I think blogs and Diigo are good for classes because they allow for interaction directly between the creator and viewer. There is plenty of room for discussion, students can always go back for more updates, etc. I'm not a big fan of wikis for classes though. While its true also of blogs and Diigo that anyone can post things, at least with the first two their is some level of accountability for who says what. Wikipedia might be good for getting simple background knowledge on a topic, but might not be right for a classroom setting.
One Web 2.0 site that I'm interested in is Brightly, a website on reading strategies that can be helpful to both parents and teachers. Covering everything from the importance of story time to the best books for 9 and 10 year old children, it provides information in a fun manner that gets the reader excited about reading with children. It suggests books to tie in larger topics as well, which would be especially useful in cases where teachers have to decide between an in depth history lesson or an in depth language arts lesson. This way, the teacher could do both by incorporating a book with a historical theme.
I could see Google Glasses being incorporated, but more in the way of smart phones rather than something the school buys. I could definitely see students using glasses to help themselves stay on schedule and on task, as well as creating a way for students to take more efficient notes. While reading the article, I kept thinking about various teachers who would get angry about students having their hands raised in the middle of a lecture. They preferred for you to write it down and then ask it later. I could see something similar being done with the glasses, where the students could write out the question before their very eyes, and just have it ready to go once the teacher started taking questions.
Monday, October 10, 2016
Monday, October 3, 2016
Post #4
My early experiences have so far been pleasant. I followed a handful full of history twitters that, while maybe not useful for the class, are quite interesting. I've retweeted a few things from edutopia and I've been keeping up with events in the politics of education, something I was not particularly interested in, via the Department of Education. Especially in this sense, using my twitter for work could definitely help me stay up to date with my field.
The digital divide refers to the fact that not all students have the same accessibility to software as other students. In the case of application software, like presentation software, students may find themselves falling behind if they do not have these software available to them outside of class. Even if a teacher does not require or expect students to do so, students with plenty of access at home can spend more hours practicing what they learned in class, as compared to a student who has little to no access outside of the classroom. In an example for graphics software, take my little sister: growing up, she had plenty of access to computers both at home and at school. When she came home after school, she would open up the Paint program and make characters and scenes by using the basic tools. As time went on, she became more practiced and picked up on the more nuanced skills that one can use in Paint. She now wants to create video games. If she hadn't had early access in which she was able to hone in her abilities, she might not have as much potential as she currently does. A similar situation can apply to imaging software. A student who has helped their parents fix family photos via photoshop at home will potentially have a greater success in an assignment calling for the creation of a fake magazine. Even if the students can only work during class, one student may have years of experience where another student is starting the project with a blank slate. Reference software can also pose similar problems. When I was growing up, it was an internet game to go to a random location on google earth and try to find the nearest airport while on street view. Part of the fun was that, since google earth's street view had just been released, it was a bit difficult to navigate. Now, while finding the airport may still be difficult, I know the basics of using Google Earth. Others who did not have ready access to computers at home might not be able to say the same.
When evaluating websites, it is important to see if you can find the author(s)'s name(s), because this implies some level of accountability for what the site does, says, etc. Bias should be taken note of, because any bias changes how a person should use the website. Content, of course, is very important, because you're relying on the content to be correct and right. Design is important especially when discussing a topic in which images are heavy and/or necessary. Technical effects might not be the most important, but a poorly set-up website could imply that it might not be the most reliable source. Personally, when looking at a website, I like to see if it mentions the last date it was updated. New information is constantly coming forward and I need the most up to date for my research. I also check for affiliations. Something affiliated with a government department, for example, would probably be more credible than one affiliated with a news network, which can give bias.
The digital divide refers to the fact that not all students have the same accessibility to software as other students. In the case of application software, like presentation software, students may find themselves falling behind if they do not have these software available to them outside of class. Even if a teacher does not require or expect students to do so, students with plenty of access at home can spend more hours practicing what they learned in class, as compared to a student who has little to no access outside of the classroom. In an example for graphics software, take my little sister: growing up, she had plenty of access to computers both at home and at school. When she came home after school, she would open up the Paint program and make characters and scenes by using the basic tools. As time went on, she became more practiced and picked up on the more nuanced skills that one can use in Paint. She now wants to create video games. If she hadn't had early access in which she was able to hone in her abilities, she might not have as much potential as she currently does. A similar situation can apply to imaging software. A student who has helped their parents fix family photos via photoshop at home will potentially have a greater success in an assignment calling for the creation of a fake magazine. Even if the students can only work during class, one student may have years of experience where another student is starting the project with a blank slate. Reference software can also pose similar problems. When I was growing up, it was an internet game to go to a random location on google earth and try to find the nearest airport while on street view. Part of the fun was that, since google earth's street view had just been released, it was a bit difficult to navigate. Now, while finding the airport may still be difficult, I know the basics of using Google Earth. Others who did not have ready access to computers at home might not be able to say the same.
When evaluating websites, it is important to see if you can find the author(s)'s name(s), because this implies some level of accountability for what the site does, says, etc. Bias should be taken note of, because any bias changes how a person should use the website. Content, of course, is very important, because you're relying on the content to be correct and right. Design is important especially when discussing a topic in which images are heavy and/or necessary. Technical effects might not be the most important, but a poorly set-up website could imply that it might not be the most reliable source. Personally, when looking at a website, I like to see if it mentions the last date it was updated. New information is constantly coming forward and I need the most up to date for my research. I also check for affiliations. Something affiliated with a government department, for example, would probably be more credible than one affiliated with a news network, which can give bias.
Monday, September 26, 2016
Post #3
I feel pretty comfortable with most of the standards. My thesis deals with consuming media and analyzing the different ways a variety of forms of media presents one topic. I could, however, feel more comfortable with creating media, specifically those dealing more with quantitative data.
I want to teach at a college level so I would deal mostly with Web 2.0 and 3.0. I myself have worked on projects using Palantir, which integrates Web 3.0 by allowing users to make a visual map/web of concepts, images, ideas, etc. I used the software to help a Ph.D. student make a map of the Porajmos, the Roma-Sinti Holocaust during WWII. The work I did connected her research to other researches, to documents, to monuments dedicated to the Roma-Sinti, and so forth. It can now be used as an educational resource and I'd like to see more students spend time on it. Because I'd want them to be contributing to content that would educate others, I would need to emphasize the importance of using only credible sources, giving complete citations. and clear links to other related topics.
For the newsletter, I'm not used to working with two columns so it took some tinkering to make it look the way I wanted it to. I expected to be able to click over into the second column, instead of having to wait for it to carry over to the other side, which definitely influenced how I formatted things. I wasn't the biggest fan of this assignment, mostly because I couldn't really make it relevant to my preferred teaching grade (aka post-secondary). I made it for 10th but even then I had a hard time believing that a tenth grade class would actually have a newsletter. That said, I could definitely use it for some of the organizations I'm involved with on campus.
I want to teach at a college level so I would deal mostly with Web 2.0 and 3.0. I myself have worked on projects using Palantir, which integrates Web 3.0 by allowing users to make a visual map/web of concepts, images, ideas, etc. I used the software to help a Ph.D. student make a map of the Porajmos, the Roma-Sinti Holocaust during WWII. The work I did connected her research to other researches, to documents, to monuments dedicated to the Roma-Sinti, and so forth. It can now be used as an educational resource and I'd like to see more students spend time on it. Because I'd want them to be contributing to content that would educate others, I would need to emphasize the importance of using only credible sources, giving complete citations. and clear links to other related topics.
For the newsletter, I'm not used to working with two columns so it took some tinkering to make it look the way I wanted it to. I expected to be able to click over into the second column, instead of having to wait for it to carry over to the other side, which definitely influenced how I formatted things. I wasn't the biggest fan of this assignment, mostly because I couldn't really make it relevant to my preferred teaching grade (aka post-secondary). I made it for 10th but even then I had a hard time believing that a tenth grade class would actually have a newsletter. That said, I could definitely use it for some of the organizations I'm involved with on campus.
Sunday, September 18, 2016
Blog #2
The biggest way I've used MS Word was writing papers. So many papers. I'm working on an Honor's Thesis right now so I use word for everything from notes to keeping track of books. I have a document that I use to help me figure out how to organize my paragraphs on the document for my actual thesis. I have a document for a timeline to help me keep things understandable on a larger level (the thesis is on WWII espionage).
In ninth grade we had to do a research project and use three different types of media as sources - books, websites, newspapers, videos, journals, etc. The whole point was to softly figure out how to use MLA formatting. I've since had teachers use library scavenger hunts, fill in the blank worksheets, and games to teach us how to use different formats. They forgot to mention that these standards change, and that different fields require different formats. Until I got to college, I had no idea what Chicago or Turabian were, only that all of my history professors wanted me to use it, which was a problem since I only knew MLA. I basically had to teach myself this new method, and while it wasn't the hardest thing to do, I wish my teachers had taught me earlier on. If I ever worked in a secondary school setting I'd probably use the library scavenger hunts, where students have to find their own sources and then convert them into correctly formatted citation models. This was the most fun way for me, largely because I'm very competitive, even about the smallest things.
The biggest thing I've gotten out of PLN is I've been seeing a lot more articles than I usually do that could help me as both a student and an educator. Additionally I'm getting to see what my peers care about, which in turn could make it easier to work with them in the future. I'm excited to see how they benefit me in the future.
In ninth grade we had to do a research project and use three different types of media as sources - books, websites, newspapers, videos, journals, etc. The whole point was to softly figure out how to use MLA formatting. I've since had teachers use library scavenger hunts, fill in the blank worksheets, and games to teach us how to use different formats. They forgot to mention that these standards change, and that different fields require different formats. Until I got to college, I had no idea what Chicago or Turabian were, only that all of my history professors wanted me to use it, which was a problem since I only knew MLA. I basically had to teach myself this new method, and while it wasn't the hardest thing to do, I wish my teachers had taught me earlier on. If I ever worked in a secondary school setting I'd probably use the library scavenger hunts, where students have to find their own sources and then convert them into correctly formatted citation models. This was the most fun way for me, largely because I'm very competitive, even about the smallest things.
The biggest thing I've gotten out of PLN is I've been seeing a lot more articles than I usually do that could help me as both a student and an educator. Additionally I'm getting to see what my peers care about, which in turn could make it easier to work with them in the future. I'm excited to see how they benefit me in the future.
Monday, September 12, 2016
Sunday, September 11, 2016
Blog Post #1
By 4pm today, I had read several articles for class, communicated with teachers, and researched for my thesis. All of this was done on a computer. It was a given that these things would be done with a computer, and I never considered another scenario in which I would complete these tasks. Technology is a given in many aspects of life today. Articles and assignments are posted online via class websites, I communicate with my teachers primarily through email, and I have near-endless sources with which to write papers. I'm lucky enough to be technologically literare, but it took learning. My teachers gave me projects to be completed with "online scavenger hunts." As a future professor, I know the importance of technology and how it can help or hinder students. Web 2.0 allows for greater and more accessible peer feedback, but it also opens the doors to less credible resources like Wikipedia. I would have liked more discussion on this in the chapter, but I assume that will be covered in later chapters.
I'm glad they specify critical thinking as a standard for students to learn, because finding can be difficult if you don't know how to think critically, but can be surprisingly easy if one has those skills. For example, while looking at a wikipedia page, it is important to recognize that the article itself isn't scholarly, but the sources at the bottom of the article may offer good bits of information for a person looking for credible sources. I feel a little uncomfortable with the teaching standards, specifically the idea of making one project that brings together multiple ways of learning. As the book said, people learn in a variety of ways, and having something for everyone seems complicated and difficult.
I don't have a problem with the term "digital native," although I think it's important to note that I live a privileged life wherein technology has been available to me my entire life, and that is certainly not true of all members of my generation. The issue I have with this term comes more from how teachers interpret it. In the eyes of some teachers, my ability to use technology gets read as an assumed owner of technology. For example, one of my teachers (a digital immigrant) is requiring the purchase of ExamSoft, which will allow me to view my test and quiz scores immediately after finishing a test and make grading easier for my professor, who is teaching a 200 person class. The problem is, the program is to be used on laptops in class. I own a laptop, but it is old, crashes a lot, and doesn't connect to wifi reliably. So while she is trying to integrate technology to help all, my ability to take tests is actually being hindered. I hope that when I am in her position, I don't make similar mistakes of assuming technology is available to all of my students without first consulting. I imagine that the technology they use will cover much more of their life than current technology covers mine, so I will need to learn how it affects them, and also how accessible the new tools really are.
Monday, August 29, 2016
First Post
This is my senior year of college so I'm fairly familiar with most forms of technology that we will talk about in class. I've made videos for public history classes, I've used excel sheets to organize data I've collected in archives, and I've written way too many papers. I received a small bit of money last fall to take a a research trip to Boston, where I looked through the archives of the Schlesinger library at Harvard, where I used a "hover camera" program to take pictures of different items from the collections, which were then immediately uploaded to my computer. It was a really cool experience and I got a lot of photos, mostly because there was some really interesting stuff in the collection of Katherine M. Keene, a woman who worked for the OSS during WWII.
I'm not too familiar with making podcasts and I could use a little more practice with excel, but I feel fairly comfortable with my knowledge so far. I want to be a professor some day so I'm hoping this class will help me build specific strategies to use in future classes. Additionally, I'd like to feel a bit more comfortable in the fields I'm weak in, in order to be a more effective instructor as well as student in the future.
I'm fairly balanced on most spectrum of learning styles, but according to the survey I'm definitely more verbal than visual. I found this surprising as I usually have a hard time taking in information when it's only spoken and have to ask for a repeat, but I definitely work better when I'm able to think allowed, ask questions, and verbally go through steps even when I'm by myself. For the most part my learning style seems to be situational, which I agree with.
I'm not too familiar with making podcasts and I could use a little more practice with excel, but I feel fairly comfortable with my knowledge so far. I want to be a professor some day so I'm hoping this class will help me build specific strategies to use in future classes. Additionally, I'd like to feel a bit more comfortable in the fields I'm weak in, in order to be a more effective instructor as well as student in the future.
I'm fairly balanced on most spectrum of learning styles, but according to the survey I'm definitely more verbal than visual. I found this surprising as I usually have a hard time taking in information when it's only spoken and have to ask for a repeat, but I definitely work better when I'm able to think allowed, ask questions, and verbally go through steps even when I'm by myself. For the most part my learning style seems to be situational, which I agree with.
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