughts or feelings.  The students were coming up with really good words and changing them into words that would have less bias.  Instead of just reader the article and believing every word they were trying to find what the “intent” of the author was.  This is such an effective skill to teach kids that they will remember and take with them in their everyday lives.
-Critical Literacy Webcast

Critical Literacy

   This article takes a close look at the outcome of “critically” reading different forms of literacy.  I agree with the idea of reading through multiple texts to come to a more thorough and exact interpretation of a subject.  Like when reading through and critiquing websites…check three resources before believing the information given.  “By experiencing different treatments of the same topic or event, students begin to recognize that text is not “true” in any absolute sense but a rendering as portrayed by an author.” (Behrman, p.493)  An author brings an opinion and background to whatever they writing, no matter how factual and anti-bias they are trying to be.  Along with the author’s point of view…we each have our own point of view and interpretation of text, because of our race, class, gender, sexuality, etc.  To help students realize this, the article suggests having the students write from different points of view from characters in a book or of people associated with a certain scenario, which is called “resistant reading.”  (Behrman, p.493)  I feel like this is such an effective activity to do with students of any age because it demonstrates their understanding of a text as well as interpreting it in a way to speak from another’s “voice.”  I love, love, love the idea of using reading and writing to create a social action project with the class.  What better way to show the importance and influence of reading and writing than to do something that affect the community and world around them.  Ironically, this article also addresses a topic that I am actually using as my final project idea…changing the character viewpoint in a fairytale, which could change the whole meaning and plot of a story. - “Teaching About Language, Power, and Text: A review of Classroom Practices that Support Critical Literacy”  

     In this article we get an inside look to the affects that Web 1.0 and Web 2.0 have on a fourth grade bilingual class.  Web 1.0 tools only allow students to interact with the web on a one dimensional basis; reading from the computer or writing and printing from the computer. Web 2.0 gives students the chance to interact with the internet, other people they know, others from around the world, and also have others react to their work or thoughts.  The 4^th grade class worked on their own comic books using a “Comic Creator,” but there were still limitations to this process, which included “characters, backgrounds,  speech, and thought bubbles that are prefabricated.” (Handsfield, Dean, Cielocha, p.43)  This may limit students to only create stories that include the characters that are represented in the program.  It does not let them use their imaginations to their full extent because they are using pieces of the program that are already created for them.  Another thing they worked with was individual blogs, in which other classmates and the teacher could respond to.  It is a lot more rewarding to write something and then get a thoughtful response to from your peers.  Although the blog is limited in appearance it is not limited in what you write or include in the blog.  The greatest part of this article was Recently, “Kristin followed up with her former students from the past three years to find out how many were participating in online networking spaces. To her surprise, almost 80% had their own online spaces, using Web 2.0 tools on their own outside of school.” (Handsfield, Dean, Cielocha, p.49)  This makes all the work and new literacies worth exploring with a class, if they are reading and writing on their own outside of school without being obligated.  The ultimate goal of an English teacher is to create lifelong readers and writers, and this method is proving to do just that.

- “Becoming Critical Consumers and Producers of Text: Teaching Literacy with Web 1.0 and Web 2.0”

Internet: Online Reading Comprehension

    The internet can be a very confusing and intimidating place for a beginner, and reading it is like reading several things all at once.   The concepts of text are very different from teaching a child to read a linear book or page.  “In contrast, Internet texts are part of a complex open-ended information system that changes daily in structure, form, and content.  Readers may enter into the "middle" of an Internet text from countless origins, and, often, they encounter distracting advertisements, inconsistent text structures, broken links, and access to an infinite amount of information completely unrelated to their intended reading purpose.”(Coiro, Dobler, p.220)  We have to teach students to filter out the less important information that may pop up and be on the side of a page.  They need to understand what not to click on what is appropriate to click on.  My little brother has used a computer from a very young age and we were always sure to remind him not to click on any pop-ups or things offering him free deals.  This article focused on a study of 6^th graders reading various types of websites.  The findings were that is helped students comprehend a site when they had prior knowledge of “knowledge of the topic, knowledge of printed informational text structures, knowledge of informational website structures, and knowledge of Web-based search engines.” (Coiro, Dobler, p.231) I think the more practice the students get with reading on the Internet the better they will get at it.  It is important not to assume that all students just know what they are doing, no matter what the age, because they have all had different experiences coming in. 

- “Exploring Online Reading Comprehension Strategies used by sixth-grade skilled readers to search for and locate information on the Internet”

There is a whole new world of comprehension when we compare reading a book to reading the internet.  Children have to develop the strategies for reading the internet before they can begin to comprehend what they are reading.  Webpages come in ALL forms…so as teachers, where do we begin to teach children the best strategies for reading them?  The article talks about first having your students pose a question or problem to try to answer before they begin exploring the internet. (Leu, Coiro, Castek, Hartman, Henry, Reinking, p.4) This way they are giving themselves a focus and not just getting lost in all that they could find.  Also, like with anything we need to stress to students to be critical of what they are reading, especially when reading on the internet.  Giving students the tools needed to analyze a web site, and make sure it is a reliable source, is a vital step in internet reading.  This article addresses that there should be scaffolding happening when teaching reading and comprehension online.  It explains it in phases, where first the teacher is modeling to the class the best strategies for reading a webpage are, and then gradually they give the students more and more independence with the process. “It is also likely that students and teachers will engage in important online reading projects to advance content area learning while they also develop greater proficiency with online reading comprehension. In addition, it is quite likely that students will collaborate with other students around the world in common learning projects.” (Leu, Coiro, Castek, Hartman, Henry, Reinking, p.15) These things are already becoming a part of many classrooms, and teachers need to begin teaching these future citizens the tools needed to explore reading on our rapidly growing internet.

- “Research on Instruction and Assessment in the New Literacies of Online Reading

Comprehension”

In this article the authors believe there are “five processing practices required when reading on the Internet: (a) reading to identify important questions; (b) reading to locate information; (c) reading to evaluate information critically; (d) reading to synthesize information, and (e) reading and writing to communicate information.” (Leu, O’Byrne, Zawilinski, McVerry, Everett, p.5)  Again, like the other two articles, this shows there are many skills that go into reading on the internet as opposed to reading a book.  BUT this article brings up a vital point, why aren’t there internet skills required for the State tests, when there is research saying that students are going to need these skills.  From that the “rich are getting richer, and the poor are getting poorer,” (Leu, O’Byrne, Zawilinski, McVerry, Everett, p.6)  just like what is being fought in the “Occupy Wall Street Movement.” The poorer school districts are focusing on getting their test scores up for these tests, therefore they are straying away from building these internet reading skills.  They may not have the same supplies and richer districts, but they should still be practicing with the few computers they may have.  Meanwhile the rich schools have an abundance of technological supplies and are incorporating this growing reading “technique” into most lessons.  How can we lessen this gap?  How can we help give EVERY student the same chance at success in the real world?

- “Expanding the New Literacies Conversation”

Evaluating Websites

     This article focuses on the different ways teachers can and should incorporate websites and technology into the classroom.  I liked the comparisons between the two teachers to how you can incorporate technology in a basic way and then how it can be used in a way to enhance literacy learning.  The one teacher just replaced a computer to do things that they could easily do with pen and paper.  The other teacher showed a way for students to take literacy to the next level using video, sound, etc.  The students in her class seemed very self-directed, and the teacher acted as a guide to finding relevant information on the web.  The list and explanations of the variety of ways to use technology in the classroom will act as a great resource to come back to as I take on these projects in school.

     I work with a teacher that is not afraid to try new technologies with her students.  She likes to test the boundaries of the school restrictions and create a classroom in which they can thrive using all types of new technology.  She allows students to use the cell phones in class as resources, since there are not many computers in the class.  She of course had a long talk with them about her expectations and respecting the situation to create a good working environment.  I think the kids respond great to her way of teaching and are eager to try new projects that she throws at them.  The only downfall to this is that she can’t use all of her creative ideas because she has to spend time with them on the test taking aspect, so that they are used to formats that they will see on their test using only pen and paper.
- “Becoming Literate in the Technological Age: New Responsibilities and Tools for Teachers”

      “By retaining student attention on the content space, there is a greater likelihood that information will be examined in greater depth and as such, comprehension and retention of the information presented is much more probable.” (p.299)  From this I feel like the article is saying that teachers should provide students with reliable websites so that they do not get completely off task while exploring the vast world wide web.  I know that when I am just exploring Google on certain topics I can easily get completely off task by going from one website to another, and I am an adult with some self-control.  Websites contain so many different things that students can click on that they need some direction in order to get anything out of a website assignment.  That is why I LOVE the idea of WebQuests from last week because they go through a process step by step, and even though they are given the websites to choose from it is still them exploring websites on their own.  They choose what they want to read.  They decide what information they want to take from it. 

- “Acquisition of Information Online: Knowledge, Navigation and Learning Outcomes”

WebQuests

     I have always thought that WebQuests were an interesting, fun way for students to be in charge of their own learning with a little guidance.  Throughout my high school experience I remember doing webquests only a couple of times.  Now that teachers are becoming more technologically aware, they are beginning to incorporate webquests or “internet projects” into their curriculum.  “The WebQuest gives students a framework of how to complete the activity while allowing for varying approaches to the assignment.” (Lipscomb, p.153)  I can compare this process to a math lesson where all students get the same answer, but they are able to explain their process of getting the answer in many different ways.  It allows students to have the freedom to explore different resources, and find new information on their own.  They are given the choice to how much time they want to spend at each source and what information they find most important.  The list of suggestions that Lipscomb offers is very insightful and will come in handy when attempting to develop my own WebQuest.  It is important to stress to students that their time on the computer is limited and that they need to stay on task during the whole class.  It is very easy, even as adults, to get sidetracked on the internet and then forget what the initial goal even was.  Also an essential piece to using WebQuests in class is to “have a backup plan.” (Lipscomb, p.154)  One thing I have learned though subbing is that not everything goes to plan, especially when using technology.  A smart teacher has a solid backup plan in case computers or websites are cooperating. 

- “I Guess It Was Pretty Fun”, Using WebQuests in the Middle School Classroom

               

     In the vast seas of the internet, we have to teach students how to surf smartly.  Not every website is packed full with reliable information.  Through a WebQuest we can provide exemplar websites that we have found that will provide them with accurate information.  I love the fact that teachers can make webquests as specific and linear or as vague and non-linear as they want.  I would just suggest knowing your students and how much direction they might need in an assignment that uses  various websites.  If they easily get distracted, maybe it would be a good idea to give them the specific websites that they need to use.  If they are self-directed learners then give them the wiggle room to find their own reliable resources.  If you continuously use the same webquest, make sure the websites are still up-to-date and accurate because many times I have visited webquests where many websites are no longer available.  Also be sure that the sites are not blocked at the school you are working because that will sure put a damper on a great webquest.  Webquests really test a teacher’s inventiveness when planning by “enhancing teacher’s creativity in thinking and writing, such as finding interesting and funny stories or scenarios and combining these with math and other subjects.” (Halat, p. 110)  Lastly the rubric is important for students to see so that they know exactly what is expected of them as an end product of the activity.  This assessment piece is important because webquests are so student-directed, and a rubric will give them the peace of mind that they are doing it correctly.

- “A Good Teaching Technique: WebQuests”

Examples of Webquests:

Solar System WebQuest

Another Solar System WebQuest

World Religions WebQuest

Fairytale Webquest

Classroom Webpages

     This study was interesting because it really dug in deep to what types of things were being added to classroom websites.  Also beyond just the classroom website it touched on what benefits the internet posed for teaching literacy, like author and publisher websites, that students can explore. (Baker, p. 6)   Websites were used to display “newsletters”, “external links”, and “publishing student work.”  I think this is typical of what I usually see on classroom websites that I have visited.  In the district that I substitute for I think that most teachers created their website as a result of a professional development session they had taken.  I believe the administration highly recommends that all teachers have a website, mainly as a place parents can go to see what their child is up to in school.  This article also brought up the idea of the “invisible classroom” that is created when a teacher provides a website for students to visit at any time of day or night.  (Baker, p. 18)  This will only be beneficial to students if the teacher updates the website consistently, so that the students are constantly having new work to try or websites to explore.  Lastly, it was surprising to see that there was no support of peer culture on the websites explored.  This is sad because students would get more involved in a teacher’s website if they were to find something that they could relate to on it. - “Elementary Classroom Websites”

      I agree that because of the increase in student’s ability to use and access technology, teachers should take advantage of this by creating a class website that promotes literacy learning.  The different “levels” that class websites fall into make perfect sense and are easily distinguished between.  In my experience I have come across mostly “static” and “semistatic” teacher webpages.  It looks like the teacher just set up the site, including the basics, and never really updates info. throughout the school year.    I hope to create my own website that including or linking to many different aspects of the web that we have discussed in this class.  A website has the ability to be so dynamic and fun for students to visit, and if done right students are learning without even realizing it.  The district I work in honors a teacher's webpage by highlighting a "teacher webpage of the month."  My mother was always trying to get that honor and when she did she showed the whole family multiple times throughout the month.  A little friendly competition between collegues helps them create innovative and engaging websites.  The more involved a student can be in a website the better.  It is important to dedicate time in class to teach students how to navigate your website though, so that they are able to be self-sufficient when the teacher is not around.

- “Making the Most of Your Class Website”

     I really like how this article categorized websites into three different learning environments; informational reading systems, interactive learning systems, and instructional learning systems, each of these increasingly becoming more and more complex and interactive.  After reading this I was reminded that websites, no matter how informative or engaging, still need to be monitored by the teacher and lessons need to be formed, with the site acting as a tool for learning.  There has to be accompanying assignments and discussions to check for understanding after the assignment.  This article offers a lot of creative ideas for using different kinds of websites.    Teachers should always remember to monitor each student while using these new technologies to make sure that they are working effectively and that the assignment is worthwhile.  Reflection and on lessons with websites is critical to make sure they are the best tool for your specific students to use.
- “Using Websites Wisely”

     This article focused on the organization of school webpages.  I love that the authors went straight to the source and surveyed those who use the website most to see what should or shouldn’t be added to the site.  Even before looking into what should be included in a school or district website it is imperative to make sure the site is organized, easy to navigate, and user friendly.  In the survey given it was unanimous between teacher, students, and parents that they wanted the school calendar and homework information included somewhere on the school website. They all felt that community information was not important to include.(Miller, Adsit, p. 39)  Whenever I have used a school website I look for the same kinds of things each time;  the address of the school, staff information, teacher webpages, and human resources.  As long as parents, teachers, and students know where to look for things that they need that is all that matters.  “Composition of the school website is reliant upon the school having personnel with the technical expertise needed to make web changes.” (Miller, Adsit, p.39) If you have great tech. people to work with the possibilities are endless to what could be added and updated on a school website.

- “Evaluating the Importance of Common Components in School-Based Websites: Frequency of Appearance and Stakeholders' Judged Value”

Visual Literacies

     Flickr is something that I have heard about many times and have been led to from a Facebook post, but it is something I have never personally used.  I did not know that Flickr allowed users to add annotations to their photos in different areas.  It also gives others a chance to comment on the photos you have added to your album.  I love the idea of students taking photos with their own digital camera to interpret certain subjects and topics taught in class and then annotating them as to why they chose to have that picture represent something they were learning.  How creative is that?  And it is a higher order of thinking!  Again we have the problem posed that most schools block Flickr from school website, and they make it hard to use this program educationally.  Also we have to be careful to protect ourselves and our students from breaking copyright laws.  The book suggests using New York Public Library’s extensive photo archive as a source for images other that your own.  To be safe you can just have students take their own original photos for projects.  I love the idea of having students create an “online portfolio with digital images of their work that are annotated with reflective descriptions and commented on by peers or mentors.” (Richardson, p.107)  That is such gratification for students to display their proudest work, and then read what others have posted about it.  Flickr seems like it would be very fun and easy to begin exploring for myself and my classroom. (If only I can get my school to see the BENEFITS of using it!) - Chapter 7: Fun with Flickr

     I was glad to read this article because it seems like a good resource for history teachers.  It would be a different experience for students to see pictures, but to also be able to hover their mouse over the picture to read the captions.  I am still a little confused to whether the institutions are the only ones that can upload to the Commons and add captions, or if the public can also contribute to the photo if they know something about it.  If the audience can comment on these “private” photos this would be a great way for students to interact with pictures of the past without just reading a boring textbook.  The only problem I see with this is that the website is blocked in many districts and the students would only be able to do this assignment from home, and not every student has a computer or the internet at home.

- “The Commons of Flickr”

     This article really focused on the reasons we need to dedicate ourselves, as effective educators, to teaching students through new technologies.  “"Please listen, class." "Pay attention, now." "Follow along with me, I'm on page three." "Will someone read for us?" - students tell us with their body language, their passive disinterest, or their distracting behavior that they are struggling to be successful in our text-driven classrooms.” (Myatt, p.187)  I totally agree with this statement because students are not supposed to learn the way students learned in the past.  The world is changing, so technology should be changing in the classroom as well.  Teachers can’t be afraid to experiment with new technology because it is the present and will only increase in the future.  Students need this visual stimulation in order to be active in their learning.  If they are just sitting there listening to lectures and writing down notes they are not really learning anything, and in most cases they will just memorize what they are given, spit it back up for a test, and then forget it.  Visual Literacy will paint pictures in the students’ minds and have a more lasting effect on them, especially if THEY are the ones creating it.

- “Connecting the Dots: The Unexplored Promise of Visual Literacy in American Classrooms”

Podcasting & Digital Storytelling

 Our world is constant stream of visual images coming at us in many different ways; be it YouTube videos, television, pictures, or movies.  It makes sense that we teach our students how to create their own way of communicating with the world through videos and podcasts.  I have just recently begun experimenting with making my own videos and movies as a means of social justice education.  I have created two movies using Windows Movie Maker on “Tolerance” and “Social Media’s Effect on Teens.”  I really enjoyed creating these movies with the mix of pictures, video clips, words, and music to really make an impact on the viewer.  Videos and podcasts can greatly influence an audience if done correctly.  Teachers can do a lot with videos in any subject with either teacher-created or student-created material.  When publishing videos to the internet, schools come across the problem of websites like YouTube being blocked.  To get around this, the book mentions, classes can post to TeacherTube.com. (Richardson p. 121)  I actually prefer schooltube.com because I have been able to find more of a variety of videos and higher quality as well.  Today I just used iMovie for the first time while I was subbing for a 9th grade class, and I really can see the benefits that will come out of the experience for myself as well as the students. Podcasts are not as familiar to me as creating videos, but after reading about them they seem easy enough to begin with students.  I would definitely start by listening to some podcasts at home and then in class.  We can compare and contrast what we like about different podcasts.  Then I would give students to chance to work in a group to create a podcast on a specific topic.  I love the idea of podcasting lessons and posting them on a teach website for those students that were absent of just want to review material.  Videos, screencasts, and podcasts all help students develop their reading, writing, listening, speaking, and presentation skills in a very interactive way.

- Chapter 8: Podcasting, Video and Screen casting, and Live Streaming

     These articles express the benefit of using digital media (audio, video, and images) in education.  In the “digital storytelling” article I really like the way that is set up so that the student still has to go through all the same steps to writing a story put the end product is a visual and audio experience.  I think students would really get into adding images to enhance their personal, historical, or informational movies. (Robin, p. 2)  In order to find appropriate images for their movies, students have to be able to analyze the information they have and think at a higher level than if they were just writing it on paper. I did like the section of this article that talked about making sure to review copyright laws with students for when they are using images from the internet, and even gave websites that offer free images to use without any issue.  In the “Digital Language Experience Approach” article it was interesting to see how each student, with varying abilities, worked with the storyboard to improve their learning.  In all three cases the students were able to highlight an area in which they thrived and really express themselves in a way that they weren’t able to do before.  Movies are a great way to get those shy, timid kids to come out of their shell and show their personalities through this “digital language.”
- “The Educational uses of Digital Storytelling” and “Digital Language Experience”

     This article really showed the extent to what we can do with podcasts.  Students can reach students from anywhere in the world with this technology. Teaching different languages can become something a lot more interactive if a foreign language teacher sets up session with a school from a certain country.  The student communication would benefit both the English student and the foreign language student.  The great thing is that whatever podcast you are listening to can be listened to as many times as you would want.  This is perfect for students that need the extra time to listen to a lesson and take in the information several times.  When it comes to review at the end of a unit, all a teacher needs to do is pop a podcast on their website and there is an instant study tool for students. 

- “Podcasting in the Classroom: A sound Effect”

Wikis & RSS Feeds

Google Images

                Throughout school there has always been a negative connotation connected to using Wikipedia and wikis in general.  When doing research projects the first thing we were told was to stay away from Wikipedia, and that it does not count as a resource.  This always confused me because I knew that Wikipedia was written and edited by anyone, but it was constantly being edited and checked for inaccuracies by everyone.  “When mistakes occur or vandals strike, the collaborative efforts of the groups set it straight, usually very quickly.  U of B Professor Alex Halavais tested this by creating 13 errors on various posts on Wikipedia, all of which were fixed within a couple of hours.” (Richardson, p.56) How many other resources can you say that about?  None. Of course they are edited initially, but they are not updated or added to at any time. 

                I love the idea of creating wikis of our own in class.  Students are given the power to put the information out there on a topic for all to see, and then see their work edited and added to.  That seems like a very engaging and rewarding process.  This also gets the students engaged in each other’s work.  Many times teachers have their students do a research project and then present in front of the class, but how many student are actually listening and taking in all the information?   By having them read and respond or edit each other’s wikis they are required to take in the information in order to give feedback. I think I would be backed up by administration to create wikis, but probably not to allow students to use wikis as resources…maybe this will change in the future when people open their eyes to the potential of wikis in school.  I have never created mine own wiki, but I look forward to trying it out, and then use it with my classes!

-> I love this quote… “Please grant me to serenity to accept the pages I cannot edit, The courage to edit the pages I can, And the wisdom to know the difference. –The wiki prayer.” (Richardson, p.69) Very clever.

-Chapter 4: Wikis, Easy Collaboration for All  
               

Google Images

I have been eager to get to the topics of RSS because I had no clue what it was or the possibilities of using it.  I realize the potential of RSS saving a lot of wasted time when going from web page to web page.  “The content comes to you instead of you going to get it, hence Really Simple Syndication.” (Richardson, p.71) I have seen the icon for RSS on many websites, but was never quite sure what it was used for until reading this chapter.  While reading I tried to think of websites that I visit a lot that I might want to add to an “aggregator” on “Google Reader.”  I feel like if you add too many sites or topics to the aggregator it might become too overwhelming and confusing for some people to handle.  If I used this with students I would definitely want to stress the importance of organizing the information correctly and limiting what they send to the aggregator to worthwhile sources.  I liked that Richardson included a checklist for how to make sure websites are worthwhile, which I would share with my students. (p. 74)  I don’t read too many magazines, but RSS would allow me to browse different magazine sites and see which ones perk my interest to send to my aggregator, ALL for FREE!

                As a teacher, I really like the idea of using RSS feeds to check on students blogs and work on the internet.  Instead of having to go to each blog individually, the blogs updated can be sent to the aggregator.  This would save a lot of time and would allow me to be notified when the student is updating their information.  Students could even add an RSS feed into their weblogs.  So that anyone who viewed their blog could also see the updated information from websites they “subscribe” to.  Although this is all unknown territory for me I am excited to try it out for myself.

  -Chapter 5: RSS, the New Killer App for Educators
 

                This article focused on a study done with students in a sixth grade class using wikis to produce new types of literacy.  I really liked that the author shared the potential of using wikis in the class, but also the struggles that came up while using them as well.  We have to use these new literacies smartly.  Like any other tool we use with students we can’t just plop it in their lap and expect them to learn from it and make it all worthwhile. There are going to be glitches and setbacks in learning because it is new to them.  The author write of the outcome of the wikis produced in the class, “the teacher and I were disappointed because students produced “e-literature”’ with small chunks of mostly clichéd writing interrupted by seemingly random collections of pictures with a few hyperlinks.”  (p. 214) Students need to be pushed to a deeper level of thinking because they are so used to using digital language with friends.  The students in this class were to write a story on their wiki in a way that was “radical” after they were inspired by the picture books that were read in class.  I think it was a bit much for the teacher to expect students to just go out and add links to other classmate’s stories to add to their own and links to other pages to bring the story in a different direction.  That is such a new way of thinking that even I would be hesitant to try because I am used to writing a linear story. Wikis will allow students to explore writing in a totally different way, but we have to be patient with them along the process and give them lots of practice.

  -“Radical Change and Wikis: Teaching New Literacies”

  

http://media.smashingmagazine.com/
images/animals-rss-icon-set/

                I agree with the idea that the internet provides us with such a VAST amount of information that we do not use it to our full advantage because it would just take too long.  “We are bombarded with so much information these days that any content that isn’t right in our faces will likely be missed.” (Farkas, p. 34)  We might feel more “plugged” in if we start using RSS feeds to update us on sites that interest us or that we can use for professional development. 

                NewLits.org seems like a very beneficial site to begin follow because it helps educate teachers on new literacies that exist.  This wiki allows anyone to add information, podcasts, videos, pictures, or ideas on new literacies they have found.  We learn about new literacies while “engaging” in new literacies.  We must practice using things like RSS feeds and wikis before we can have our students use them effectively in our classrooms. (http://newlits.wikispaces.com/)

  -“Keeping Up, 2.0 Style” & “Wikis, Digital Literacies, and Professional Growth”

Social Networking and Social Bookmarking

                 The greatest advantage of using social networking in the classroom is the ability to connect with people from all over the world at any time.

Twitter is one social sensation that I have not dabbled in yet.  I now see the potential of using it in a classroom, and hope that in the future more districts open their eyes to the potential of this and other new technology.  I think part of the problem is that with new technology comes more work on the part of the “administrator,”  and a lot of administrators do not want to be responsible for the possible problems that might come up when using social networking in the classroom.  But the truth is there is potential problems that could occur anytime during teaching, and it is how we as teachers and administrators address the issues that will really matter, and have a lasting effect on other students.  Twitter allows teachers to post questions for students to view and quickly respond to.  This can also be done in a discussion board, but why not use something different that students use in their everyday life.  Teaching is all about trying to reach out to your students and finding out their favorite way to learn, so why not try something like Twitter to catch their interest.  I know a teacher that actively has students use edmodo.com, which is mentioned in this chapter.

      Social Bookmarking is not something that I am familiar with or have ever tried, but it sounds like a very useful tool for research.  Delicious.com and Diigo.com both allow us to save our favorite websites and also put tags on them, which in turn allows us to find more resources with the same tags and also to allow others to search for the website we just found.  “By being able to apply many tags to one particular link, we get the added potential of seeing how others might interpret or use resources that we share.” (p.91)  I love the option on Diigo that allows you to save the page and then highlight and add notes that will also be saved for future use.  As an English concentration teacher I would love to be able to have a student’s writing on a blog that I can highlight and add notes to.  Then the student can get on at any time to get feedback to improve on or get feedback on their writing!  During a research project the teacher could be actively involved in helping the students’ research by using these social bookmarking sites.  You can set up a class account where students can help each other, and if they find a page useful for someone else they can just tag that person’s name to it.  These sites might actually be a start to making researching less mundane and anti-social.

- Chapter 6: The Social Web, Learning Together

               

I liked that Richardson points out that social network is used in two ways: “friendship-based ways” and “interest-based ways.”  The purpose of being conscious of sites like Facebook and Ning is that they are growing rapidly in our society, and they have no signs of going away, so as teachers why not use them to educate as well.  “Facebook has become an important online space in our kids’ lives, a space that, once again, no one is teaching them how to leverage for learning.” (p. 133) Now I totally agree that Facebook should not be used as a social connection between students and teachers because that is bordering on inappropriate behavior with a student.  So be safe and don’t friend students because it is not worth the risk.   “Make it clear to your classes that your use of Facebook in “interest-based” not “friendship-based.” (p.136) I like the idea of setting up a limited or private page for a class where they can post related pictures, videos, or ideas.  The example that Richardson brought up got me very excited because using this technique will allow the quiet students in class to have the courage to speak their mind.  I LOVE that.  Ning also sounds like a great site to try because it is more “interest-based” and helps a class become a tighter community, helping each other learn.  I was wondering though why Richardson was so adamant about not clicking the “add Apps” button.  Was it just because he doesn’t want a Ning to become too clustered and confusing?  If you are a teacher that can lay down the ground rules and have trust in your class to use a social network to learn then try it.  It is all about building a classroom that is mature and willing to try learning in a different way they might relate more to.  (This maturity level has time to grow because you can’t use most sites until students are 13 or older anyways)

-Chapter 9: Social Networks, Facebook, Ning, Connections, and Communities

               

Although this article that I chose for my classmates to read was short it has good information for a teacher who is interested in beginning to use Twitter in the classroom.  I like the idea of having instant feedback or discussion about a topic, and students will love the fact that they are “pushing the boundaries” and using Twitter in their class.  I really want to try the collective writing assignment that was discussed in the article.  What a fun way to get kids to write creatively, and it is a collaborative effort of every student in the class. Also get students more involved in a book read in class by having them follow the author’s tweets.  I would have loved to do that in school.  My favorite part of this article was the social action idea that it brought up.  “Have each student in a social students or civics class choose an organization to follow for one month.” (p.23)  They can involve themselves in the community and actually feel like that matter in society and it all began with following a tweet.  I will definitely consider using this idea in any class I teach.

- “Tweacher (n): The Twitter Enhanced Teacher”

               

This article brought up the positive and negative attitudes that go with using social networking in schools.  Although I see the point in the negative comments I would have to disagree with them and side more with Will Richardson on the issue.  There are things that can go wrong when using social networking, but to lessen the problems a teacher needs to prep a class for the assignment, and even make them and their parents sign an agreement.  Many times you will need administrative support and many times you will not get that unless you present a valid and educational reason for wanting to use these websites.  I don’t understand why teachers are so afraid of social networking techniques when it is happening so often in people’s homes.  It is not going to go away and we can’t pretend it is not there.  It is best to bring in all types of new technologies into the mix for a differentiated instruction involving; photos, google earth, twitter, and social bookmarking. 

                Since I am an Elementary teacher and a lot of times these sites are only available to students 13 and older, I really liked the idea of using Voicethread in the classroom to create stories with the little ones.  “The free service allows users to leave voice comments about pictures or video, and enables users to draw on the screen as they comment.” (p.19)  I can see students having a great time using this and getting a lot out of it.  It can also be a way for students to create their own writing and then use voicethread to present it to the class without actually having to stand in front of the class and recite.  My opinion on these new technologies I similar to this; “If you don’t take that golden opportunity to teach students about the responsibility of using these things, you lose a teachable moment.” (p.19)  Students will be more likely remember new information if they experience in ways that are authentic and interesting to them.

- “Social Networking Goes to School”