3,063 Matching Annotations
  1. Feb 2019
    1. Good online readers know the tools and strategies that can be used to search for and locate people, resources, and information. They then know how to judge the credibility of these sources.1

      This is an important skill for both educators and students to have

    2. 1) develop more educators, advocates, and community leaders who can leverage and advance the web as an open and public resource, and 2) impact policies and practices to ensure the web remains a healthy open and public resource for all. In order to accomplish this, we need to provide people with open access to the skills and know-how needed to use the web to improve their lives, careers, and organizations.

      The goals here represent how Mozilla focuses on how to help people through giving positive internet resources for everyone

    3. Reading, evaluating, and manipulating URLs (addresses on the web).

      some URLs that end with .org or .gov is a hint for the website containing reliable information.

    4. Knowing how to read, write, and participate in the digital world has become the 4th basic foundational skill next to the three Rs—reading, writing, and arithmetic

      participating in the digital world is a fundamental skill

    5. 1) develop more educators, advocates, and community leaders who can leverage and advance the web as an open and public resource, and 2) impact policies and practices to ensure the web remains a healthy open and public resource for all. In order to accomplish this, we need to provide people with open access to the skills and know-how needed to use the web to improve their lives, careers, and organizations.

      The focus on educators is an important note here, some people only have access to the internet at school

    6. Mozilla continues to refine its strategies to support and champion the web as an open and public resource

      I believe this is an important statement because the internet is open to everyone with access to a computer and a server. There should be more opportunities for people to have access to these two things.

    7. diverse audiences using the web.

      This is an important note because there is such a vast number of people using the web and from all over the world

    8. Collaboration Participate Share, Contribute, Connect, Open Practice Example - Learners are collaborating when they build products together to reach a common outcome while leveraging working in the open to connect and learn with individuals and groups online.

      examples of collaboration

    9. Communication Read: Synthesize Write: Compose, Remix Participate Share, Contribute, Connect, Protect, Open Practice Example - Learners are demonstrating good communication skills when they are able to use the web to compose and synthesize web content and remix information to share and connect effectively with others.

      examples of communication

    10. Creativity Write: Design, Revise, Remix Participate: Share, Code, Compose, Contribute, Open Practice Example - Learners are creative when they are able to design new ways to remix and revise information that is accessible and approachable to broader audiences. They co-construct designs with with new partners that increases opportunities to share and contribute to engage more feedback.

      examples of creativity

    11. Problem-solving Read: Search, Navigate, Synthesize, Evaluate Example - Learners are problem-solving when they are able to use the web to search and critically evaluate information to synthesize findings that support a researched opinion. Write: Design, Compose, Code, Revise, Remix Example - As learners design, code, compose, revise, and remix, they are problem-solving when they create algorithms and designs that improve information sharing and services for themselves and others.

      examples of problem solving

    12. “Read” is how we explore the web. Web literate individuals understand basic web mechanics such as the difference between names and addresses on the web, and how data is linked and moves through the infrastructure of the web. They can evaluate web content, and identify what is useful and trustworthy. “Write” is how we build the web. Web literate individuals can transform a word into a hyperlink and add media to websites. As abilities are honed, one becomes more adept at remixing other users’ content and understanding or writing code. “Participate” is how we connect on the web. It includes interacting with others to making your own experience and the web richer to working in the open. It also includes having a grasp of security basics, like protecting your online identity and avoiding online scams. “21C Skills” refers to a broad set of knowledge, skills, work habits, and character traits that are important to succeed in today’s world, particularly for college and career readiness and in the workplace. Examples of these skills include collaboration, communication, creativity, and problem-solving.

      web literacy skills: read, write, participate, and 21st century skills

    13. To hold information-age jobs, people also need to think deeply about issues, solve problems creatively, work in teams, communicate clearly in many media, learn ever-changing technologies

      Technology changes things. We have to change the ways that we think so that we can understand the current technology.

    14. Using questions and keywords to find the information you need.

      i often forget to do this and it helps me to remember that I still have a lot to learn about technology and the web

    15. nowing how to read, write, and participate in the digital world has become the 4th basic foundational skill next to the three Rs—reading, writing, and arithmetic—in a rapidly evolving, networked world.

      Super essential

    16. 1) develop more educators, advocates, and community leaders who can leverage and advance the web as an open and public resource, and 2) impact policies and practices to ensure the web remains a healthy open and public resource for all. In order to accomplish this, we need to provide people with open access to the skills and know-how needed to use the web to improve their lives, careers, and organizations.

      Love this idea.

    17. 1) develop more educators, advocates, and community leaders who can leverage and advance the web as an open and public resource, and 2) impact policies and practices to ensure the web remains a healthy open and public resource for all. In order to accomplish this, we need to provide people with open access to the skills and know-how needed to use the web to improve their lives, careers, and organizations.

      great goals!!

    18. reach and meet the growing number of diverse audiences using the web.

      This is extemely important because there are so many different people in the world and its important to realize this when thinking of whats on the web.

    19. Learning through making

      In Edfs 326 and other courses we are asked to figure some things out for ourselves and this especially applies to technology there are some things that we must learn by doing

    20. 1) develop more educators, advocates, and community leaders who can leverage and advance the web as an open and public resource,

      It is very important, given the technology we have today, that teachers embrace and use all technology resources and advocate for safe and effective web literacy use.

    21. Managing and maintaining the privacy and security of your digital identity through behaviors and digital tool settings

      Staying safe online is the most important aspect of learning internet usage. Knowing the repercussions of online sharing and how if it gets into the wrong hands can turn very dangeruos, very fast can help us to stay safe and continue to present ourselves in a safe environment.

    22. A group of local or global learners who reach a common outcome while connecting and learning online

      It is important to collaborate with other people so that we can get a better understanding of other opinions and views. We can share knowledge base by collaborating and we can even develop an even better understanding of ideas just by explaining our views to other people.

    23. Understanding basic principles, purpose, and applications of coding and programming languages

      The setup of a website is important to understand. It helps to make the content more approachable and understandable.

    24. Creating mental and physical representations of digital content focused on accessibility and approachability

      Creating visual representations to understand the content being researched.

    25. Integrating separate and unique information from multiple online sources

      Using multiple sources to establish content knowledge.

    26. Using questions and keywords to find the information you need

      Learning how to search correctly can help to find more accurate information faster by using keywords and other searching practices.

    27. What we concluded is that people needed the map to be more approachable, accessible, and applicable for learning and teaching web literacy skills.

      Making the information more understandable and relatable will help to spread knowledge about safe internet usage.

    28. It also includes having a grasp of security basics, like protecting your online identity and avoiding online scams

      Also another thing that should be taught in k-12 schooling. I was talking to 3rd graders about their online identity and one of them said "I don't care if I act crazy in my videos that I post online". Number one, a 3rd grader should not have the ability to post videos of themselves online, in my opinion, and number two, even though they are only in 3rd grade, thses videos coud resurface one day and harm their image online.

    29. They can evaluate web content, and identify what is useful and trustworthy

      This should be taught throughout k-12 schooling. Learnng this in college was super helpful but it was taught a little late for me. I know now how to choose sources that present good information but growing up I wouldnt have been able to do that

    30. 1) develop more educators, advocates, and community leaders who can leverage and advance the web as an open and public resource, and 2) impact policies and practices to ensure the web remains a healthy open and public resource for all.

      Teaching people how to use the internet safely can allow for the internet to continue to be a place that helps someone obtain information, communicate with others, and express their knowledge to others. Providing a safe environmet for people to do these things is important for successful internet usage.

    31. “21C Skills” refers to a broad set of knowledge, skills, work habits, and character traits that are important to succeed in today’s world, particularly for college and career readiness and in the workplace. Examples of these skills include collaboration, communication, creativity, and problem-solving.
    32. “Participate” is how we connect on the web. It includes interacting with others to making your own experience and the web richer to working in the open. It also includes having a grasp of security basics, like protecting your online identity and avoiding online scams.
    33. “Write” is how we build the web. Web literate individuals can transform a word into a hyperlink and add media to websites. As abilities are honed, one becomes more adept at remixing other users’ content and understanding or writing code.
    34. “Read” is how we explore the web. Web literate individuals understand basic web mechanics such as the difference between names and addresses on the web, and how data is linked and moves through the infrastructure of the web.
    1. The perfor-mance tasks ask students to apply their learning to a new and authentic situation as means of assessing their understand-ing and ability to transfer their learning.

      If a student can take the knowledge their teacher has taught them and apply it correclty to a different activity, then the teacher has done their job. The teacher knows that student has understood the material.

    2. Effective curriculum is planned backward from long-term, desired results through a three-stage design process (Desired Results, Evidence, and Learning Plan)

      This is important for teachers to have clear goals to get these results, document student evidence of learning and development, and always have a flexible learning plan.

    3. This process helps avoid the common problems of treating the textbook as the curriculum rather than a resource, and activity-oriented teaching in which no clear priorities and purposes are apparent

      Making our own lesson plans and using the textbook as a resource. Integrating technology can help to shy away from using the textbook as the backbone of our lesson plans.

    4. transfer their learning through authentic performance

      Putting their skills to use can show their knowledge of the process

    5. the ability to effectively use content knowledge and skill

      Understanding content and how to use it to prove a point, explain a topic, or shed light on an issue

    1. The World Wide Web has become this generation’s defining technology for literacy. This technology facilitates access to an unlimited amount of online information in a participatory learning space.

      thats right, for examplse, you can go on quizlet and find the answers to a study guide with the click of a butto.

    2. history’s first generation of “always connected” individuals do not have the knowledge and skills to critically explore, build, and connect online. Simply stated, students are often not provided with opportunities in school to practice the web literacies necessary to read, write, and participate on the web.

      I agree with this statement about our generation not being equipped with everything we needed to know about the internet and how to properly use it.

    3. The World Wide Web has become this generation’s defining technology for literacy. This technology facilitates access to an unlimited amount of online information in a participatory learning space.

      the internet

    4. Simply stated, students are often not provided with opportunities in school to practice the web literacies necessary to read, write, and participate on the web

      Why not?

    5. Yet, as early adopters, history’s first generation of “always connected” individuals do not have the knowledge and skills to critically explore, build, and connect online

      Knowing how to navigate the internet is very different than understanding the internet and internet uses. Understanding how to use the internet is essential to communication, sharing, and learning on the internet.

    6. Simply stated, students are often not provided with opportunities in school to practice the web literacies necessary to read, write, and participate on the web.

      I completely agree with this. When I was in middle school and high school the only thing we ever used the Internet for was for research or to write papers.

    7. The World Wide Web has become this generation’s defining technology for literacy. This technology facilitates access to an unlimited amount of online information in a participatory learning space

      I agree with this. It is also so easy to get any information you want really quickly.

    1. When we encourage students to use technology, do we remind them of the risks of placing their information online and give them choices of how much personal information to reveal?

      You can encourage a student all day long about what to and what not to put on the web but its their choice to take the advice. Teenagers and even adults these days do not realize once its on the web anyone can see. Regardless if its private, it still can be found.

    2. When is it best to do a Google search versus ask a question on Twitter? Why would students tweet to a particular hashtag or person versus another? When they tweet to people from another country in another time zone, what kind of context do they need to consider? What should they add, remove, or modify in order to communicate better?

      This is something I have never thought of but I like the idea of the lesson.

    3. We often hear people talk about the importance of digital knowledge for 21st-century learners.

      Some students will know how to use the software on a comupter better than their parent or teacher.

    4. talking about audience—whom they are addressing and who are people who might accidentally come across their blogs or tweets

      Very important for students to know who their intended audience is, or who they are aiming the digital content at. Students should also think about people who may come across content and view it as well, even though they are not the intended audience.

    5. Digital literacy would focus on helping students choose appropriate images, recognize copyright licensing, and cite or get permissions, in addition to reminding students to use alternative text for images to support those with visual disabilities.

      This is very important so students know how to make decisions on-line that are not only lawful, nut also portray the student appropriately. It also helps students establish a professional and informed on-line presence.

    6. Twitter plays a large role in my teaching, but the essential elements can be applied in many technological contexts

      Twitter usage

    7. It is important for students to recognize that although technology gives us a lot of power, it also restricts us in many ways, and we need to question how the affordances of technology modify our communication and our behavior.

      This is a very important statement. Technology has changed how people have acted towards one another and being behind a screen might make it easier to do some thing that you would not do in person

    8. Doug Belshaw’s eight elements of digital literacies, I have just mentioned the civic, critical, creative, and communicative. The other four are cultural, cognitive, constructive, and confidence.

      the eight elements of digital literacies is another important distinction between digital literacy and digital skills

    9. For example, teaching digital skills would include showing students how to download images from the Internet and insert them into PowerPoint slides or webpages. Digital literacy would focus on helping students choose appropriate images, recognize copyright licensing, and cite or get permissions, in addition to reminding students to use alternative text for images to support those with visual disabilities.

      This is an important distinction between digital skills and digital literacy. i.e. this explains that digital literacy is a deeper focus on web uses

    10. Digital skills focus on what and how. Digital literacy focuses on why, when, who, and for whom

      This is an important note on the difference between digital skills and digital literacy

    11. When we encourage students to use technology, do we remind them of the risks of placing their information online and give them choices of how much personal information to reveal

      Internet safety is extremely important!!

    12. It is important for students to recognize that although technology gives us a lot of power, it also restricts us in many ways, and we need to question how the affordances of technology modify our communication and our behavior. For example, it is worth discussing the process of Wikipedia. Although Wikipedia is not a scholarly source, it is usually a good enough first stop to learn about something. However, students need to know how it is updated.

      Using sites such as Wikipedia can definitely be a great starting point, whether it is used for academic, professional, or personal research; however, it is not meant to be used as a reliable source of its own. I often use the works cited from Wikipedia to find more scholarly articles on the same topic.

    13. Digital skills focus on what and how. Digital literacy focuses on why, when, who, and for whom.

      I would argue that one is just as important as the other. Without digital literacy, digital skills cannot be utilized to their full potential and vice versa. We must be thoughtful, responsible consumers of the internet.

    14. Digital literacy is not about the skills of using technologies, but how we use our judgment to maintain awareness of what we are reading and writing, why we are doing it, and whom we are addressing.

      digital literacy

    15. When we encourage students to use technology, do we remind them of the risks of placing their information online and give them choices of how much personal information to reveal? Do our students recognize the ways in which Facebook’s privacy settings continually shift without user permission, and what posting a photo today might mean for their future employment opportunities? Do students recognize the importance of password-protecting their devices and having different passwords across platforms? We also need to recognize the risks of blogging/tweeting, which include opening avenues for abuse. We should not be throwing students into the public domain to discuss sensitive topics without having conversations with them on what they might face and which of these risks they are willing to take, how they would handle it, and how they might support each other. Then we should give them a private option if they so choose.

      What to keep in mind for yourself and for your students when teaching digital literacy

    16. Teaching digital literacy does not mean teaching digital skills in a vacuum, but doing so in an authentic context that makes sense to students. It means teaching progressively rather than sequentially, which helps learners understand better and more clearly over time. Instead of teaching how to use a hashtag and how to tweet and retweet, I give my students meaningful tasks to help their learning.

      What teaching digital literacy entails

    17. Doug Belshaw’s eight elements of digital literacies, I have just mentioned the civic, critical, creative, and communicative. The other four are cultural, cognitive, constructive, and confidence. This last one is important and takes time to build.

      The 8 essential elements of digital literacy by Doug Belshaw

    18. Digital skills would focus on which tool to use (e.g., Twitter) and how to use it (e.g., how to tweet, retweet, use TweetDeck), while digital literacy would include in-depth questions: When would you use Twitter instead of a more private forum? Why would you use it for advocacy? Who puts themselves at risk when they do so?

      when & how you use digital skills and digital literacy

    19. teaching digital skills would include showing students how to download images from the Internet and insert them into PowerPoint slides or webpages. Digital literacy would focus on helping students choose appropriate images, recognize copyright licensing, and cite or get permissions, in addition to reminding students to use alternative text for images to support those with visual disabilities

      examples of digital skills and digital literacy. know the differences between the them.

    20. Digital skills focus on what and how. Digital literacy focuses on why, when, who, and for whom.

      digital skills vs digital literacy

    21. It means teaching progressively rather than sequentially, which helps learners understand better and more clearly over time.

      keeping your teaching strategies up to date and every changing based on what technology is going around in the world as well as what can help the students get the most out of the lesson

    22. Digital literacies are not solely about technical proficiency but about the issues, norms, and habits of mind surrounding technologies used for a particular purpose.

      i like this quote! i fully agree that you should have a healthy mindset around technology and be able to use it for a certain thing. WIth the wrong mindset I believe technology can be somewhat harmful

    23. Instead of teaching how to use a hashtag and how to tweet and retweet, I give my students meaningful tasks to help their learning.

      If tasks aren't meaningful to students, they're just going to view it as irrelevant information and not think of it in terms of the big picture.

    24. I have just mentioned the civic, critical, creative, and communicative. The other four are cultural, cognitive, constructive, and confidence.

      The eight elements of digital literacy

    25. Digital skills focus on what and how. Digital literacy focuses on why, when, who, and for whom.

      The difference between digital skills and digital literacy

    26. Do our students recognize the ways in which Facebook’s privacy settings continually shift without user permission, and what posting a photo today might mean for their future employment opportunities?

      This is HUGE. One of the things I had to recently do is clear out some old pictures that wouldn't of been a selling point for future employment opportunities. My content wasn't inappropriate but my content wouldn't of helped people take me seriously especially in a teacher role.

    27. Digital skills would focus on which tool to use (e.g., Twitter) and how to use it (e.g., how to tweet, retweet, use TweetDeck), while digital literacy would include in-depth questions: When would you use Twitter instead of a more private forum? Why would you use it for advocacy? Who puts themselves at risk when they do so?

      This is so important and something that wasn't talked about enough when I was in school. I would hear parents and others talk about how if you post something on the internet, it would be there for life, but I never understood exactly what that meant.

    28. Teaching digital literacy does not mean teaching digital skills in a vacuum, but doing so in an authentic context that makes sense to students. It means teaching progressively rather than sequentially, which helps learners understand better and more clearly over time.

      integrating digital literacy in the classroom can be beneficial to students

    29. eight elements of digital literacies, I have just mentioned the civic, critical, creative, and communicative. The other four are cultural, cognitive, constructive, and confidence.

      8 important components of digital literacy

    30. while digital literacy would include in-depth questions: When would you use Twitter instead of a more private forum? Why would you use it for advocacy? Who puts themselves at risk when they do so?

      digital literacy is just not about using digital devices also asking deeper questions of "why" and "how"

    31. Digital skills focus on what and how. Digital literacy focuses on why, when, who, and for whom.

      basis for digital literacy

    32. These discussions can be fraught with power dynamics, resulting in controversial issues appearing unbalanced as more powerful authors block alternative viewpoints.

      Students need to know which information is going to be unbiased and true. There are MANY internet sources that use shock value information or biased information rather than presenting corect information.

    33. means talking about audience—whom they are addressing and who are people who might accidentally come across their blogs or tweets

      Knowing who the information is available to, whether it is the whole world or just a few people. Who are you talking to and how are you communicating to them?

    34. When we encourage students to use technology, do we remind them of the risks of placing their information online and give them choices of how much personal information to reveal?

      Safety is super important!

    35. It means teaching progressively rather than sequentially, which helps learners understand better and more clearly over time.

      Keep adding onto current knowledge base to develop full understanding of topics

    36. educational researcher Doug Belshaw’s eight elements of digital literacies, I have just mentioned the civic, critical, creative, and communicative. The other four are cultural, cognitive, constructive, and confidence.

      Digital literacy skils that we can use to understand the internet and use it to our benefit.

    37. Digital skills focus on what and how. Digital literacy focuses on why, when, who, and for whom

      The difference of digital skills and digital literacy is very important. Digital literacy takes a deeper look into digital information so that we can understand the full extent of the content.

    38. When we encourage students to use technology, do we remind them of the risks of placing their information online and give them choices of how much personal information to reveal? Do our students recognize the ways in which Facebook’s privacy settings continually shift without user permission, and what posting a photo today might mean for their future employment opportunities? Do students recognize the importance of password-protecting their devices and having different passwords across platforms?

      These are all really important questions that should be raised to all students. I think a lot of young people don't understand the consequences of poor decisions on social media.

    39. nstead of teaching how to use a hashtag and how to tweet and retweet, I give my students meaningful tasks to help their learning

      This goes more in depth and helps students understand why to use a platform such as Twitter instead of just using it mindlessly.

    40. Digital skills would focus on which tool to use (e.g., Twitter) and how to use it (e.g., how to tweet, retweet, use TweetDeck), while digital literacy would include in-depth questions: When would you use Twitter instead of a more private forum? Why would you use it for advocacy? Who puts themselves at risk when they do so?

      I feel like when I was in high school I was taught some digital skills but they never went into depth about why we needed to know those things.

    41. Digital skills focus on what and how. Digital literacy focuses on why, when, who, and for whom.

      I like that this distinguishes the difference between digital skills and digital literacies.

    42. Digital skills would focus on which tool to use (e.g., Twitter) and how to use it (e.g., how to tweet, retweet, use TweetDeck), while digital literacy would include in-depth questions: When would you use Twitter instead of a more private forum? Why would you use it for advocacy? Who puts themselves at risk when they do so?

      Digital Skills vs. Digital Literacy

    43. Digital skills focus on what and how. Digital literacy focuses on why, when, who, and for whom.
    1. supports learning 24 hours a day, 7 days a week; builds 21st century skills; increases student engagement and motivation; and accelerates learning. Technology also has the power to transform teaching by ushering in a new model of connected teaching

      Never thought of the benefits of technology in teaching this way. Technology allows schooling to occur outside of a classrooms four walls and gives the ability to learn a vast amount of information at an extremely fast rate.

    1. Understanding by Design

      Notes

      • -prepare you to think in the short-term and long-term teaching
      • -student comment as an entry point on where we want to end up
      • -proactive, autonomous learners
      • -a planning framework
      • -critical and creative thinking- you don't need these skills to make all A's in school
      • -pedagogical effectiveness
      • -critical thinking test- NO GAIN
      • -long-term goals and short-term plan
      • -desired and actual results
      • -strategic thinking- teachers that tell you what to do all the time- doesn't make room for student thought
      • -when we teach, we need to be more goal focused (comment)
      • backward design thinking- long term goal- what follows for assessment (not grading, assessing/ judging how we are doing against the goal, coaching) and what follows for instruction
      • What do we have to do to make our students love what we are teaching them?
      • the textbook is not the course- only used as a resource
      • given our understanding goals, which chapters should be highlighted, skimmed, skipped, re-sequenced?
      • aim for explicit understanding
      • Backward from Goals: Meaning-"I want students to leave having inferred/realized that, now and in the future..."
      • Background from Goals: Transfer - "I want students to leave able to transfer their understanding- on their own- to concrete address current and future situations
      • 3rd day of lesson- textbook is used (not on the first day)
      • the way we do math is bad- this is why people don't like math or they think that they are bad at math- backward design lesson planning expands the pool of interested parties and is differentiatable for individual students
      • it is our jobs as teachers to make the design of the lesson relatable to every student- we are given this backward design plan but we must figure out how to plan our lesson to make sure that every child is learning- DESIGN CHALLENGE
      • Intellectual engagement- finding ways to help students that are uninterested in the content to want to be engaged in the content
      • Incentivize- incentives to learning the information
  2. classroom.google.com classroom.google.com
    1. I agree that Navigation and Critique should be added to the definition because part of comprehending a text is to be able to navigate through it efficiently.

    2. "Comprehension is the process of simultaneously extracting and constructing meaning through interaction and involvement with the written language"

  3. Jan 2019
    1. Teachers should also be cognizant that web literacy education also occurs outside of the classroom. Some of the most valuable learning takes place when students gather after school in coffee shops, libraries and living rooms. 

      With online tools learning can be done anywhere. Students can bring the knowledge they have learned to the classroom to share with their peers.

    2. In the 21st century, web literacy unlocks the same opportunities as reading and writing. The student who is able to create online has a limitless array of tools. The student who is able to collaborate with peers on the Web can bring fresh, new perspectives to their work. And the student who can distinguish reliable information from the unreliable will always be at an advantage.

      Technology requires students to have a different skill set beyond the ability to read and write. Students have to be able to apply these skills online.

    1. Large and/or group discussion Interactive lecturing and think-pair-shares Flipped classroom Cooperative learning (including team-based and project-based learning) Guided note-taking Guided inquiry for problem-solving

      Collaborative learning allows students to think deeper about the material and apply their knowledge and skills.

    2. Term papers. Short-answer quizzes. Free-response questions. Homework assignments. Lab projects. Practice problems. Group projects. Among many others…

      Assessments that allow students to explain what they learn are more beneficial than assessments with one right answer.

    3. It continually encourages the instructor to establish the purpose of doing something before implementing it into the curriculum

      Students always want to know why they are doing an activity, UbD can answer those questions.

    4. The backward design framework suggests that instructors should consider these overarching learning goals and how students will be assessed prior to consideration of how to teach the content.

      Starting with the end goal can make it easier for teachers to develop a lesson plan.

    5. Instructors typically approach course design in a “forward design” manner, meaning they consider the learning activities (how to teach the content), develop assessments around their learning activities, then attempt to draw connections to the learning goals of the course.

      Teachers typically follow the curriculum in the order it is written and without connecting it to the overall goal of the course.

    1. I give my students meaningful tasks to help their learning.

      Learning how to apply the skills gives students a deeper understanding.

    2. Digital skills focus on what and how. Digital literacy focuses on why, when, who, and for whom.

      Digital literacy takes digital skills a step further.

    1. Nonetheless, the larger unit goals provide the context in which individual lessons are planned.

      UbD looks at the big picture of a unit plan rather than individual lessons.

    2. Teaching for understanding requires that students be given numerous opportunities to draw inferences and make generaliza-tions for themselves (with teacher sup-port)

      Students have to be able to make their own connections and interpretations in order to get a good understanding.

    3. In addition to performance tasks, Stage 2 includes other evidence, such as tradi-tional quizzes, tests, observations, and work samples to round out the assess-ment picture to determine what students know and can do.

      Traditional quizzes can sometimes be a quick and easy way to make sure students understand the concepts before having them apply the concepts in the performance tasks.

    4. Thus, we consider in advance the assessment evidence needed to document and validate that the targeted learning has been achieved.

      Having a plan for assessment ahead of time can be helpful when planning performance based activities.

    5. An important point in the UbD framework is to recognize that factual knowledge and skills are not taught for their own sake, but as a means to larger ends.

      Knowing why students are learning something makes it more meaningful for them and makes them appreciate the knowledge.

    6. The point of school is not to simply excel in each class, but to be able to use one’s learning in other settings

      When students learn a concept it should be useful for them in all aspects of their life.

    7. n the first stage of backward design, we consider our goals,

      Knowing what you are working towards helps stay on track and makes activities easier to plan.

    8. Understanding is revealed when students autonomously make sense of and transfer their learning through authentic performance. Six facets of under-standing—the capacity to explain, interpret, apply, shift perspective, empa-thize, and self-assess—can serve as indicators of understanding.

      A good way to make sure students are learning and understanding something is to see how they use the knowledge in problem solving and explanation.

    1. To hold information-age jobs, people also need to think deeply about issues, solve problems creatively, work in teams, communicate clearly in many media, learn ever-changing technologies.

      Creativity and collaboration is becoming more popular in new jobs.

    2. Using questions and keywords to find the information you need

      Being able to narrow down the search will keep students from getting distracted and overwhelmed by all of the possible resources.

    3. It also includes having a grasp of security basics, like protecting your online identity and avoiding online scams

      With the ability to share anything and everything online it is important to know how to protect yourself.

    4. They can evaluate web content, and identify what is useful and trustworthy.

      Being able to determine what is useful and trustworthy is an important skill to have in all cases when using the Internet.

    5. Knowing how to read, write, and participate in the digital world has become the 4th basic foundational skill next to the three Rs—reading, writing, and arithmetic—in a rapidly evolving, networked world.

      Students have to be able to use the basic skills they learn in the classroom and use them online.

    6. Mozilla focuses on the following goals: 1) develop more educators, advocates, and community leaders who can leverage and advance the web as an open and public resource, and 2) impact policies and practices to ensure the web remains a healthy open and public resource for all. In order to accomplish this, we need to provide people with open access to the skills and know-how needed to use the web to improve their lives, careers, and organizations.

      Mozilla's goals to create good citizens of the web require people to have knowledge of the things they are using.

    7. 21st Century Skills (21C Skills)

      A focus on 21st Century Skills.

    8. Knowing how to read, write, and participate in the digital world has become the 4th basic foundational skill next to the three Rs—reading, writing, and arithmetic—in a rapidly evolving, networked world.

      Technology is our future and our students should be fluent in the digital world

    9. reach and meet the growing number of diverse audiences using the web

      Important to focus on diverse audiences globally.

    1. udents acquire word knowledge through implicit learning that takes place as theyread and write, and through explicit instruction orchestrated by the teacher. However, itis impossible to know exactly what to teach and when to teach it until we have a livingchild before us. An informed, developmental interpretation of students’ efforts as theyread and write shows us

      very true!

    2. phabet Pattern MeaningEmergentPre-K to middle of 1Chapter 4Emergent StageLetter Name–AlphabeticK to middle of 2Chapter 5Beginning StageWithin Word PatternGrade 1 to middle of 4Chapter 6Transitional StageSyllables and AffixesGrades 3 to 8Chapter 7Intermed

      this is a pretty useful picture to illustrate reading and writing levels

    3. obecome fully literate, however, we also need specific knowledge about individ-ual words. Knowledge about the English spelling system provides us the tools to do thejob correctly. The word rain,for example, might be spelled RANE, RAIN, or RAYNE—all are orthographically and phonetically plausible. However, only specific knowledgewill allow us to remember the correct spelling. Likewise, only specific knowledge of thespelling of whichand witchmakes it possible to know which witch is which! The rela-tionship between specific knowledge and knowledge of the system is reciproc

      knowing the spelling of words is important. my nephews still have issues with the phonetics and spelling of certain words.

    1. explore the many directions that read-alouds can take in your classroom. Read-alouds will provide your students with a myriad of benefits and, to put it simply, a nice change of pace.

      I can see read-alouds being used in different classrooms and subjects besides science to keep my students attention. It would also help to have students learn from varying perspectives and connect different subjects to a lesson.

    2. However, the example of mistletoes as parasites pales when contrasted to an excerpt from the trade book Exploding Ants: Amazing Facts About How Ani-mals Adapt (Settel 1999). Settel evokes considerable excitement, more reminiscent of a screenplay than a textbook:“The Brainwashers: A worm reprogramming an ant’s brain may sound like the stuff of science fic-tion. But that’s what really happens when the small liver fluke gets itself inside an ant. The tiny worm-like fluke is a parasite that spends different parts of its life inside the bodies of three different host ani-mals: a snail, an ant, and a sheep. The fluke must get inside each host by being eaten” (p. 13).

      An example of a good book for a read aloud

    3. reading alone, because the teacher naturally uses tone of voice, gestures, and accurate pronunciation of technical words, all of which help students—particu-larly English language learners—better understand the material.

      This helps students a lot as I can relate to not knowing the proper pronunciation of words.

    4. Because students can often comprehend oral-ly presented texts that are normally above their own reading level, teacher read-alouds also allow middle school students to experience texts that may be oth-er wise inaccessible (Rief 2000).

      Gives students a way to understand text they would otherwise not understand or would not have access to. This gives students better access to these text as well as help them experience it in a more palpable way.

    5. To address these issues, skilled science teachers plan multiple experiences for their students that extend far beyond the textbook. Demonstrations, hands-on activities, and videos are common ways an industrious science teacher will provide inquir y-based instruction, offering engaging access to the middle school science curriculum.

      Science teachers finding ways to keep their students interested with their studies and what they learn.

    Tags

    Annotators

    1. Afflerbach's description of reading makes it easier to separate students in a class, this could be advantageous, but could also be detrimental to classroom construction and atmosphere.

    1. Traditional definitionsof literacy focused on the ability to readwords, but now literacy is considered a tool,a means to participate more fully in the 21st century’s digital society.

      I think this is a very important modern distinction of the definition. Today, there are so many various ways of receiving and processing information that requires a revamped understanding/definition of literacy.

    2. Behaviorism

      Behaviorism, to me, seems like more of a strategy for teachers to navigate teaching than a learning strategy. This author, like many others, seems to be functioning under the belief that each of these "learning theories" are separate and individual when, in my experience, they function simultaneously and exist only to compartmentalize as a way to attempt to understand human learning. They are all essentially trying to explain the same very complex thing. There needs to be a more overarching and complete theory that includes and involves all of these individual theories and more that have not been included. Teaching and learning are so complicated that not one of these ideas can truly cover what is going on, which is why I believe that there is such a debate - each of these targets one aspect, which resonates with different people, but fails to cover the whole spectrum of learning.

    3. collaboration,not competition, is more conducive to learning

      This is the basis of my teaching philosophy. In all of my previous classes and experiences, I have found that this holds true almost every time - the more knowledge shared the more knowledge each person has. Even if a student is learning or studying "alone," they are still collaborating with the author or object.

    4. Schema Theory.

      This is the theory I most agree with, if not just for the visual organization.

    5. Active Learning.

      Even if students are just getting information that can be obviously applied to real life, or a discussion about how what they're learning affects their current lives, they will be more willing to learn and actually receive instruction.

    6. Social Interaction.

      Group work can be valuable if the work is properly distributed. Group work has the stigma of forcing one student to take the brunt of the load and the other students coasting by, but with today's technology, teachers can more closely monitor participation to help with the balance.

    7. Peer Groups

      One of the things I worry about is for a student that does not have the opportunity to access technology outside of the classroom feeling as if they do not fit in or belong with their social groups. Technology now, especially with the youth, is extremely valued and the type of technology you can access is almost an indicator of social class, which is always a factor in peer groups and bullying.

    8. Writing online differs from using paper and pencil, too.It’s more informal, although most texts should be grammat-ically acceptable and use conventional spelling. Immediacy isanother difference: Writers post their writing within sec-onds. Third, writers create multimodal texts with digitalphotos, video clips, and website links. The fourth differenceis audience: Writers send e-mail messages to people in dis-tant locations, including military parents serving in Iraq andAfghanistan, and their postings are read by people world-wide.

      Now, we need to teach our students how to navigate communicating in a much different way than what was taught in previous years. What I believe is most important in this list, though all aspects of online literacy are important, is teaching tone and understanding how to communicate with different audiences appropriately.

    9. Some students learn to surf the Web, locate and readinformation, and communicate using e-mail, instant messag-ing, and blogs outside of school; others, however, haven’thad many digital experiences. Teaching students how toread and write online has become a priority so that they be-come fully literate in today’s “flat” world.

      Due to a range of outside forces like class-gap and poverty, in our classrooms we will have students that range from high technological literacy to almost no experience with technology. In today's world, it is our job to shrink that gap between those students who have the privilege of experience with outside technology and those who do not.

    1. Literacy involves a continuum of learning in enabling individuals to achieve their goals, to develop their knowledge and potential, and to participate fully in their community and wider society.

      This expresses the importance of teaching literacy in all content areas-- not just English classes

    2. Achieving literacy is a lifelong learning process.

      Does this mean no one ever really achieves literacy? Or can it be better defined as a skill that is continually developing?

    3. It's not about being literate or illiterate anymore, but having adequate skills for today's demands.

      In order to function best in society, you have to be literate.

    4. Achieving literacy is a lifelong learning process

      Really good point.

    5. Literacy is more than just reading, writing, and numeracy. It's not about being literate or illiterate anymore, but having adequate skills for today's demands.

      Its not just about having the skills, but using it successfully in everyday life.

    6. We all know what "literacy" means, right? Well, maybe not.

      What is literacy? What do you think?

    1. No, every human needs Vitamin D. While a big library can be very satisfying, do not get bullied into it. That’s as bad as being bullied into getting rid of it.

      This is life changing.

    1. This means providing a safe, ethical, and supportive culture in their classroom to encourage all students.

      I agree with this statement being an important part of an effective learning environment.

    2. Beyond that, it requires students to act ethically, legally, and safely online.

      This is a very important because sometimes kids don't realize the things they post online will stay online forever. This could hurt them in the future.

    3. To be an innovative designer, students must understand the basics of problem-solving.

      Being an innovative designer can help students become critical thinkers and engage in project based learning.

    4. digital citizen.

      I think this idea of being a "digital citizen" is interesting and very important in our society today. Educating students to utilize technology is critical because it is a tool they can use for the rest of their lives.

    5. A creative communicator expresses themselves clearly and concisely through digital media

      It is sometimes difficult to interpret what someone is saying through technology, so it is important to be fully aware of how and what you are saying to people through technology.

    6. Computational Thinker

      Nice term for "tech savvy"

    7. Chiefly that means teachers regularly inspire students to act responsibly as they participate in the world — especially the digital world.

      The digital world seems to follow you wherever you go, so it's vital that we teach our students to act responsibly.

    8. It also requires students to learn solution design, meaning they have to diagnose problems, prescribe solutions, and even make those solutions with digital tools

      Learning how to deal with problems digitally can help students to learn how to work out problems in their daily lives and even other areas of technology.

    9. This means understanding the rights and responsibilities that go along with using modern technology. Beyond that, it requires students to act ethically, legally, and safely online.

      Sounds good

    10. Students need to be receptive to an education if they’re actually going to learn.

      This is very true. They need to be able to be receptive to be able to get something out of their education

    11. To be a computational thinker, ISTE says students must be able to create and employ strategies for solving problems that use technology.

      Computational Thinkers

    12. To be an innovative designer, students must understand the basics of problem-solving

      Problem Solvers

    13. These tenets are fulfilled when students set up individual learning goals and customize their learning environments to achieve those goals.

      In my opinion this is what education is all about child centered learning

    14. In total, there are 29 ISTE standards that apply to these five groups.  We’ll cover each of those standards on this page.

      Main idea of the article

    15. 2. Digital Citizen

      One of the goals for ISTE is that students become good digital citizens. Has this become the online equivalent to being a law abiding citizen? How important is this compared to being a tangible citizen.

    16. With that in mind, the ISTE has established seven key standards for students to follow. ISTE student standards are: Empowered learner Digital citizen Knowledge constructor Innovative designer Computational thinker Creative communicator Global collaborator

      Goals of ISTE

    17. As a result, students need to know what reliable information looks like and where they can find it.
    18. To be effective educators, each teacher must also know how to be a learner.
    1. Right now I’m on a cherry tomato + bagel seasoning kick, but I’ve been known to get nutritional yeast involved.

      This is life changing. ;)

    1. So if you are tired during the day, check that you’re giving yourself the opportunity to get 7 to 9 hours.

      This is super helpful. Bold

    2. So if you are tired during the day, check that you’re giving yourself the opportunity to get 7 to 9 hours.

      This is super helpful.

  4. Nov 2018
    1. "Although images were present on the pages of textbooks before, there are more images now; these images look and function differently from those found before. The page is used differently to the way it had been"

      When comparing textbooks and writing from many years ago, one can see that the way in which images and diagrams were utilized than is very different from now. Images are now used from often in print texts, and they are often used to tell more of the story than the print is.

    2. "If, going one step further, we compare a contemporary textbook with “pages” on the Web dealing with the “same” issues, we see that modes of representation other than image and writing—moving image and speech for instance—have found their way into learning resources, with significant effect."

      When comparing print textbooks or to 'pages' on the internet, we see that not only are images used to further the information but that moving images, which I can only assume are gifts or videos, and speech are also utilized to further share information.

    3. This reminds me of the saying a picture is worth a thousand words. It's true sometimes a picture, song, video, or skit can convey a message better than words themselves.

    1. For this research, which aims to help the training of autistic students and students with intellectual difficulties in identifying communication cards, we use an application installed on a smartphone. The application allows choosing between PECS or cards used in school. We used PECS because they decreased problem behaviors and increased speech in some individuals

      This is a great tool for studentzs with kids with intellectual disabilities

    1. And these new literacies are embodied in new social practices—ways of working in new or transformed forms of employment, new ways of participating as a citizen in public spaces, and even perhaps, new forms of identity and personality.

      Times have changed so people have to adapt with the changes

    2. none of us could have predicted the reach and the influence the multiliteracies idea would have, way beyond our own circles of personal and professional association. Even the idea of a ‘Google search’ was unimaginable ten years ago

      things have changed alot over the years. learning online is and finding information out online is the main source to go to now instead of a book etc.

    3. The Multiliteracies view of design has three aspects: Available Designs (found representational forms); the Designing one does (the work you do when you make meaning, how you appropriate and revoice and transform Available Designs); and The Redesigned (how, through the act of Designing, the world and the person are transformed)

      I think this is important in breaking down information and connect back to construction of online content.

    4. Meaning makers don’t simply use what they have been given; they are fully makers and remakers of signs and transformers of meaning.

      I think this is a very relevant quality in the constantly changing world we are in today and therefore we should aim for our students to be meaning makers.

    1. Working online is a fluid experience which calls for flexible learners.

      As an online learner myself, I find this to be extremely true. There have been many times where assignments or tasks that my college professors have assigned that have been so challenging that I have had to adjust the task (by using multiple resources, other programs, etc,) to better my understanding.

    2. our understanding of construction and creation needs to be broad enough to allow for change in the future

      Sonia Livingstone's definition of media literacy is spot on- it is essential that we teach our students how to create AND construct using technology (using multiple modes) because our society is constantly, rapidly evolving.

    3. Construction calls on creativity as well as persistence, flexibility, and revision. Construction asks our students and teachers to focus on the power and patience employed during work process…and not just the final resultant work product.

      Online construction has more to do with process of creating rather than just getting it done. This means that more attention is given to the steps within the process like editing, revision, getting others opinions, etc.

    4. Online reading comprehension (ORC) has elements of “communication” identified as the last of the five skills students need.

      I never would of thought ORC had elements of communication - though I can see how communication could be used when doing online reading comprehension especially when discussing pieces of text.

    5. Construction calls on creativity as well as persistence, flexibility, and revision.

      Construction and creativity are different BUT go hand in hand in a sense. You need to be creative in order to construct effectively, along with other elements listed.

    6. During the ORC process students learn during an inquiry process and then send this message out to others using a text or tool of their choosing.

      What I take from this is that student's can share their understanding of what they have learned to others. ORC is about the communication and how they can share it with other people.

    7. Online reading comprehension (ORC) has elements of “communication” identified as the last of the five skills students need. In order to fill the void I would see concerning the creativity, composition, and design skills students need…we have been developing online content construction (OCC)

      It is important for teachers to understand this concept and to help students understand this so that they can use it in the classroom.

    8. It may be a small designation to make, but I see a great deal of difference between the act of creation, and the sustained, informed, evaluative elements embedded in construction.

      I do see the distinction between construction and creation but I also see how they easily and usually work hand in hand. I think when helping students use the web and technology to guide and scaffold learning both should be included.

    1. As student writing moves from page to screen the key difference between the traditional writing process and OCC is that teachers and students need to consider other elements that are particular to working with online informational text (e.g., semiotics, visual literacy, multimodal design).

      Basically, online content construction brings in ideas of mulimodal design visual literacy, and semiotics. When students are working with print information and creating things in print contexts they usually do not encounter these things nor have the opportunity to incorporate the into their work easily (besides drawing but that can be difficult for some as well). Since they do not encounter it much in their learning environments, they must be led through the process of what to do with these elements and how to appropriately use them in their own work. Just like we do with reflections.

    2. OCC is defined as the skills, strategies, and dispositions necessary as students construct, redesign, or reinvent online texts by actively encoding and decoding meaning through the use of digital texts and tools.

      Honestly, this explanation confuses me a lot but here it is.

    3. As society has incorporated dynamic and new media in everyday life, educators are required to expand traditional understandings of text and literacy that have replaced many of the ways that we communicate, create, and socialize

      It is very important that this is actually taught within the classroom since it is so important that students actually understand the new ways they are interacting with literacy and online information. While they may know how to access it, read it, etc. not all students are taught how to actually use what they view online in a productive manner like they do print sources we have in the classroom. This ties into online content construction because students will have a better grasp at online comprehension if they can use it with online content construction which would be using it hands on.

    1. My special education students typically miss out on taking courses of personal interest. Electives are often replaced with supplemental math or reading classes to bring the students up to grade-level expectations. So I decided to bring student interests into my resource rooms.

      I would love to do this within my classroom, I believe this is a great idea! Students will love this project, and that it can also be self paced is a great plus!

    1. Some students struggle to capture their thoughts on paper because they have poor handwriting skills or because they cannot hold a pen or pencil. Technology gives students extra support that traditional methods cannot provide.

      This will be a great tool to use technology inside the classroom. I never thought of it to be used this way, so this article really helped my find my understanding of technology inside of my future classroom.

    1. These fan videos include sampling clips from movies or television shows, creating movies within video games, using flash animation (or stop motion animation, claymation, etc.), roping friends and family into participating in a live-action video, and so on, all set to a favourite song or used

      It isn't exactly like they are talking about, but this reminds me of when my Spanish teacher allowed us to create music videos and songs based on the topic we were learning about in class.

    2. Popular song + movie editing

      this makes me thing of a lot of vines and movie scenes

    3. Music and music video remixes (e.g., Danger Mouse’s “Grey Album” and the Grey video

      Grey Album=The Beatles "White Album" and Jay-Z's "Black Album"

    4. recording a series of anime cartoons and then video-editing them in synchrony with a popular music track; mixing “found” images with original images in order to express a theme or idea

      Young people use videos and music to express a feeling

    5. to use images and sound and vide

      gifs and memes

    6. It involves mixing digital images, texts, sounds and animation; in short, all manner of found artefacts. Young people are picking this up on a massive scale and it is becoming increasingly central to their practices of making meaning and expressing ideas.

      I think we see this on twitter and other forms of social media. We take a phrase or picture and create new memes and pictures.

    7. no remix, no culture.

      remix shows culture

    8. More specifically Lessig refers to a practice of creative writing within the school curriculum in parts of North America whereby students read texts by multiple authors, take bits from each of them, and put them together in a single text.

      I remember doing things like this in school. We would study different authors can take elements of their work and remix it into our own work

    9. History shows us, for example, that remix isn’t specific to digital times but has always been a part of any society’s cultural development (see, for examp

      Remix has a long history

    10. Lessig (2005) says that every single act of reading and choosing and criticizing and praising culture is in this sense remix, and it is through this general practice that cultures get made.

      I never thought of the fact that talking about a book or movie with someone is a form of remix

    11. By “remix” we mean the practice of taking cultural artefacts and combining and manipulating them into a new kind of creative blend.

      This means taking many different ideas and mixing them together to create one product.

    1. Overload comes from bogging the lesson down with too many inputs or modalities at once. Teachers will keep modalities both focused and organized. They will also switch activities and lessons every 15 to 20 minutes, as this is the point at which students begin to tune out and lose focus.

      This is important to take into account when using multimodality in the classroom. It is good to change it up a bit when using this approach.

    2. Multimodal teaching is successful because it appeals to all learning styles. Students are ensured to receive their lesson by one or more modality, through which they learn best.

      This is important to incorporate into the classroom as a teacher because each student learns differently from each other. And as a teacher, it is important to understand this and to teach in a way that is beneficial to every student in the classroom.

    1. This means that we need to extend the range of literacy pedagogy so that it does not unduly privilege alphabetical representations, but brings into the classroom multimodal representations, and particularly those typical of the new, digital media. This makes literacy pedagogy all the more engaging for its manifest connections with today’s communications milieu. It also provides a powerful foundation for a pedagogy of synaesthesia, or mode switching.

      This concept can be very powerful as the pedagogy can really make learning authentic and relevant in the growing world of technology therefore motivating kids to be learners and creators as they construct knowledge.