Sunday, November 20, 2016
Virtual World Deep Sea
I chose to look into some games relating to animals. Some games I looked into were not free and would not download properly such as oceanzer, a type of fish game. I found the following to be easier to play and were educational.
The Virtual World Deep Sea is basically part of National Geographic where you can immerse yourself underwater to search for deep sea life. The virtual world shows animated creatures and when you click on them it gives you information about each. The game is basically to gain knowledge of animals and is for elementary students. There are a few scenes you choose. Once you are there are many links for other more lifelike critter cams. This is one educational simulated activity. You simply move the mouse to look underwater and click on the animals you find. You can choose different scenes. This activity is quick and easy and can be done for individual or group research.
here is the link:
http://animals.nationalgeographic.com/animals/crittercam-virtual-world-deep
There is another game I found addicting and I am not a game player. I do not play games on the computer whatsoever. The game I found was really fun and kind of addicting. It was called
http://www.furry-paws.com
FP is an online dog simulation comprised of fake kennels, fake dogs, fake shows, fake shops and fake things. You must be 13 years and older to play.
There are chat rooms and forums. You start as Citizen Level 1 and need 18 uxp for next level.
The first thing you do is purchase items to take care of your dog of your choice. There are all breeds to choose from. Once you choose a pet you name it and you have to monitor it, check its status, and keep it satisfied. I chose a basset hound because I always wanted one. There are many drop down menus to explore . You are given money to spend on the dog and there are games to play that are fun within the game. You can play a few times a day to add points or money. I played 2 of the games which were really simple but challenging and addicting. You need to herd sheep with a herding dog and the other is identifying types of dog classes such as herding, working and toy dogs. The game requires a lot of time but was easy and free. FP is good for middle school students. It is a game that requires a lot of time. You can show, breed and do other things with the dog.
Sunday, November 13, 2016
Adolescent Interview
I was debating whether to interview a family member or friend for this interview. The family member wanted to do the interview and showed eagerness. I decided on the family member.The adolescent I choose for my interview I will name Jaycee. Names have been changed for privacy purposes. She is 15 years old and a Junior in high school. Most of the answers were right to the point. My guess is she probably wanted to get back to her cell phone, Netflix show or listening to her stored music. The 3 choices of entertainment and pastime of a typical teen.
The Q and A session:
1. What are some social media sites you use?
I use Twitter, Instagram, Snapchat and Vsco (just pictures.)
2. Which social media app is your favorite?
Twitter because it opens you up to good quotes, it is educational and funny. I like how it involves politics.
3. How much time per day do you use social media?
Since I practice for cheerleading now probably about 3.
4. Would you rather use your phone or computer if given the choice?
Definitely, a phone.
5. Do you post pictures or text more?
I text more.
6. At what age should a teen own a phone? or computer?
Thirteen.
7. Are you careful of the text and pictures you send?
Yes.
8. Are you aware of cyberbullying and understand how it can harm someone?
Yes, I am aware.
9. Have you ever had your phone taken away at school?
Yes! My math teacher has me place it in a basket at the beginning of class.
10. Do you follow the rules at school regarding cell phones?
Yes, I follow the rules.
11. Do you feel students should always have access to their cell phones at school?
Not during class.
From a parent's perspective I feel that there is too much access to information on the internet and it makes me uncomfortable. I can monitor but I feel a loss of control because it is difficult to monitor all the time. While it is convenient and tempting to text a child to check on their location or well being, there are times when it is not appropriate. I find myself a victim of the parent that once had texted a child during school hours. I was relieved to hear that she follows the rules in class and that her teacher takes the phone away during math. I feel that it will alleviate to temptation to text. After speaking to a teacher once about the cell phone and teens and how it distracts them, he said we have opened Pandora's Box. He mentioned how it is a problem with homework. I feel this is true, as well. Perhaps more self control needs to be taught or learned. It is hard to set aside the phone with all it's fun apps and do history or math homework.
As far as Jaycee is concerned, her phone is her social connection mostly face timing, chatting, listening to music and staying connected to school and friends via text or pictures. She did mention how much she enjoys to tweet. She has a sense of humor and mentions how many hundreds of likes she once received on Twitter. I didn't know before how much she loved to tweet. I was also shocked how she was aware of someone that was cyberbullied. This is a problem she realizes. What is so difficult is that teens learn by making good and bad choices. It takes one bad choice to learn the hard way and by cyberbullying everything is out open in cyberspace. Nothing is kept private and I feel it is a big issue. Schools should approach the difference between bullying and cyberbullying.
The Q and A session:
1. What are some social media sites you use?
I use Twitter, Instagram, Snapchat and Vsco (just pictures.)
2. Which social media app is your favorite?
Twitter because it opens you up to good quotes, it is educational and funny. I like how it involves politics.
3. How much time per day do you use social media?
Since I practice for cheerleading now probably about 3.
4. Would you rather use your phone or computer if given the choice?
Definitely, a phone.
5. Do you post pictures or text more?
I text more.
6. At what age should a teen own a phone? or computer?
Thirteen.
7. Are you careful of the text and pictures you send?
Yes.
8. Are you aware of cyberbullying and understand how it can harm someone?
Yes, I am aware.
9. Have you ever had your phone taken away at school?
Yes! My math teacher has me place it in a basket at the beginning of class.
10. Do you follow the rules at school regarding cell phones?
Yes, I follow the rules.
11. Do you feel students should always have access to their cell phones at school?
Not during class.
From a parent's perspective I feel that there is too much access to information on the internet and it makes me uncomfortable. I can monitor but I feel a loss of control because it is difficult to monitor all the time. While it is convenient and tempting to text a child to check on their location or well being, there are times when it is not appropriate. I find myself a victim of the parent that once had texted a child during school hours. I was relieved to hear that she follows the rules in class and that her teacher takes the phone away during math. I feel that it will alleviate to temptation to text. After speaking to a teacher once about the cell phone and teens and how it distracts them, he said we have opened Pandora's Box. He mentioned how it is a problem with homework. I feel this is true, as well. Perhaps more self control needs to be taught or learned. It is hard to set aside the phone with all it's fun apps and do history or math homework.
As far as Jaycee is concerned, her phone is her social connection mostly face timing, chatting, listening to music and staying connected to school and friends via text or pictures. She did mention how much she enjoys to tweet. She has a sense of humor and mentions how many hundreds of likes she once received on Twitter. I didn't know before how much she loved to tweet. I was also shocked how she was aware of someone that was cyberbullied. This is a problem she realizes. What is so difficult is that teens learn by making good and bad choices. It takes one bad choice to learn the hard way and by cyberbullying everything is out open in cyberspace. Nothing is kept private and I feel it is a big issue. Schools should approach the difference between bullying and cyberbullying.
Thursday, November 3, 2016
Topics to Research in New Media and New Literacies
Some topics of interest for me in New Media and New Literacies would be related to how students could become motivated to learn while enjoying reading and writing. I really became a fan of blogging and I think that I would like to research how to have students effectively blog in the classroom and at home. I would also like to learn more about e-books after reading an interesting article on research in how to support reading with technology tools within such a fast paced digital age. There is not much research I learned on digital learning and its effectiveness in the classroom. Some articles I read related to digital media were informative. One was regarding research on how one actually learns, another about tools to support reading using digital technology. The others regarding the learner and the effectiveness of computer technology. Here is a brief Annotated Bibliography on the topics of new technologies in digital literacy.
This article reiterates that computer technology is effective for the learning environment but the
degree to the effect varies according to the learner. The article discusses different past and present
research on new media and improvements in technology. I would recommend this article for
anyone studying new media and new literacies.
This article delves into research regarding types of ebooks and what schools can do to help
promote digital learning in literacy and some other fields. The authors also recommend how
digital literacy can be beneficial and what research has been done on the programs
This is a very helpful source to learn more about how schools should deal with new technology.
The handbook was sponsored by the Association of Educational Communications and technology
and it is the second edition. This first section of the handbook focuses on the psychology of
learning theories and learning principles. It also relates these principles to learning new
technologies. I would recommend this handbook section for a basic understanding of behaviors
and learning about the psychology behind how it relates to technology.
10 Years of Media Literacy Education in K-12 Schools. (2011). The National Association for
Media Literacy Education's Journal of Media Literacy Education 3:1 (2011). Retrieved from
www.jmle.org
This article mentions how schools can make effective the use of technology for schools in K-12.
It mentions models school may want to adhere to further develop progress that will continue to
develop robust media literacy education. I would recommend this article for use of K-12
educators.
How Blogging Can Improve Student Writing (2012). TLN Teacher Leaders Network.
Retrieved from htttp://www.edweek.org/
This article describes the process for educators to improve student writing through blogging. It
discusses step by step procedures for successful blogging.
I would recommend this article for anyone interested in beginning to blog with students.
Annotated Bibliography
Current Trends in Educational Technology Research. (2007). Cognitie, Creier, Comportament, 200
(7), 11. Retrieved from http://www.questia.com/library/journal
(7), 11. Retrieved from http://www.questia.com/library/journal
This article reiterates that computer technology is effective for the learning environment but the
degree to the effect varies according to the learner. The article discusses different past and present
research on new media and improvements in technology. I would recommend this article for
anyone studying new media and new literacies.
Technology Tools to Support Reading in the DigitalAge. (2012), 22, no.2. Retrieved from
http://www.future of children.org
http://www.future of children.org
This article delves into research regarding types of ebooks and what schools can do to help
promote digital learning in literacy and some other fields. The authors also recommend how
digital literacy can be beneficial and what research has been done on the programs
This is a very helpful source to learn more about how schools should deal with new technology.
Lawrence Erlbaum Associates. (2004). Handbook of research on Educational Communications and
Technology. Hahwah, New Jersey: Jonassen, David H.
Technology. Hahwah, New Jersey: Jonassen, David H.
The handbook was sponsored by the Association of Educational Communications and technology
and it is the second edition. This first section of the handbook focuses on the psychology of
learning theories and learning principles. It also relates these principles to learning new
technologies. I would recommend this handbook section for a basic understanding of behaviors
and learning about the psychology behind how it relates to technology.
10 Years of Media Literacy Education in K-12 Schools. (2011). The National Association for
Media Literacy Education's Journal of Media Literacy Education 3:1 (2011). Retrieved from
www.jmle.org
This article mentions how schools can make effective the use of technology for schools in K-12.
It mentions models school may want to adhere to further develop progress that will continue to
develop robust media literacy education. I would recommend this article for use of K-12
educators.
How Blogging Can Improve Student Writing (2012). TLN Teacher Leaders Network.
Retrieved from htttp://www.edweek.org/
This article describes the process for educators to improve student writing through blogging. It
discusses step by step procedures for successful blogging.
I would recommend this article for anyone interested in beginning to blog with students.
Topics to Research in New Media and New Literacies
Some topics of interest for me in New Media and New Literacies would be related to how students could become motivated to learn while enjoying reading and writing. I really became a fan of blogging and I think that I would like to research how to have students effectively blog in the classroom and at home. I would also like to learn more about e-books after reading an interesting article on research in how to support reading with technology tools within such a fast paced digital age. There is not much research I learned on digital learning and its effectiveness in the classroom. Some articles I read related to digital media were informative. One was regarding research on how one actually learns, another about tools to support reading using digital technology. The others regarding the learner and the effectiveness of computer technology. Here is a brief Annotated Bibliography on the topics of new technologies in digital literacy.
This article reiterates that computer technology is effective for the learning environment but the
degree to the effect varies according to the learner. The article discusses different past and present
research on new media and improvements in technology. I would recommend this article for
anyone studying new media and new literacies.
This article delves into research regarding types of ebooks and what schools can do to help
promote digital learning in literacy and some other fields. The authors also recommend how
digital literacy can be beneficial and what research has been done on the programs
This is a very helpful source to learn more about how schools should deal with new technology.
The handbook was sponsored by the Association of Educational Communications and technology
and it is the second edition. This first section of the handbook focuses on the psychology of
learning theories and learning principles. It also relates these principles to learning new
technologies. I would recommend this handbook section for a basic understanding of behaviors
and learning about the psychology behind how it relates to technology.
10 Years of Media Literacy Education in K-12 Schools. (2011). The National Association for
Media Literacy Education's Journal of Media Literacy Education 3:1 (2011). Retrieved from
www.jmle.org
This article mentions how schools can make effective the use of technology for schools in K-12.
It mentions models school may want to adhere to further develop progress that will continue to
develop robust media literacy education. I would recommend this article for use of K-12
educators.
How Blogging Can Improve Student Writing (2012). TLN Teacher Leaders Network.
Retrieved from htttp://www.edweek.org/
This article describes the process for educators to improve student writing through blogging. It
discusses step by step procedures for successful blogging.
I would recommend this article for anyone interested in beginning to blog with students.
Annotated Bibliography
Current Trends in Educational Technology Research. (2007). Cognitie, Creier, Comportament, 200
(7), 11. Retrieved from http://www.questia.com/library/journal
(7), 11. Retrieved from http://www.questia.com/library/journal
This article reiterates that computer technology is effective for the learning environment but the
degree to the effect varies according to the learner. The article discusses different past and present
research on new media and improvements in technology. I would recommend this article for
anyone studying new media and new literacies.
Technology Tools to Support Reading in the DigitalAge. (2012), 22, no.2. Retrieved from
http://www.future of children.org
http://www.future of children.org
This article delves into research regarding types of ebooks and what schools can do to help
promote digital learning in literacy and some other fields. The authors also recommend how
digital literacy can be beneficial and what research has been done on the programs
This is a very helpful source to learn more about how schools should deal with new technology.
Lawrence Erlbaum Associates. (2004). Handbook of research on Educational Communications and
Technology. Hahwah, New Jersey: Jonassen, David H.
Technology. Hahwah, New Jersey: Jonassen, David H.
The handbook was sponsored by the Association of Educational Communications and technology
and it is the second edition. This first section of the handbook focuses on the psychology of
learning theories and learning principles. It also relates these principles to learning new
technologies. I would recommend this handbook section for a basic understanding of behaviors
and learning about the psychology behind how it relates to technology.
10 Years of Media Literacy Education in K-12 Schools. (2011). The National Association for
Media Literacy Education's Journal of Media Literacy Education 3:1 (2011). Retrieved from
www.jmle.org
This article mentions how schools can make effective the use of technology for schools in K-12.
It mentions models school may want to adhere to further develop progress that will continue to
develop robust media literacy education. I would recommend this article for use of K-12
educators.
How Blogging Can Improve Student Writing (2012). TLN Teacher Leaders Network.
Retrieved from htttp://www.edweek.org/
This article describes the process for educators to improve student writing through blogging. It
discusses step by step procedures for successful blogging.
I would recommend this article for anyone interested in beginning to blog with students.
Friday, September 30, 2016
a new literacies reader: Chapters 1 and 2
As educators we will face new challenges with digital literacies with more and more technology filtering into our schools and with more and more children learning technology at earlier ages. "In a fundamental way it raises discussions about what it means to be able to "read and "write" as part of our cultural developments today, understood as interpretation of and access to information and how we communicate and express ourselves (Lankshear and Knobel, 2013).
The chapters in the Lankshear and Knobel text were interesting because they gave real educational situations of digital literacy occurred nationally in different settings from educators. It also mentioned many different challenges these educators faced while teaching in different environments. What struck me the most was to hear how long digital literacy is being used in certain areas of the world, such as Norway. The chapters were also very specific in naming websites used in the creation of specific digital media projects. The students in the projects seemed to be young adults. Some had issues with writing while others consisted of students who were computer savvy able to incorporate and manipulate all forms of digital literacy, including remixing. What I found interesting were two examples, the project from Norway concerning exploration and the project in Brooklyn concerning the student A'idah.
I found the two projects to be amazingly effective because they enhanced the learning of these students and empowered them along with the educators. In A'idah's case the student was giving the option to blog and it took off from there. It helped her with her writing and it gave her an audience of readers. The teacher was able to gain a deeper insight into her work and the student was able to express more quickly with her thoughts instead of writing them on paper. I think that by blogging it will make her more willing to write and since she has gained an audience of readers it will encourage her to read more.
As for the other case, the "Antarctica project" I thought this was an amazing technology project because it allowed students from other countries to track two explorers through a database as they traveled to Antarctica. Learning about another country through the internet, pictures, sound, email and chatting versus a book provided an exciting trip. Students in traveled to another continent without leaving the classroom while others created a website from gathered information. This shows how advanced Norway is in adapting technology and using it by "integrating different modalities and knowledge domains in the making of the website and following the expedition" (Lankshear and Knobel, 2013).
Lankshear, C. & Knobel, M. (2013). a new literacies reader. New York:Peter Lang.
The chapters in the Lankshear and Knobel text were interesting because they gave real educational situations of digital literacy occurred nationally in different settings from educators. It also mentioned many different challenges these educators faced while teaching in different environments. What struck me the most was to hear how long digital literacy is being used in certain areas of the world, such as Norway. The chapters were also very specific in naming websites used in the creation of specific digital media projects. The students in the projects seemed to be young adults. Some had issues with writing while others consisted of students who were computer savvy able to incorporate and manipulate all forms of digital literacy, including remixing. What I found interesting were two examples, the project from Norway concerning exploration and the project in Brooklyn concerning the student A'idah.
I found the two projects to be amazingly effective because they enhanced the learning of these students and empowered them along with the educators. In A'idah's case the student was giving the option to blog and it took off from there. It helped her with her writing and it gave her an audience of readers. The teacher was able to gain a deeper insight into her work and the student was able to express more quickly with her thoughts instead of writing them on paper. I think that by blogging it will make her more willing to write and since she has gained an audience of readers it will encourage her to read more.
As for the other case, the "Antarctica project" I thought this was an amazing technology project because it allowed students from other countries to track two explorers through a database as they traveled to Antarctica. Learning about another country through the internet, pictures, sound, email and chatting versus a book provided an exciting trip. Students in traveled to another continent without leaving the classroom while others created a website from gathered information. This shows how advanced Norway is in adapting technology and using it by "integrating different modalities and knowledge domains in the making of the website and following the expedition" (Lankshear and Knobel, 2013).
Lankshear, C. & Knobel, M. (2013). a new literacies reader. New York:Peter Lang.
Wednesday, September 21, 2016
Literacy Debate..What Counts as Literacy?
One may agree that now days students are used to immediate feedback partly because the digital age has taken over their lives and new forms of digital literacy are increasing and improving as we speak. Access to information can all be put online but the choice is ours whether or not we want to use that mode to read. What counts as literacy is being able to read and write while gaining meaning and although one can do this on the Web, the question is which mode is more beneficial. Will books be something of the past in the near future? If you walk into the library you will probably see more people on laptops than reading novels.
I recall putting a CD-ROM in a drive on a Macintosh for my son to read a book and watch his face light up with excitement but now a book online can be easily read to a class by a actor or character of the child's choice. Referring back to the CD-ROM, I recall the objects making sound on the page with a click of the mouse. This is essentially bringing the book to life. It can definitely make reading a fun and educational experience! This may be why children may prefer the computer over a hard cover book.
One good thing about reading online is that one need not even leave the house. Books are more easily attainable and sharing of views and opinions connect children and young adults which makes the sharing of ideas and feedback instantaneous. Perhaps, that is why immediate feedback is so imperative with those who surf the net. One might think of all the reading one is doing while surfing the internet for hours, but the article does question if it is really reading.
Motoko, Rich, (2008, July 27). The New York Times. Retrieved from http://www.nytimes.com/2008/07/27/books/27reading.html?pagewanted=all&_r=1
I recall putting a CD-ROM in a drive on a Macintosh for my son to read a book and watch his face light up with excitement but now a book online can be easily read to a class by a actor or character of the child's choice. Referring back to the CD-ROM, I recall the objects making sound on the page with a click of the mouse. This is essentially bringing the book to life. It can definitely make reading a fun and educational experience! This may be why children may prefer the computer over a hard cover book.
One good thing about reading online is that one need not even leave the house. Books are more easily attainable and sharing of views and opinions connect children and young adults which makes the sharing of ideas and feedback instantaneous. Perhaps, that is why immediate feedback is so imperative with those who surf the net. One might think of all the reading one is doing while surfing the internet for hours, but the article does question if it is really reading.
It states that reading books is "more cognitively enriching, without doubt, than the short little bits that you might get if you're into the 30-second digital mode," said Ken Pugh, a cognitive neuroscientist. (Mitoko, 2008)
This is a good point because engaging in a book, I feel, is more enriching than if one is just surfing the ne without any real purpose. The newer forms of digital literacy have people questioning if it is really reading. I personally, have to say that I do enjoy reading on the screen because, for one reason, I can manipulate the text. I think that I can agree that some children with disabilities have had more positive experiences reading on the web. They may find it easier for several reasons, one because like the article mentions ,they can choose what they want to read more easily and gain immediate feedback. This will, in turn, encourage them to read. Part of literacy is that we encourage and develop an interest for reading and I think that is the most important.
Motoko, Rich, (2008, July 27). The New York Times. Retrieved from http://www.nytimes.com/2008/07/27/books/27reading.html?pagewanted=all&_r=1
Friday, September 16, 2016
Approach to Literacy as Social Practice/Journal Post 1
As an educator the use of new literacies is something we have to confront and accept. We need to find ways to use to allow ourselves to work with students to use digital literacies to think critically, and use safely to enhance learning and present information in acceptable and interesting ways. This will sometimes put pressure on educators to have to keep up with technology, which changes overnight. One of the ideas that were mentioned in the articles was how all this is taking place so rapidly in the workforce. More jobs will probably be available to educators that can adapt to this change along with specialized jobs in the computer science field. Students will need to learn these skills that will prepare them for the workforce and it will be a necessity to have some type of computer knowledge since everything is being stored now on computers. Fore example, when I take my children to the Dr. now the prescriptions are no longer on paper. New digital literacies are being expanded in almost every field and specialized jobs will become available to students who can design and incorporate digital literacy.
"New literacies in contrast with traditional literacies, are more participatory." http://www.digitalcultureandeducation.com/uncategorized/dce_editorial_vol2_iss1_2010/ When a text is made using digital literacy it can be changed and re-shaped, whereas, in the more traditional form of writing, such as in a textbook it cannot. Digital literacy can add more to a text by supplementing with graphics, video, or sound. From a educational standpoint text is being reinforced with visuals which allow digital literacies to reinforce different learning styles and allow creativity. More sense and understanding of text is made using digital literacy perhaps because a student is finding ways to share the information more quickly and gain feedback.
As I read in one of the articles , regarding Digital Literacies ,a Research briefing by the Technology Enhanced Learning phase of the Teaching and learning Research Programme, it mentioned how the making of text and reading of text demands more attention. Students become authors of there own. When a student or individual composes a text or creates a piece of text, they must think about how they design the text, such as font or layout depending who the text is for. If it is a formal paper they may not want to design the text as if they would for a less informal project.
As I see it, as an educator, we have to realize that different literacies are becoming part of our lives and our student's lives. We should become learners and be open-minded to the demands of a more socially diverse world which shares digital and new literacies. With acceptance and open-mindness we will eventually adapt to different types of digital literacies, there design and construction, and how to use it constructively in the lives of our students.
"New literacies in contrast with traditional literacies, are more participatory." http://www.digitalcultureandeducation.com/uncategorized/dce_editorial_vol2_iss1_2010/ When a text is made using digital literacy it can be changed and re-shaped, whereas, in the more traditional form of writing, such as in a textbook it cannot. Digital literacy can add more to a text by supplementing with graphics, video, or sound. From a educational standpoint text is being reinforced with visuals which allow digital literacies to reinforce different learning styles and allow creativity. More sense and understanding of text is made using digital literacy perhaps because a student is finding ways to share the information more quickly and gain feedback.
As I read in one of the articles , regarding Digital Literacies ,a Research briefing by the Technology Enhanced Learning phase of the Teaching and learning Research Programme, it mentioned how the making of text and reading of text demands more attention. Students become authors of there own. When a student or individual composes a text or creates a piece of text, they must think about how they design the text, such as font or layout depending who the text is for. If it is a formal paper they may not want to design the text as if they would for a less informal project.
As I see it, as an educator, we have to realize that different literacies are becoming part of our lives and our student's lives. We should become learners and be open-minded to the demands of a more socially diverse world which shares digital and new literacies. With acceptance and open-mindness we will eventually adapt to different types of digital literacies, there design and construction, and how to use it constructively in the lives of our students.
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