tag:blogger.com,1999:blog-73765649056997914182024-02-19T16:41:46.440-08:00Adolescent Learners in Urban ContextsProfmamanhttp://www.blogger.com/profile/15753575435518259252noreply@blogger.comBlogger15125tag:blogger.com,1999:blog-7376564905699791418.post-71030709103241513642012-05-01T22:23:00.002-07:002012-05-01T22:23:52.408-07:00Media and Technology Critique--Xiaoyu Ma<div style="text-align: left;">
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<b id="internal-source-marker_0.6561118625104427" style="font-weight: normal;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt; text-indent: 36pt;">
<span style="background-color: transparent; color: black; font-family: 'Times New Roman'; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The majority of today’s adolescents pay close attention to Facebook, the most popular social networking website. Today’s youth check the updates every few minutes and spend much of their day scanning Facebook’s news feed page. This new technology modality has strongly influenced many adolescents’ lives including their attitudes and habits towards learning. Since it has become part of adolescents’ daily lives, teachers may consider how to take advantage of Facebook to support their teaching and learning.</span></div>
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<span style="background-color: transparent; color: black; font-family: 'Times New Roman'; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">There are complex considerations, however. Many teenagers have developed an addiction to Facebook and the result of this habit is that they cannot concentrate on their school work. Research shows that some teenagers check their Facebook every two minutes during their school time. The research on high school students shows that students’ learning efficiency and quality have been seriously affected as the continuous updated information and announcement on Facebook distract them from study. In addition, the information on Facebook is so immense that students don’t have ample energy and time to deal deeply with it. Thus, these young users gradually develop a reading habit of skimming. Larry Rosen, a researcher from California has observed 300 adolescents and the result shows that those who use Facebook frequently have poor memory on reading tasks. Facing this problem, teachers may need to set rules for restricting students watching Facebook during the class. However, it is impossible to totally stop students using Facebook, so teachers can take advantage of it. For example, teachers can upload learning materials to Facebook, share some interesting and useful websites or link to projects related to the subject. It will let students feel that teachers are not always trying to restrict them or demand things from them. Teachers may also share information and pictures about their life with their students. Therefore, students can use Facebook to do the work related to academic study.</span></div>
<div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt; text-indent: 36pt;">
<span style="background-color: transparent; color: black; font-family: 'Times New Roman'; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Furthermore, many adolescents are currently using Facebook as a tool for knowing others instead of for communication. There is a phenomenon that most adolescents will want to “friend” each other on Facebook so that they can access each other’s photos, wall, status updates and more. Many times spend lots of their time visiting other’s pages and suppose that they have known each other very well. They pay attention to certain people’s personal update, and it makes them feel like they have communicated with that person. Gradually these observers are not even willing to learn things through verbal communication. Moreover, more and more adolescents prefer to absorb information, interact with others, and log on to Facebook – a virtual world. So for helping students develop healthy and strong communication ability, teachers can create a group for those students who have difficulty spending time away from Facebook, and have them work with a group to do an assignment online. In this way, students can learn more interactive communication, build meaningful relationship with classmates, become more active and engaging in discussion, and more thoroughly explore academic learning.</span></div>
<div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt; text-indent: 36pt;">
<span style="background-color: transparent; color: black; font-family: 'Times New Roman'; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Of course, teachers may encounter many difficulties during application, such as how to control the duration of discussion, and how to keep the students from becoming distracted. However, I believe that Facebook, if used effectively, can be a creative and motivating teaching tool. Since it is hard to change adolescents’ habituation and stop their enthusiastic pursuit for Facebook, then let us teachers take advantage of it and lead adolescents in the right direction.</span></div>
</b></div>Profmamanhttp://www.blogger.com/profile/15753575435518259252noreply@blogger.com0tag:blogger.com,1999:blog-7376564905699791418.post-76580713770516477442012-04-30T12:58:00.004-07:002012-04-30T12:58:58.847-07:00Bronx School Health/Wellness Forum 5/3<div class="separator" style="clear: both; text-align: center;">
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In case anyone is interested in attending, I've attached the above flyer. If anyone would like to volunteer to help at check-in or organize the refreshments, please email me at <a href="mailto:mitch@foodfight.org">mitch@foodfight.org</a></div>
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Thanks!</div>
<br />Mitch Bloom- @LoveRealFoodhttp://www.blogger.com/profile/06823922606282704858noreply@blogger.com0tag:blogger.com,1999:blog-7376564905699791418.post-58629627224829780622012-04-24T13:05:00.001-07:002012-04-24T13:05:20.998-07:00Media & Technology Critique<!--[if gte mso 9]><xml>
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The question of
whether or not the Internet negatively affects student growth is legitimate
given the <span style="color: black;">widespread use of the World Wide Web in
classrooms. While it is important to consider the negative implications of
schools being wired to the Web, it is seems more appropriate to consider the
benefits given the reality that the Internet is here to stay. One of the many
benefits of the Internet is the informative websites that students can use. However,
teachers need to step in and help facilitate the use of these websites so that
students will be able to </span>use the Internet more efficiently and reap the
academic benefits it offers. WebQuests are virtual assignments in which
students are guided through a learning task by a website created by the
teacher. A WebQuest is an inquiry-based activity that not only encourages
cooperative learning but also allows students to analyze information rather
than spend their time looking for it. <o:p></o:p></div>
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One of the most
valuable assets of WebQuests is that they encourage higher order thinking.
WebQuests can be viewed as a challenging game that requires students to use the
Internet as a research tool in order to answer questions, pose hypotheses and
form opinions. There is no such thing as copying and pasting answers in
WebQuests. Teachers are instrumental in designing WebQuests that ask open-ended
questions and raise issues and problems that students can explore. WebQuests
allow students to go beyond fact finding towards an analysis of complex issues
or events. For example, a WebQuest using the Globalization101 website asks
students to consider issues such as human rights, the environment and trade.<o:p></o:p></div>
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Students must work
together and use each other as resources to meet the objectives of a WebQuest.
The value here is that the Internet is often used individually but WebQuests
provide the opportunity to make it a collective experience. In addition, a
quest has greater potential to be a meaningful activity than a teacher
lecturing and students copying notes from the board. WebQuests especially
motivate students who view the Web as a valued part of their culture. WebQuests
teach students effective strategies for using the information found on the
Internet. At the same time, students also need to be reminded to not take
everything they read as fact. Teachers need to be a mediator between the
Internet and students by helping students develop Internet literacy. Internet
literacy consists of research skills, ability to shift through the plethora of
information, as well as finding reliable sources. With the advent of blogs, it
may be harder for students to distinguish between fact and opinion. Teachers
need to keep these things in mind as they find the material on the Web to
complement their WebQuests.<o:p></o:p></div>
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WebQuests support
teaching and learning in Social Studies in a plethora of ways. While history
textbooks only offer one perspective on a topic, a WebQuest with various links
can offer students multiple perspectives. This is particularly advantageous
given the fact that students of history are rarely exposed to a variety of
perspectives that is essential to a more authentic study of history. Moreover, a
WebQuest is an easy way to take students through a time machine. For example, students
can journey back in time to the 1700s during the Colonial Days in America. In
the process, they get to experience what it was like to be the first settlers
of the original 13 colonies.<o:p></o:p></div>
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The possibilities
are endless for WebQuests and teachers can customize them to fit the needs of
their classes. Students have the opportunity to travel back in time with their
classmates in order to come to a collective conclusion. WebQuests are a great
alternative to traditional lessons involving history textbooks and not much
imagination.<o:p></o:p></div>
<!--EndFragment-->Jackie Kimhttp://www.blogger.com/profile/11326630101858310477noreply@blogger.com0tag:blogger.com,1999:blog-7376564905699791418.post-75969074068237871642012-04-22T20:54:00.001-07:002012-04-22T20:54:45.315-07:00Social Media Critique<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%;">TCHL-GE-2515</span></div>
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<span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%;">Xiuyan Wu</span></div>
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<span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%;">Prof. Doucet </span></div>
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<span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 200%;"><span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>Social Media Critique </span></div>
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<span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 200%;"><span style="mso-spacerun: yes;"> </span>Over the past 15 years, social media became one of the most important communication platforms for people and in particular adolescents. Since adolescents spend a lot of time on the internet, they probably receive some positive and negative influences by using the social networks, such as Twitter and MySpace. Therefore, parents, teachers and communities need to be more aware of those social networks. </span></div>
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<span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 200%;"><span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>Twitter is one of the most common and popular social networks that adolescents use in their daily lives. People from different parts of the world can share information through Twitter. Basically, adolescents can write anything on Twitter and upload it to the internet. Meanwhile, they can read other people’s posts and write comments on them. Once teachers incorporate Twitter as one of their teaching tools, students will learn more sufficiently in the daily bases.<span style="mso-spacerun: yes;"> </span></span></div>
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<span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 200%;">Twitter can be used as an online discussion tool for teachers and students. Basically, the teacher can open a discussion group on Twitter. Since mathematics requires students to have more abstract thinking and understanding, a math discussion group is useful for students when they study at home .If students have any question in doing their homework assignments after school, they can ask for help from the class discussion group. The teacher and the other students will answer the questions immediately. Students can learn from each other while they try to ask and response in the discussion group. <span style="mso-spacerun: yes;"> </span>Students who ask questions can gain extract help from their classmates and teachers. Students who response to the questions can practice their problem solving skills.</span></div>
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<span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 200%;">Teachers can use Twitter to share some academic articles to students, especially those articles related to the mathematics content area. For most of times, students feel not motivated enough to study hard in mathematics because they probably think math is only used in the classroom setting. Therefore, teachers need to let students realize mathematics is useful and it happens around the world. As a result, teachers can post some current articles’ links or website on Twitter. Students can read those academic articles at anytime they want to. Moreover, if an article has a tremendous impact to students’ learning development, teacher can let students have a group discussion on Twitter in order to make sure every student reads the article.<span style="mso-spacerun: yes;"> </span></span></div>
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<span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 200%;">In addition, Twitter can be used as an assessment tool for teachers. Most of times, although students know how to solve a problem, they still have difficulties in illustrating the math concept behind that problem. Since students only can type 140 characters at a time on Twitter, teachers can ask students how they interpret a new math concept. For instance, if students learn a new math concept in class, they need to use their own words to interpret the new concept in a concise way. Therefore, students need to use limited words to illustrate their ideas and thoughts completely. </span></div>
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<span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 200%;"><span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>No matter which media we are emphasizing, it has positive and negative approaches to adolescents’ development. Therefore, teachers and parents need to have a close conversation with adolescents, and to tell them to use various social media properly. As an educator, the most important and challenging instructional strategy is to appropriately incorporate social media in teaching in order to motivate adolescents to learn better in school. </span></div>
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<br /></div>Xiuyan Wuhttp://www.blogger.com/profile/15258614073436031454noreply@blogger.com0tag:blogger.com,1999:blog-7376564905699791418.post-89142957468861323782012-04-19T19:46:00.002-07:002012-04-19T19:46:12.133-07:00Media and Technology Critique<br />
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Teaching is no mere task of
presenting written works, helping students understand their value and purpose
or creating exams which test students’ ability to memorize new vocabulary. Teaching is the ongoing process of expanding
an individuals mind through inspirational means of presentation. As teachers, we must lead and introduce new
ideas and methods of learning and practicing.
During our current time of technological progress, we must learn to
adapt to our technological environment in order to successfully educate the
media centered generation.</div>
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Mass media has produced a generation of
beings who are constantly fed new ideas and concepts without conscious
realization. According to the Digital
Media Literacy quiz created by PBS teachers, in 2009, students between the ages
of 8 and 18 spent an average of 10 hours and 45 minutes a day on all forms of
media. Teachers clearly have become
limited to what they can control in their students choice of “academic”
resources. Instead of focusing on
rejecting the use of media and experiencing failure with teaching, educators
can strategically incorporate the most powerful tools for feeding students with
information into their repertoire. </div>
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Of the many forms of media (television, video games, films…) social networking
sites appear to be most useful in aiding the transition of academic learning
through means of media. Facebook, for
example was initially intended and created for and by elite university
students. It served as a platform to
share, comment, and expose information among peers. Facebook has now become one of the world’s
leading social networking websites for its innovative style of networking. It gives individuals the power to express
themselves the way they want to be seen, and attracts curiosity with each new
update. </div>
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Facebook can therefore be a great tool for keeping students interested,
engaged and on task. It is much easier
to connect to your students with something they already use. Many teachers try to use platforms such as
tumblr or epsilon to create a media centered component to their class. The problem with this, however, is that students
end up creating an account for a site they will probably never use again. Logging-in to the site would feel like a requirement
and tedious task. Instead of attempting
to use more professional platforms, teachers can use the site on which students
are most often. By doing so, students
will be more likely to visit the class/group page created for the class or
course since they are already logged on and it is being filtered through their
“newsfeed”. </div>
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Teachers can easily post the days homework, this way students cannot
create excuses such as “I didn’t hear it”.
Teachers can continue class discussions online, while introducing
students to additional sources to help their studies such as videos and
interactive websites. Students can become
familiar with their class peers [allowing students to build stronger
friendships]. Finally, students and
teachers can discuss making conscious decisions about the information they make
public, or what they make available to some circles but not others</div>
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Though heavily centered for social networking, a site like Facebook can
become an educational tool. Opposition
to using such tools for an educational purpose is natural, however adapting to
changing environments is logical.
Teachers need not reject the new trends of their students but embrace
them. Creating a personal connection or
reference to class or lesson is the secret of learning. Social networking websites have the ability
to create such connection on a local and global scale.</div>Mané A.http://www.blogger.com/profile/12266647418894509081noreply@blogger.com0tag:blogger.com,1999:blog-7376564905699791418.post-81112399654310369892012-04-06T07:07:00.002-07:002012-04-06T07:07:26.352-07:00Facebook<!--[if gte mso 9]><xml>
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I
believe Facebook can be a wonderful source to enrich a classroom’s learning
environment. Because Facebook is still a trend, students will enjoy using it as
an educational tool because it still feels relevant and current to their lives.
There are many ways teachers can use the platform that Facebook has easily
created for users, as long as teachers take the time to become familiar with creating
a page. For teachers who incorporate units into their classroom, they can build
a group page, where students can actively post instantly and have the freedom
to post as much as they want about the topic. Let’s say a classroom is studying
a unit on Egyptians. The teacher can give an assignment to the class to each
write a three-sentence fact onto the page, and for the students to comment or
leave questions under a post. This could create discussion, or would let the
teacher know what the students were interested in, to help prepare for the next
class with answers and more lessons. Other fun ways to post would be to upload
videos, pictures, music, or links to other informative websites about the unit.
</div>
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<br /></div>
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After
the unit, teachers and students can debrief about the unit and discuss how
Facebook was used, and the pros and cons of using it in a classroom setting,
and also the use of it outside of school. Teachers can facilitate the discussion
and ask questions that might provoke responses. Questions like, “Have you ever
heard people use the phrase, ‘Once it’s on the internet, it’s there forever?’” “What
do you think that means?” “Do you think people think before they type?” “Is
instant <span style="line-height: 200%;">information a good thing?” “Finding
media (pictures, videos, etc.) is pretty easy to find and post these days. What
can be some problems that arises from this?” Many times people post on the
internet without really thinking about where it came from, or how their posting
can be detrimental to others. Hopefully, these discussions will allow time for
students to reflect on themselves as media and technological users, and become more
aware of how they interact with the media and technology in the</span></div>
<div class="MsoNormal" style="line-height: 200%;">
future.<span class="msoIns"><ins cite="mailto:Sang%20Choi" datetime="2012-04-04T01:12"> </ins></span></div>
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As students are
developing into young adults, many are still searching for </div>
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their identity, and want to attain
more attention on themselves because they want to feel significant. Most often,
they will post things on the internet about themselves, like written
information or photos, and are unaware as to how hurtful it can be to him/her
later on in their lives. Using media in the classroom will allow time for
teachers to further discuss these issues, and help relate to their
developmental needs. You might say things like, “It’s fun to post pictures of
ourselves online, but what are some ways we can be safe with how we go about
posting ourselves online and letting the world see?” <span class="msoIns"><ins cite="mailto:Fabienne%20Doucet" datetime="2012-03-15T17:16"><o:p></o:p></ins></span></div>
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<br /></div>
<!--EndFragment-->Sanghttp://www.blogger.com/profile/16571122744619942901noreply@blogger.com0tag:blogger.com,1999:blog-7376564905699791418.post-77918139636289062032012-04-04T19:28:00.000-07:002012-04-04T19:50:26.610-07:00Media Critique<div align="left" class="MsoNormal" style="margin: 0cm 0cm 0pt; mso-char-indent-count: 2.0; text-align: left; text-indent: 24pt;">
<span lang="EN-US" style="color: black; font-family: "Times New Roman", "serif"; font-size: 12pt;">With the high development of the modern society, educational teaching approaches are no longer instructor-as-authority-and-expert pattern. Technology-supported instruction has been widely introduced and accepted in today’s classrooms. Especially in the field of second and foreign language education, digital media, such as Internet, play an important role in the learning process. As both a life-long language learner and a student major in foreign language education, I strongly advocate for the Internet as a more motivational and effective way to study foreign language under the guidance of a teacher.</span></div>
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<span lang="EN-US" style="color: black; font-family: "Times New Roman", "serif"; font-size: 12pt;">First, by adding sight and sound to the boring knowledge and facts, Internet has led a great revolution in the way of learning. Compared with the traditional way, surfing the Internet holds its own advantages. For instance, with the help of this new digital tool, teachers are not merely transmitters and students are not only recipients. Instead, teachers can let students choose their favorite movies and then assign them some films that related to the lesson they learned recently. Therefore, students will not only have a better idea how to use the language in a communicative setting but also will broaden their horizons. Through this kind of high-interest instructional strategy, students will devote themselves into this new engaging learning process.</span></div>
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<span lang="EN-US" style="font-family: "Times New Roman", "serif"; font-size: 12pt;"><span style="color: black;">Moreover, unlike printed books, an </span><a href="http://www.blogger.com/" style="mso-comment-date: 20120404T2217; mso-comment-reference: FD_1;"><span style="color: black;">Internet</span></a></span><span style="color: black;"><span class="MsoCommentReference"><span lang="EN-US" style="font-size: 8pt;"><span style="mso-special-character: comment;"><span style="font-family: Calibri;"> </span></span></span></span><span lang="EN-US" style="font-family: "Times New Roman", "serif"; font-size: 12pt;">-based learning environment will satisfy adolescent’s diverse learning levels and needs. Teachers can guide different level learners to use different online sources to improve their language study. For example, teachers can choose some target language songs for novices to arouse their study interests. And for intermediate level students, teachers can recommend to them some good foreign websites and let them read updated articles and listen news report with subtitles. What is more, students can even download movies that have bilingual subtitle so that students will have a better understanding of culture and be able to know how to use slang and master the standard foreign language in a pleasant atmosphere. As for the advanced learners, educators can suggest they search more sophisticated topics, such as presidential debates and dramas in order to let learners have a deep look at the politics of the foreign countries and analyze their literacy. </span></span></div>
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<span lang="EN-US" style="font-family: "Times New Roman", "serif"; font-size: 12pt;"><span style="color: black;">However, despite the internet's advantages for gaining information and knowledge, there are also flaws. Sometimes, students passively accept all sound bites, masses of advertisement, and fragments of information etc when surfing the Internet. For instance, instead of in-depth knowledge, what students get is only popular culture which can be easily appreciated by the majority. </span><span style="color: black;">The completeness and depth of information have to submit to the entertaining and intricate plot. </span></span><span lang="EN-US" style="color: black; font-family: "Times New Roman", "serif"; font-size: 12pt;">That’s why it is also teachers’ responsibility to organize group discussions in class and let students write short response paper for the purpose of thinking carefully, and generating their own ideas, approaching the real essence of learning---critical thinking and creation.</span></div>
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<span lang="EN-US" style="color: black; font-family: "Times New Roman", "serif"; font-size: 12pt;">To sum up, powerful technology such as Internet can enhance largely students’ learning ability and help them effectively gain knowledge under the appropriate teachers’ guidance. Nevertheless, reading textbooks cannot be completely replaced by Internet and still occupies its dominant position as a way of learning. In the final analysis, the best approach of learning is to be informed by Internet and be enlightened by books.</span></div>
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</div>Fei Liuhttp://www.blogger.com/profile/01304831875339662241noreply@blogger.com0tag:blogger.com,1999:blog-7376564905699791418.post-16039240106616125212012-04-03T03:49:00.000-07:002012-04-03T04:06:26.575-07:00Facebook in Teaching & Learning: Meeting the Net Generation on Their Level<div class="MsoNormal" style="margin: 0in 0in 0pt; text-indent: 0.5in;">
<span style="color: #b4a7d6; font-family: "Microsoft Sans Serif", "sans-serif";">Without a doubt, we live in the age of Facebook. Its millions of users attract millions more seemingly every day as easier access to technology and internet proliferate modern day life. The social firestorm that it is has not come without controversy. Private lives become more and more public and the question of personal privacy and property becomes increasingly muddled. Many peers my age have thought critically about de-activating their Facebook accounts in attempt to reclaim themselves from the public sphere. Already having graduated high school and having laid the foundations for our adult identities when Facebook first emerged, we can easily recall the simpler days before Facebook’s arrivals and sometimes even long for them. Those just a few years younger than us who are definitively considered to be kids of the Net Generation, however, have never known a world without social networking defining their adolescence. Herein lies the challenge for adults, parents, and teachers raising up this generation to follow and forge new footsteps in the world.</span><br /><br />
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<span style="color: #b4a7d6; font-family: "Microsoft Sans Serif", "sans-serif";">Even a younger adult like me must re-adjust her expectations about how these youth perceive the world. As an aspiring teacher, this burden is in some ways even greater as I must learn to try to make an old machine—the U.S. education system—remain contemporary and relevant to its users—students. Though not currently in a classroom, I do work with high-schoolers in a weekend mentoring program. At 15 and 16, they do not know life without Facebook since they were only 7 or 8 when Facebook first arrived. The irony is that this particular group of students was not even in the U.S. when Facebook hit since they are all recent immigrants. One can imagine how wide the socio-cultural, technological gap was when they first arrived in the U.S., and then wonder in amazement how quickly and easily they bridged it to become prolific users of the internet. In spite of their beginning proficiency in English, they chat, check-in with each other, share likes and dislikes, and articulate their hopes, dreams, and frustrations, illustrating an impressive fluency in this medium of communication. It is a tool that has allowed them to bridge the worlds of identity they balance between their new lives in the U.S. and their previous lives in their home countries. They wear their hearts on their Walls, and in order to strengthen our mentor-mentee relationships with them, as group leaders, we utilize Facebook to meet them on their level.</span><br /><br />
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<span style="color: #b4a7d6; font-family: "Microsoft Sans Serif", "sans-serif";">We share interesting news articles and resources about current events with our mentees, and also comment and joke with them. There are many photo albums full of funny pictures with equally entertaining captions. Managing this kind of online relationship with them is not a difficult task for most of the mentors since we are Facebook users ourselves, and our relationship with them is not such a formal one that overtones of being viewed as authority figures loom. But naturally, this kind of relationship may prove to be more difficult for classroom teachers who often struggle to maintain respectful student-teacher relationships in-person in their classrooms. Thus, the pros and cons for teachers of using Facebook in the same manner that we do needs additional consideration. While I am actually quite apprehensive of having this kind of online relationship with my future students and think it is precarious for a teacher to maintain, I have heard of teachers who manage it with great success.</span><br /><br />
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<span style="color: #b4a7d6; font-family: "Microsoft Sans Serif", "sans-serif";">Therefore, it should not be stricken from teachers' toolboxes as a way of facilitating teaching and learning, and even more so of fostering relationships, but it is a personal choice for each teacher depending on her or his level of comfort with the technology. I think what is possible and within reach of all teachers is finding a way to allow Facebook and other social networking tools to become a medium for student-centered, self-directed learning. However, students capable and mature enough to manage self-directed learning do not come out of thin air, so internet literacy and manners must be a part of classroom dialogue and teaching. This literacy is not just the responsibility of teachers to impart, but parents as well. Those less familiar with Facebook shy away from trying to understand it as a lens through which their youth view the world, but in doing so, we deprive them of skills needed to think critically and discern appropriate uses of this sometimes unwieldy medium. With our high-schoolers, mentors rarely hesitate to "call out" mentees when they use derogatory or hurtful language with their group peers on Facebook. While it is not the opportunity to lecture in full on the reasons why they should adjust their online behavior, it is still a veritable "teachable moment". In the classroom, these should not just be teachable moments, but standard parts of the curriculum, for instance in an English Language Arts class when students learn to manipulate character, voice, and perspective in their writing.</span><br /><br />
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<span style="color: #b4a7d6; font-family: "Microsoft Sans Serif", "sans-serif";">I agree that Facebook as it stands today may not be the best modality for teaching and learning, but teachers and parents much understand that it is a modality among adolescent learners that will not disappear any time soon. Therefore, they need to supply their students and children with the appropriate skills to manage this modality of life just as they might teach them to deal with writing an analytical argument in essays or financial responsibility at home. At its very core, Facebook is a tool for communication, and communication is at the heart of how we pass on our knowledge and history to future generations.</span></div>laurenmoffhttp://www.blogger.com/profile/10173209468892402317noreply@blogger.com0tag:blogger.com,1999:blog-7376564905699791418.post-40675296219769042212012-04-01T11:06:00.002-07:002012-04-01T11:08:13.314-07:00xtranormal<br />
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As a future
educator in the modern age of technology, it is crucial to be able to maintain up-to-date
knowledge on new technologies. Regarding Social Studies Education, teaching is
no longer constrained to using textbooks, primary sources, and maps, but now we
must incorporate technology as well. I investigated a media website that allows
adolescents to not only use computers in the classroom, but learn historical
figures and events as well. <o:p></o:p></div>
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As I searched the internet,
I came across an interactive site, called xtranormal.com that will allow each
of my students to create movies about history. For example, this allows students to build
characters, write historical scripts, and make connections between historical
figures. I
thought that this site would be useful because it allows students who may be
visual learners to create historical figures and scenarios using an online
movie-making tool. To make sure this site would suit a 7<sup>th</sup> grade
social studies classroom, I made my own characters and scripts to practice. I created a short movie of Theodore Roosevelt
talking to Woodrow Wilson about their political views which I believe would be
an excellent way for students to connect these Progressive presidents’ polices
and platforms because they are able to see it firsthand. <o:p></o:p></div>
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The
website is set up for students to make videos, where they choose which
historical figure on the site they would like to use. After they pick the
historical character, they write a script that pertains to their character. The
cartoon figures on the website then speak the script that was created by the
students. In a way, this could be used as a jigsaw method of teaching, where
each group presents their own characters to the class, which allows many historical
characters to be covered in the class. Another positive aspect of the site is
that after they complete the video, the students can share their work with
their peers using Facebook, Twitter, and YouTube. <o:p></o:p></div>
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Adolescents today
respond well to interacting with media in the classroom. <span style="color: #1a1a1a;">Video-making websites are
accessible and liked by today’s generation of students, because they are proficient in using these kinds of mediums. Since they use these technologies in their
everyday life, a website like xrtanormal.com is a tool for teachers to embrace
their student's<span class="msoIns"><ins cite="mailto:Fabienne%20Doucet" datetime="2012-03-20T16:16"></ins></span></span><br />
<span style="color: #1a1a1a;"><span class="msoIns"> natural abilities with computers.
The visual nature of websites and technology today are ingrained in students
daily life and we as teachers must adapt to the on going changes with in
technology in order for our students to be successful.</span><o:p></o:p></span></div>
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Many teachers may
be wary about using a site such as xtranormal.com due to the fact that students
may not take it seriously. However, I believe if monitored correctly the
website can be very effective. Not only is this useful for social studies literary
strategies, but it<br />
can be interdisciplinary as well.
The students are forced to use their knowledge of history and then utilize that
information into writing a script. Writing the script allows students to improve
their writing and<span class="msoIns"><ins cite="mailto:Fabienne%20Doucet" datetime="2012-03-20T16:17"></ins></span>literacy skills as well as improve
their knowledge of history, revealing the interdisciplinary value of using
technology in the classroom. For teachers, it is important to view the website
and create practice videos before assigning this kind of project to their students.
Lessons should not rely solely on this site, but be incorporated as an
assessment or project<u>-</u>based
assignment. Since adolescents today are more engaged with multi-media
components, xtranormal.com allows for both excitement and learning in the
classroom.<br />
<o:p></o:p></div>
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</div>Mauri Harrishttp://www.blogger.com/profile/09584826740541954167noreply@blogger.com0tag:blogger.com,1999:blog-7376564905699791418.post-32913308930978073202012-03-28T08:26:00.001-07:002012-03-28T08:26:26.581-07:00Facebook in the classroomFacebook has become the leading social network platform in the world. This media is now used for information sharing, marketing, business, identity platforms, social connections, dating and much more. As with anything that is used too much or too often, and just like many places in the world or in society, negative aspects do arise. The truth is, social networking is not going to disappear any time soon. So how do we as teachers channel positive energy into a medium that holds negative aspects, and how do we use this popular social network in our own teaching? Facebook, or social networking as a whole, has become one of the most controversial subjects surrounding adolescents. Because of the strong focus on the negative aspects of a platform like Facebook, the potential positive uses and learning potential has been greatly overlooked.<br /> As a future ESL teacher I can see this medium used in many ways. In the classroom, Facebook can be used as an information hub for the class and parents, where information on the class, assignments, resources and discussions can be held collectively to further provide educational tools inside and outside the classroom. Facebook use encourages, reading and writing in both a native or second language, sharing of ideas across the globe, and cultural awareness i.e. language, customs, beliefs. I see using social network platforms, that some adolescents are already so familiar with, as a way to engage them in writing, reading and using the language in meaningful ways that help them to learn. Using these resources in the classroom also teaches valuable technology skills to students who may not have prior access. For bilingual students or recent immigrants, Facebook can be used to stay connected with the home country while also providing continued use of their first language. <br /> The most obvious dangers surrounding Facebook evolve from denial and restriction of use by parents, which can lead to an uninformed entrance to the world of Facebook by adolescents. Since so many schools and businesses today use Facebook as a filtering system, by highlighting strengths, we can help students build strong and positive Facebook platforms of themselves, and use Facebook like an extended media resume or portfolio of the self. By teaching children the dangers and consequences that result from poor choices made on the internet, we can begin to use these valuable resources as tools in the classroom and in society as a whole.<br /> As an introduction, the class could create a page together, where the students learn of the various settings and rules, functions and components, and become familiar with the valuable amenities that the medium has to offer. With the knowledge we hold of how popular social networking cites like Facebook are, and the notion that they will be used by adolescents, we need to address the social fears and problems that are intertwined in the medium to teach our children how to safely and tactfully use these available resources, by discussing current events on the subject, and addressing students concerns and questions. By setting examples for effective and productive use of social networking, we can prevent many of the problems that cause so much of the negative critiques toward it. Therefore, the job and duty of parents and teachers is to bring the positives and the negatives to the forefront of a child's attention and channel energies into the more positive aspects. In the twenty first century technology and media are becoming more important in the daily lives of people. As teachers, it is our job to not only teach academic subject matter to our students, but also to teach life skills. With this ever growing dependency on technology to perform tasks and skills in the world, addressing these platform’s uses is a crucial life skill in today's day and age. The pros outweigh the cons when it comes to social networking platforms used by adolescents. Once we have effectively taught students how the media works and how they can use it productively in their lives, the education process can begin.Sadie Savoyhttp://www.blogger.com/profile/13223187860466735045noreply@blogger.com0tag:blogger.com,1999:blog-7376564905699791418.post-71933251243540378922012-03-27T17:03:00.004-07:002012-03-27T17:18:10.041-07:00Twitter: Extension of Learning<!--[if gte mso 9]><xml> <w:worddocument> <w:view>Normal</w:View> <w:zoom>0</w:Zoom> <w:punctuationkerning/> <w:validateagainstschemas/> <w:saveifxmlinvalid>false</w:SaveIfXMLInvalid> <w:ignoremixedcontent>false</w:IgnoreMixedContent> <w:alwaysshowplaceholdertext>false</w:AlwaysShowPlaceholderText> <w:compatibility> <w:breakwrappedtables/> <w:snaptogridincell/> <w:wraptextwithpunct/> <w:useasianbreakrules/> <w:dontgrowautofit/> <w:usefelayout/> </w:Compatibility> <w:browserlevel>MicrosoftInternetExplorer4</w:BrowserLevel> </w:WordDocument> </xml><![endif]--><!--[if gte mso 9]><xml> <w:latentstyles deflockedstate="false" latentstylecount="156"> </w:LatentStyles> </xml><![endif]--><!--[if gte mso 10]> <style> /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Times New Roman"; mso-fareast-font-family:"Times New Roman"; mso-ansi-language:#0400; mso-fareast-language:#0400; mso-bidi-language:#0400;} </style> <![endif]--><!--[if gte mso 9]><xml> <w:worddocument> <w:view>Normal</w:View> <w:zoom>0</w:Zoom> <w:punctuationkerning/> <w:validateagainstschemas/> <w:saveifxmlinvalid>false</w:SaveIfXMLInvalid> <w:ignoremixedcontent>false</w:IgnoreMixedContent> <w:alwaysshowplaceholdertext>false</w:AlwaysShowPlaceholderText> <w:compatibility> <w:breakwrappedtables/> <w:snaptogridincell/> <w:wraptextwithpunct/> <w:useasianbreakrules/> <w:dontgrowautofit/> <w:usefelayout/> </w:Compatibility> <w:browserlevel>MicrosoftInternetExplorer4</w:BrowserLevel> </w:WordDocument> </xml><![endif]--><!--[if gte mso 9]><xml> <w:latentstyles deflockedstate="false" latentstylecount="156"> </w:LatentStyles> </xml><![endif]--><!--[if gte mso 10]> <style> /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Times New Roman"; mso-fareast-font-family:"Times New Roman"; mso-ansi-language:#0400; mso-fareast-language:#0400; mso-bidi-language:#0400;} </style> <![endif]--> <p class="MsoNormal"><span style="font-size:100%;"><a href="http://twitter.com/"><br /></a></span></p><p class="MsoNormal" style="font-family:verdana;"><span style="font-size:100%;"><a href="http://twitter.com/">Twitter</a>: the micro-blogging platform that limits user posts to 140 characters or less. But it is more than just a micro-blog or a Web 2.0 platform. Twitter has evolved into a community—one that consists of countless subcultures—that connects users both locally and globally. These sub-cultures and sub-communities are often contextualized and differentiated using <a href="http://support.twitter.com/groups/31-twitter-basics/topics/109-tweets-messages/articles/49309-what-are-hashtags-symbols#">hashtags</a>, which are denoted by using a preceding # sign. As a micro-blog, Twitter differs from other blogging platforms in that it is more fast-paced and conversational—one might even say that it combines blogging with instant messaging. This set-up makes interacting feel more genuine and less contrived than posting to a discussion board, or even a class blog. Twitter-users are constantly engaged in sharing, filtering, sorting, cataloging and archiving information.</span></p> <p class="MsoNormal" style="font-family:verdana;"><span style="font-size:100%;">How are adolescents using Twitter and how can Twitter be used in a class-setting? Not only are adolescents using Twitter to express and share their own ideas, but they also comment on local and global events and issues. They are building and shaping their identities through tweeting original content, <a href="http://support.twitter.com/groups/31-twitter-basics/topics/109-tweets-messages/articles/77606-faqs-about-retweets-rt#">retweeting </a>(sharing something someone previously tweeted), and selecting tweets as <a href="http://support.twitter.com/articles/14214-about-favorites#">favorites</a>. In a class-setting, Twitter is ideal for encouraging participation and extension of learning. For example, using Twitter, a student who is generally quiet in class has the ability to transfer his or her internal thoughts and externalize them. Twitter encourages participation beyond just providing an alternative to raising one’s hand or offering verbal responses in class; it opens up opportunities for students to connect with other students, academics and professionals. They experience exposure to and participation in learning communities, in which the very things they are learning in class are tangible and relevant to real-life.</span></p> <p class="MsoNormal" style="font-family:verdana;"><span style="font-size:100%;">Teachers can create Twitter accounts specifically for certain classes they teach and use the account to post announcements or questions for students to think about and answer, expand upon class conversations, share relevant resources and other media—including websites, videos, pictures—that relates to the class. Students can also pose questions, share information and resources, and engage in collaborative learning. They are just as involved in exploring as the teacher. To guide and mediate class discussions online, teachers can implement hashtags for students to use when posting for class. Another useful feature is creating <a href="http://support.twitter.com/groups/31-twitter-basics/topics/111-features/articles/76460-how-to-use-twitter-lists#">lists</a>—these can be used to keep track of students participating in the Twitter conversations and can also serve as a resource of other Twitter users students can follow and interact with. All of these features contribute to teaching students the value and benefits of being part of a community, as well as how to be responsible digital citizens.</span></p> <p class="MsoNormal"><span style="font-family:verdana;font-size:100%;">Some potential cons to using Twitter in class are that it might end up being more of a distraction. Twitter can be, and is, fun—students will be challenged to balance this sentiment with their academic work. There is the risk of students using Twitter for other purposes—including cyberbullying. Also, there is an issue of accessibility—some students may not have access to a computer or the Internet at home and might feel left out of this extension and exploration beyond the classroom. Because Twitter is a global social network, it is difficult for teachers to keep tabs on all of the personal connections students make beyond the class-use of Twitter. The Internet continues to be a hunting ground for things like identity theft and other scams. This provides a teaching opportunity to teach about discretion and the consequence of over-divulging on a public forum. When using Twitter for class purposes, teachers should model good digital citizenship practices and teach that as part of their lessons. </span><span style="font-size:100%;"><br /></span></p><p style="text-align: right;" class="MsoNormal">.<br /></p>Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-7376564905699791418.post-22033655159988779392012-03-27T12:07:00.000-07:002012-03-27T12:08:13.698-07:00<div style="border-top-style: none; border-right-style: none; border-left-style: none; border-width: initial; border-color: initial; border-image: initial; border-bottom-style: solid; border-bottom-color: rgb(79, 129, 189); border-bottom-width: 1pt; padding-top: 0in; padding-right: 0in; padding-bottom: 4pt; padding-left: 0in; "> <p class="MsoTitle" align="center" style="text-align: center; "><span >YouTube</span><span style="font-size: 100%;"><o:p></o:p></span></p> </div> <p class="MsoNormal" style="font-size: 100%; text-indent: 0.5in; line-height: 200%; "><span style="font-size:12.0pt;mso-bidi-font-size:11.0pt;line-height:200%"><o:p> </o:p></span></p> <p class="MsoNormal" style="font-size: 100%; text-indent: 0.5in; line-height: 200%; "><span style="font-size:12.0pt;mso-bidi-font-size:11.0pt;line-height:200%">Adolescents, as a group, are incredibly active contributors to YouTube material. It is a platform with which nearly all students are familiar, and even if some are not, its user-friendliness makes it easy to bring students up to speed for use as a learning tool. Adolescents not only use YouTube to feel their thoughts are legitimate, but also to experiment with professional fields such as reporting and the arts.<o:p></o:p></span></p> <p class="MsoNormal" style="font-size: 100%; text-indent: 0.5in; line-height: 200%; "><span style="font-size:12.0pt;mso-bidi-font-size:11.0pt;line-height:200%">YouTube has been used in projects around engaging children and adolescents in healthy eating<a href="file:///C:/Users/Owner/Desktop/Class/Urban%20Adolescent%20Learners/Bloom-%20YouTube%20Media%20Critique--graded.docx#_edn1" name="_ednref1" title=""><span class="MsoEndnoteReference"><!--[if !supportFootnotes]--><span class="MsoEndnoteReference"><span style="font-size:12.0pt;mso-bidi-font-size: 11.0pt;line-height:115%;font-family:"Calibri","sans-serif";mso-ascii-theme-font: minor-latin;mso-fareast-font-family:Calibri;mso-fareast-theme-font:minor-latin; mso-hansi-theme-font:minor-latin;mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;mso-ansi-language:EN-US;mso-fareast-language: EN-US;mso-bidi-language:AR-SA">[i]</span></span><!--[endif]--></span></a>, but its power as a teaching tool may be underutilized. Although using it for Universal Design for Learning may take some creativity considering the need for active and even public contribution to most parts of the broadcasting process, its power lies in its popularity and familiarity among students, its ability to provoke competition, and its capacity for students to make it emotionally relevant. Popular videos on YouTube have emotional draws to them, so creating lessons around researching, analyzing, and judging the successful elements- such as emotional draw, length, production value, etc – would be engaging, and further, could be used for the first part of low to high sequencing of a <i>SAFE</i> lesson<sup>1</sup>.<o:p></o:p></span></p> <p class="MsoFootnoteText" style="font-size: 100%; "><span class="MsoFootnoteReference"><span style="font-size:11.0pt;mso-bidi-font-size:10.0pt"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-size:11.0pt;mso-bidi-font-size:10.0pt;line-height:115%;font-family: "Calibri","sans-serif";mso-ascii-theme-font:minor-latin;mso-fareast-font-family: Calibri;mso-fareast-theme-font:minor-latin;mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman";mso-bidi-theme-font:minor-bidi; mso-ansi-language:EN-US;mso-fareast-language:EN-US;mso-bidi-language:AR-SA">[1]</span></span><!--[endif]--></span></span><span style="font-size:11.0pt;mso-bidi-font-size:10.0pt"> Adapted from: </span><span style="font-size: 9pt; font-family: Verdana, sans-serif; ">Crawford, Glenda.<span class="apple-converted-space"> </span></span><i style="text-align: -webkit-auto; ">Differentiation for the Adolescent Learner : Accommodating Brain Development, Language, Literacy, and Special Needs</i><span style="text-align: -webkit-auto; ">. Thousand Oaks, CA: Corwin PressPrint.</span><span style="font-size:11.0pt;mso-bidi-font-size:10.0pt"><o:p></o:p></span></p> <table class="MsoTableGrid" border="1" cellspacing="0" cellpadding="0" style="font-size: 100%; border-collapse: collapse; border-top-style: none; border-right-style: none; border-bottom-style: none; border-left-style: none; border-width: initial; border-color: initial; border-image: initial; "> <tbody><tr> <td width="21" valign="top" style="width:15.45pt;border:solid windowtext 1.0pt; mso-border-alt:solid windowtext .5pt;padding:0in 5.4pt 0in 5.4pt"> <p class="MsoFootnoteText"><span style="font-size:9.0pt;mso-bidi-font-size: 10.0pt">S<o:p></o:p></span></p> </td> <td width="618" valign="top" style="width:463.35pt;border:solid windowtext 1.0pt; border-left:none;mso-border-left-alt:solid windowtext .5pt;mso-border-alt: solid windowtext .5pt;padding:0in 5.4pt 0in 5.4pt"> <p class="MsoFootnoteText"><span style="font-size:9.0pt;mso-bidi-font-size: 10.0pt">“Set up” the content knowledge base. These questions focus on basic comprehension and factual responses.<o:p></o:p></span></p> </td> </tr> <tr> <td width="21" valign="top" style="width:15.45pt;border:solid windowtext 1.0pt; border-top:none;mso-border-top-alt:solid windowtext .5pt;mso-border-alt:solid windowtext .5pt; padding:0in 5.4pt 0in 5.4pt"> <p class="MsoFootnoteText"><span style="font-size:9.0pt;mso-bidi-font-size: 10.0pt">A<o:p></o:p></span></p> </td> <td width="618" valign="top" style="width:463.35pt;border-top:none;border-left: none;border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; mso-border-top-alt:solid windowtext .5pt;mso-border-left-alt:solid windowtext .5pt; mso-border-alt:solid windowtext .5pt;padding:0in 5.4pt 0in 5.4pt"> <p class="MsoFootnoteText"><span style="font-size:9.0pt;mso-bidi-font-size: 10.0pt">Pose questions that are more “analytic” in nature and require students to interpret knowledge through contextual clues.<o:p></o:p></span></p> </td> </tr> <tr> <td width="21" valign="top" style="width:15.45pt;border:solid windowtext 1.0pt; border-top:none;mso-border-top-alt:solid windowtext .5pt;mso-border-alt:solid windowtext .5pt; padding:0in 5.4pt 0in 5.4pt"> <p class="MsoFootnoteText"><span style="font-size:9.0pt;mso-bidi-font-size: 10.0pt">F<o:p></o:p></span></p> </td> <td width="618" valign="top" style="width:463.35pt;border-top:none;border-left: none;border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; mso-border-top-alt:solid windowtext .5pt;mso-border-left-alt:solid windowtext .5pt; mso-border-alt:solid windowtext .5pt;padding:0in 5.4pt 0in 5.4pt"> <p class="MsoFootnoteText"><span style="font-size:9.0pt;mso-bidi-font-size: 10.0pt">“Focus” thinking in a new direction.<o:p></o:p></span></p> </td> </tr> <tr> <td width="21" valign="top" style="width:15.45pt;border:solid windowtext 1.0pt; border-top:none;mso-border-top-alt:solid windowtext .5pt;mso-border-alt:solid windowtext .5pt; padding:0in 5.4pt 0in 5.4pt"> <p class="MsoFootnoteText"><span style="font-size:9.0pt;mso-bidi-font-size: 10.0pt">E<o:p></o:p></span></p> </td> <td width="618" valign="top" style="width:463.35pt;border-top:none;border-left: none;border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; mso-border-top-alt:solid windowtext .5pt;mso-border-left-alt:solid windowtext .5pt; mso-border-alt:solid windowtext .5pt;padding:0in 5.4pt 0in 5.4pt"> <p class="MsoFootnoteText"><span style="font-size:9.0pt;mso-bidi-font-size: 10.0pt">Stimulate “evaluative” thinking which persuades students to appraise, assign value, and reflect.<o:p></o:p></span></p> </td> </tr> </tbody></table> <p class="MsoFootnoteText" style="font-size: 100%; "><o:p> </o:p></p> <p class="MsoNormal" style="font-size: 100%; text-indent: 0.5in; line-height: 200%; "><span style="font-size:12.0pt;mso-bidi-font-size:11.0pt;line-height:200%">Once students are <i>set-up</i> with research guidelines for YouTube searches and <i>analyze</i> the effective elements, teachers could move onto <i>focusing</i> the students on creating a video of their own and have students <i>evaluate</i> it based on the number of previously identified elements they incorporate and on the number of hits their video gets (which they can establish based on similar video and which provides a challenge).<o:p></o:p></span></p> <p class="MsoNormal" style="font-size: 100%; text-indent: 0.5in; line-height: 200%; "><span style="font-size:12.0pt;mso-bidi-font-size:11.0pt;line-height:200%">This same type of lesson can be used to train students to recognize the reasons behind the publishing of videos on YouTube and to criticize and evaluate their validity, legitimacy, and potential for impact. This critical understanding would arm them against the persuasive content that may be targeting them that does not consider their wellbeing, which expands well beyond food. I work with a non-profit organization called FoodFight (foodfight.org) that does work similar to this lesson and is seeing staggering changes in teachers’ and high school students’ attitudes towards food across New York City. FoodFight offers workshops, curriculum materials, and support to guide teachers and their students to a completely different way of thinking about food and how food impacts our lives. Teachers and students become, in a sense, food <i>detectives. </i>This cultivation of detective-like critical lenses and voices is essential to life skills. And so if YouTube can help us with that cultivation, then let us use it to teach towards heartier educational harvests. Too far with the metaphor? Sorry. I get pretty excited about food.<o:p></o:p></span></p> <p class="MsoNormal" style="font-size: 100%; text-indent: 0.5in; line-height: 200%; "><span style="font-size:12.0pt;mso-bidi-font-size:11.0pt;line-height:200%"><o:p> </o:p></span></p> <div style="font-size: 100%; "><!--[if !supportEndnotes]--><br clear="all"> <hr align="left" size="1" width="33%"> <!--[endif]--> <div id="edn1"> <p class="MsoEndnoteText"><a href="file:///C:/Users/Owner/Desktop/Class/Urban%20Adolescent%20Learners/Bloom-%20YouTube%20Media%20Critique--graded.docx#_ednref1" name="_edn1" title=""><span class="MsoEndnoteReference"><!--[if !supportFootnotes]--><span class="MsoEndnoteReference"><span style="font-size:10.0pt;line-height:115%;font-family:"Calibri","sans-serif"; mso-ascii-theme-font:minor-latin;mso-fareast-font-family:Calibri;mso-fareast-theme-font: minor-latin;mso-hansi-theme-font:minor-latin;mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;mso-ansi-language:EN-US;mso-fareast-language: EN-US;mso-bidi-language:AR-SA">[i]</span></span><!--[endif]--></span></a> <a href="http://www.youtube.com/watch?v=in7THnJvHac">http://www.youtube.com/watch?v=in7THnJvHac</a><o:p></o:p></p> </div> </div>Mitch Bloom- @LoveRealFoodhttp://www.blogger.com/profile/06823922606282704858noreply@blogger.com0tag:blogger.com,1999:blog-7376564905699791418.post-1542033273369549842012-03-26T21:13:00.000-07:002012-03-26T21:15:02.553-07:00Media and Technology Critique<br />
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<span style="font-family: 'Times New Roman', serif; font-size: 12pt;">Who would have imagined that social networking websites
would greatly boost the evolution of human social interaction in the 21<sup>st</sup>
century? Among them, Facebook, enjoying a global user population of 600
million, stands out distinctively. Since it has become an inseparable part of
many adolescents’ daily life, teachers should build the link between the
technologies so often used by today’s youth to enhance their educational
development. Although challenges may hinder its successful practice in
education, this continuously developing modality of technology is what
interests me most.<o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman', serif; font-size: 12pt;">With Facebook, users from anywhere around the world can, not
only chat with someone by a simple click, but also have quick access to their
friends’ latest news. Once logged into Facebook, users can clearly see what
their friends are doing, how they felt recently, what they like or dislike. In
summary, this social media platform establishes the most encompassing tool for
its users to speak out their voices with their real identities. Collaborated
with the third party, Facebook also enables people to update their latest news
via other channels, especially through the third party applications installed
on smart phones. Besides its convenience for communication, it also plays the
role of conveying multi-dimensional information, including movies, music,
pictures, articles, and so on. Moreover, it creates a unique opportunity for people
to organize activities and make them public. In general, the invention of
Facebook has dramatically facilitated social interactions.<o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman', serif; font-size: 12pt;">Although it contributes to building friendships and
spreading information, it is not without its problems. Users, especially young
people, spend considerable amounts of time on each of their visits to its
website, either via mobile or non-mobile devices. They constantly visit their
friends’ homepages, and add comments to people’s status and passages. Some of
them even rely on Facebook or have developed some addiction to it.
Additionally, adolescent users are easily exposed to age-inappropriate
information, including violence, racism, and pornographic messages. <o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman', serif; font-size: 12pt;">In this scenario, with social media becoming an intricate
part of adolescents’ lives, how should teachers use this double-edged sword
wisely in their instructions? Since Facebook is a perfect stage for students to
share their ideas with each other, teachers can establish a homepage for the
class in order to help forge positive relationships amongst students and
teachers. In traditional classroom settings, many teachers find it challenging
to get along with their students well. While on Facebook, teachers and students
get to know each other better in a more casual way. As a result, students are
more willing to consult their teachers, and teachers know students’ academic
needs more clearly. As we all know, the harmonious and interactive atmosphere
will serve as the base of the successful teaching in the future.<o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman', serif; font-size: 12pt;">Besides boosting mutual understanding, Facebook is a useful
tool for foreign language teachers like me to give students language trainings.
As a Mandarin teacher, I think that a natural language environment can be
created on Facebook. Since people use Facebook for communication, communicative
goals in a language class can be partly achieved through Facebook. By setting
up weekly discussions and establishing certain rules for assessing students’
comprehension and language proficiency, students are required to respond to
their teachers’ status or articles in Chinese. Since students are technology
savvy and accustomed to visiting the site, they are more willing to complete
their assignments and practice typing Chinese characters in this way.
Meanwhile, teachers can also moderate and control the access to the homepage,
and maintain focus on the topics under discussion. <o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman', serif; font-size: 12pt;">In addition, they can also post assignments, useful links,
and samples of work on Facebook regularly. Music, videos, and pictures related
to the target subject or the current lesson can motivate students’ interest.
For my language class, I will post songs (Chinese lyrics), movies (Chinese
transcripts, culture), pictures (word flashcards, culture) on Facebook in order
to create a multi-sensory language-learning environment for students. Various
language exposures through different media can stimulate students to acquire
knowledge more quickly. Moreover,
teachers can organize certain academic or social and subject-related events on
Facebook. For example, teachers can arrange a visit to the</span> <span style="font-family: 'Times New Roman', serif; font-size: 12pt;">Museum of Chinese in America, and let them know the history
of China and early Chinese immigrants’ life in the U.S. As a language teacher,
I believe this gives students an access to various learning experiences and language
producing.<o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman', serif; font-size: 12pt;">Although Facebook does have a potentially negative side,
such as overuse and distraction, these could be overcome through appropriate
management and regulations. As for teenagers who tend to lack self-control and
be more immature, teachers and school counselors can work together in aiding
students to moderate their use of the Internet. Peer supervision may also be a
good alternative in this case. <o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman', serif; font-size: 12pt;">Generally, teachers and students can both benefit from the
powerful functions that Facebook possesses on a daily basis if this social
networking website is adopted wisely. Although Facebook appears as relatively
new tool in the modern education, what teachers should bear in mind is that
they always use such a tool to lead students on the way of becoming responsible
and self-motivated learners ultimately.<o:p></o:p></span></div>
<br />Huichen Yuhttp://www.blogger.com/profile/00475164338567307266noreply@blogger.com0tag:blogger.com,1999:blog-7376564905699791418.post-40350559953283994742012-03-26T19:06:00.001-07:002012-03-26T19:06:16.073-07:00Facebook Community<!--[if gte mso 9]><xml>
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<span style="font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi;">Facebook Community<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi;"> Facebook offers students a sense of
community in an era in which students are increasingly being drawn into the
cyber world. Facebook allows students to create a profile that is individual to
them, and allows them to interact with friends and family while also staying
plugged in. Facebook users utilize this website for various purposes including:
interacting with each other both publically and privately through Facebook
walls and chat, respectively; sharing pictures/videos, links, information, interests,
current locations, music, ideas, items for sale, and etc; managing planning of
events; and group communication. Facebook allows students to interact with each
other in a manner that the classroom alone does not allow. Friendships and
relationships are strengthened in a way through this online community. Also,
unlike other social networking media, Facebook connects users through networks
and displays mutual friends, which encourages students to interact with people
they may know – not strangers. <o:p></o:p></span></div>
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<span style="font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi;"> Students know all about fostering
their own community in the cyber world through Facebook – far beyond what older
generations know about using various Facebook features to contribute to the
community. If teachers master Facebook, it can be used in multiple ways in the
classroom. Teachers can use Facebook as a means to communicate with their
students – whether this means posting homework and important information on
Facebook or collecting assignments. Students can also use Facebook to interact
with each other for group projects and other tasks. A danger of Facebook can be
online bullying or the fact that students use the Internet as a source to
publicize their feelings, which can be solved if teachers (and parents) are on
Facebook themselves monitoring student activity from the inside.<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi;"> In history classes specifically,
students can create Facebook profiles as a means to empathize with historical
figures. For example, students can be assigned historical figures for whom they
will create Facebook profiles demonstrating their knowledge about the assigned
figure and interact with other historical figures in the classroom by posting
on each others’ walls, creating events for actual historic events, and other
outlets that Facebook provides. Through this anachronistic community, students
can learn history in a way they can relate – seeing “James Madison is attending
the Constitutional Convention” on one’s timeline may be an effective way to
remember historic events and occurrences. As technology is always changing,
newer ways to incorporate history can be found. New features like the timeline
can be used as an interactive way to map out history. Teaching using the
technology that is familiar to students allows for more engagement with the material,
and allows students to create a community of historical figures that interact
with each other. Using Facebook in this manner ties together present day
technology with past history and ideas allowing students to empathize with
generations past. <o:p></o:p></span></div>
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<span style="font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi;"> Tying together history and Internet
safety, this lesson can incorporate the lesson that what happens on the Internet,
like decisions made in history, is permanent. One wrong photo upload or one
wrong decision by a historical figure can have reverberating effects on the
future. This is an idea important to all history, and knowing this can teach
students to think twice about their actions on the Internet. The patterns seen
in history are being continued on the Internet through the Facebook community,
making it a vital website for teachers to monitor and use.<o:p></o:p></span></div>
<!--EndFragment-->Ashma Patelhttp://www.blogger.com/profile/03492581232619730891noreply@blogger.com0tag:blogger.com,1999:blog-7376564905699791418.post-4327393627166523562012-03-26T14:48:00.002-07:002012-03-26T14:54:40.654-07:00The Internet and the School<p class="MsoNormal" align="center" style="text-align: left;line-height: normal; "><span class="Apple-style-span" style="font-family: 'Times New Roman'; font-size: 19px; "><b>By: Brent Peaslee</b></span></p> <p class="MsoNormal" style="line-height:normal"><span style="font-size:12.0pt; font-family:"Times New Roman""><span style="mso-spacerun: yes"> </span><o:p></o:p></span></p> <p class="MsoNormal" style="text-indent:.5in;line-height:normal"><span style="font-size:12.0pt;font-family:"Times New Roman"">Education may be the most exciting field to enter during this technological era. The traditional rules of teaching are being entirely rethought. What and how a student learns once </span><span style="font-size:12.0pt;font-family:"Times New Roman"; color:windowtext">were dependent on where a student lives and the economic status of both that region and of their</span><span style="font-size:12.0pt; font-family:"Times New Roman""> own family. Now with savvy Internet skills and the will to learn, a world class education can be free. Typically I am a strong opponent of technology in the classroom. I see it as a novelty rather than an effective teaching tool. Even young students in middle school whom I have helped tutor see the flaw in firing teachers to hire smart boards and ipads. In 2009 Congress released an eight year study that found no academic advantage to using technology in the classroom (Mathematica, 2009). However, after personal research it is apparent that the Internet can be an effective teaching <u>aid</u> if used and marketed to students correctly.<o:p></o:p></span></p> <p class="MsoNormal" style="line-height:normal"><span style="font-size:12.0pt; font-family:"Times New Roman""><span style="mso-spacerun: yes"> </span><span style="mso-tab-count: 1"> </span>These two websites,</span><a href="http://www.khanacademy.org/"><span style="font-size:12.0pt;font-family:"Times New Roman";color:black;text-decoration: none;text-underline:none"> </span></a><a href="http://www.khanacademy.org/"><span style="font-size:12.0pt;font-family:"Times New Roman";color:#1155CC">www</span></a><a href="http://www.khanacademy.org/"><span style="font-size:12.0pt;font-family: "Times New Roman";color:#1155CC">.</span></a><a href="http://www.khanacademy.org/"><span style="font-size:12.0pt;font-family: "Times New Roman";color:#1155CC">khanacademy</span></a><a href="http://www.khanacademy.org/"><span style="font-size:12.0pt;font-family: "Times New Roman";color:#1155CC">.</span></a><a href="http://www.khanacademy.org/"><span style="font-size:12.0pt;font-family: "Times New Roman";color:#1155CC">org</span></a><span style="font-size:12.0pt; font-family:"Times New Roman"">, and </span><a href="http://www.ted.com/"><span style="font-size:12.0pt;font-family:"Times New Roman";color:black;text-decoration: none;text-underline:none"><span style="mso-spacerun: yes"> </span></span></a><a href="http://www.ted.com/"><span style="font-size:12.0pt;font-family:"Times New Roman"; color:#1155CC">www</span></a><a href="http://www.ted.com/"><span style="font-size:12.0pt;font-family:"Times New Roman";color:#1155CC">.</span></a><a href="http://www.ted.com/"><span style="font-size:12.0pt;font-family:"Times New Roman"; color:#1155CC">TED</span></a><a href="http://www.ted.com/"><span style="font-size:12.0pt;font-family:"Times New Roman";color:#1155CC">.</span></a><a href="http://www.ted.com/"><span style="font-size:12.0pt;font-family:"Times New Roman"; color:#1155CC">com</span></a><span style="font-size:12.0pt;font-family:"Times New Roman"">, are tools that will define education in the near future. The Khan Academy is a free service that tutors students on a wide variety of subjects from pre-algebra to calculus to American politics and economics. Teachers can track and aid their own students. Adolescents to adults are using this free service to educate themselves on topics of interest or even as a free tutor for difficult classes. TED videos are short 5-20 minute lectures from individuals who are at the top of their fields. The mission of TED talks is to spread ideas that can help improve the world. The video links and transcripts of the lectures are free and typically very enjoyable to hear. How can these online resources positively affect my field of teaching?<o:p></o:p></span></p> <p class="MsoNormal" style="line-height:normal"><span style="font-size:12.0pt; font-family:"Times New Roman""><span style="mso-spacerun: yes"> </span><span style="mso-tab-count: 1"> </span>The focus of my degree is Teaching English as a Second Language. If my students are adolescents then most of my students are taking courses outside of my ESL classroom. They will be taking math, science, history and other required academic classes. Many of them will be pulled out of these classes to enter mine and most of them will be struggling with all of these subjects. These are strong minds who are simply experiencing difficulty communicating their ideas. These two websites will be vital in my classroom. The Khan Academy has nearly every subject that my students will encounter from 6th to 12th grade. With over 2700+ videos in English, and many translated into other languages, this site has the potential to save my students’ education. They will simultaneously work on their English while keeping up with their academic classes. The TED videos will be a way to connect with my students. They will have access to the elites in their fields of interest, such as gaming, arts, and entertainment, while being exposed to the English Language on a topic they love. These sites are an invaluable resource to my classroom.<o:p></o:p></span></p> <p class="MsoNormal" style="line-height:normal"><span style="font-size:12.0pt; font-family:"Times New Roman""><span style="mso-spacerun: yes"> </span><span style="mso-tab-count: 1"> </span>Both of these sources have been critically acclaimed all over the world. Their greatest downfall is that they are only found on the Internet. This modality is both a great education tool and a great distraction to an individual’s education. The pitfalls of the Internet have been well documented. It is a great time waster and it provides exposure to the worst aspects of humanity. All of this within a few clicks away. As a teacher I think it is important to know that students can and will access the negative aspects of the Internet, but if you emphasize the benefits (Khan Academy, TED videos) they will have exposure to the positive aspects of the Internet as well. It is impossible to make someone want to learn, however these sites can connect learning with a student’s interests. Allowing my adolescent students to choose which Khan Academy lessons most apply to them or which TED talks relate to their interests I am providing them with the freedom they want while still achieving my own course objectives. The negative aspects of the Internet may always exist but websites like the Khan Academy and TED Talks will steer students in the right direction.<o:p></o:p></span></p> <p class="MsoNormal" style="line-height:normal"><!--[if !supportEmptyParas]--> <!--[endif]--><o:p></o:p></p> <p class="MsoNormal" style="line-height:normal"><!--[if !supportEmptyParas]--> <!--[endif]--><o:p></o:p></p> <p class="MsoNormal" style="line-height:normal"><!--[if !supportEmptyParas]--> <!--[endif]--><o:p></o:p></p> <p class="MsoNormal" style="line-height:normal"><!--[if !supportEmptyParas]--> <!--[endif]--><o:p></o:p></p> <p class="MsoNormal" style="line-height:normal"><b>Works Cited<o:p></o:p></b></p> <p class="MsoNormal" style="line-height:normal"><!--[if !supportEmptyParas]--> <!--[endif]--><o:p></o:p></p> <p class="MsoNormal" style="margin-left:.5in;text-indent:-.5in;line-height:normal"><span style="font-size:12.0pt;font-family:"Times New Roman"">Mathematica. (2009). <i>Educational technology: Does it improve academic achievement?</i></span><span style="font-size:12.0pt;font-family:"Times New Roman"">. Retrieved from http://www.mathematica-mpr.com/education/edtech.asp<o:p></o:p></span></p> <!--EndFragment-->bp928http://www.blogger.com/profile/01446548058438472601noreply@blogger.com1