3,069 Matching Annotations
  1. Sep 2018
    1. s well as interventions on behalf of international development by organizations such as the United National Children’s Fund

      I think many funds should be started in order to take another step toward equalizing education

    2. Discursive and normative uncertainties mean that, for instance, “digital learning” is open to different interpretations, ranging from an instrumental concern with employability and growth to more idealist concerns for social mobility, social justice, and empowerment. In addition, given the huge inequalities in region, income, culture, sex, and so forth, efforts to promote digital opportunities can also become, inadvertently, the means by which inequalities are reproduced or new risks are encountered.

      "digital learning" can be a variety of things. I see digital learning as learning from anything media related. Children do learn best when they dont even know they are learning. (TV, game)

    3. in-school and after-school virtual learning and online coordination of academic activities are further intensifying the already considerable academic pressures on children in middle-class households, with the potential to adversely affect parent-child relationships

      I feel as if some kids are far more advanced with technology than others due to at home living situations which can cause issues in the classroom

    4. Research on parental use of monitoring technologies suggests that such updates about children’s whereabouts may trigger authoritarian parents to be more controlling,19 which in turn is unlikely to enhance children’s academic performance.

      My parents were very strict on monitoring media use. We were able to watch TV and play on the computer but they pushed for us to play outside and interact with other kids face to face more

    5. For instance, the United States, among other wealthy countries, is witnessing calls for data-driven instruction in the hope that this can remove bias in student advancement, equalize education, and improve learning outcomes and teacher efficiency.

      I feel as if it will be very hard for education to become completely equal. In the US today there are many areas where education is at a low compared to other areas

    6. In India, progress depends on the business case for digital education, which is only slowly gaining ground as the education market develops software packages around textbook content

      In the US, I think it is important for us to realize how well off we are compared to other countries

    7. s the goal to prepare students for a competitive workforce, to connect marginalized youth, to support schools, or to provide progressive alternatives to school? The goals determine the means, and both have implications for evaluating technological interventions.

      Yes! Our children must start at an age where they are able to acquire knowledge in order to become successful in te future.

    8. Or, consider that although most research stems from urban settings, many children globally live in rural areas (55% of the child population in China, for instance) where difficulties of mass migration, poverty, and loss of parents already undermine children’s well-being

      This is something to keep in mind. In depth research must be done in order to find out if technology is positively impacting students

    9. Yet these promises are countered by prominent public and policy concerns over the harms to children associated with society’s growing reliance on digitally networked technologies.

      I agree that at such a young age children should do more than just screen time but this is what our world is! Children need to experience that.

    10. This article documents the particular irony that while the world’s poorer countries look to research to find ways to increase access and accelerate the fair distribution of digital educational resources, the world’s wealthier countries look to research for guidance in managing excessive screen time, heavily commercial content, and technologies that intrude on autonomy and privacy

      how do low income schools still integrate technology in their schools if they can not afford it? Shouldnt it be fair for everyone?

    1. American youth spend more time with media than any other waking activity: an average of 7.5 hours per day, every day. On average, 29% of that time is spent juggling multiple media streams simultaneously (ie, media multitasking).

      I think its crazy that people spend more time on social media then in other activity. It scares me that people take that much time out of their day and probably most of that time spent on social media is not educative. As long as kids are using these for educative purposes then I think it can be of good use

      cofcedu #screentime

    1. A considerable body of work now suggests that socioeconomic status predicts digital literacy skills.2

      This was actually not shocking to me because those families dont have access to technology like others do.

    2. The concept of digital and media literacy as a broad construct has not yet entered political discourse. Policy makers must recognize digital and media literacy as literacy in today’s world.

      I think that not only policy makers need to recognize the impact of technology and media but parents and families do as well.

    3. In short, interventions that equip youth to critically navigate their digital lives have positive impacts that mitigate potentially harmful effects of participation in digital spaces.

      I like how this acknowledges the harm in media but offers a way of helping the situation.

    4. The fallout about “fake news” from the 2016 US presidential election is but 1 example of the consequences we face when citizens do not engage critical digital and media literacies.

      I think that people need to be better educated on whats real and fake online as well as how permanent our online footprint is.

    5. eading and writing in digital spaces may require a more complex application of skills than print-based literacy2

      I agree with this. When you write with a pen or paper you only need those tools to write with. When you are typing you need to know how to use a computer as well as the software that comes with it.

    6. These questions underscore what parents, educators, health professionals, and community leaders need to know to ensure that youth become digitally and media literate.

      Becoming media literate is extremely important in today society! It is the new way of the world. As an educator it is my job to include technology and media in my classroom to ensure this literacy.

    1. exposure to violent video games increases aggressive thoughts, angry feelings, physiologic arousal, hostile appraisals, and aggressive behavior and decreases prosocial behavior

      It can teach them to become violent

    2. violent video games can also have negative effects on players.

      violent video games can lead students to become desensitized to violence

    3. Video games in particular have increased in popularity, with some teenagers reporting that they play ≥40 hours per week

      video games have become more prevalent over the years, with an increased growth in violent video games

    1. Eating while viewing is one important way that screen media exposure increases children’s energy intake.

      I know that im always hungry when im watching TV

    2. Over the 7 months of the trial, children in the school that received the screen-time reduction curriculum significantly reduced their television viewing, video game use, and number of meals eaten in front of the television

      This is a reason to reduce technology use in schools.

    1. The use of social technology (eg, texting, instant messaging, e-mailing) has become a primary method of communication for a majority of young adults, and interrupting the use of these technologies can lead to increased levels of anxiety.

      I think that alot of us could attest to this feeling. I think that people especially of my generation, have serious mood swings when their technology gets taken away from them.

    2. For these individuals, opting to substitute digital media for interpersonal communication to avoid feared situations may become cyclically reinforced over time, making the person even more avoidant and worsening the symptoms and severity of social anxiety disorder.1

      I've also seen this first hand with another family member of mine who has anxiety. She chooses to communicate from behind a screen rather than in person. It in someways helps her because she is communicating but it does not help in improving her socialization.

    3. n contrast, research with adults showed that using the Internet to communicate with friends and family was linked with decreases in depression.6

      I've personally seen first hand how this is true. My aunt moved far away and was feeling depressed and disconnected from us until she got a facebook and it helped her feel more included in our lives.

    4. However, considering that these types of technologies are often used to access video entertainment, much of what we know about fear and children is applicable to modern types of media use.

      I think that the access to disturbing videos across the internet has a huge impact in fear amongst young children. Even on youtube when kids are just trying to watch funny videos, some really violent things end up popping up.

    5. Research on traditional media has found that the representation of attractive people leading exciting and idealized lives in media programs invites social comparison and contributes to dissatisfaction with oneself.4

      This is SO SO SO true! I have seens tons of girls my age feel less about themselves because of the lives that other people live on social media. It leads to dissatisfaction in life as a whole for many people.

    6. Media use that provides effective distraction, humor, connection to peers, and a wide social network could serve to help adolescents avoid depression and potentially reduce its impact on their functioning

      Not all media is negative but we need to take a step back and think: exactly how much media is too much?

    7. A recent meta-analysis of 131 studies23 highlighted the following key findings: (1) most estimates of the prevalence of cyberbullying among adolescents fall between 11% and 48%, depending on the definition of cyberbullying, group demographics, and the reporting time frame; (2) there is a substantial degree of overlap between adolescents who bully others offline and those who engage in cyberbullying (similarly, victims of cyberbullying are often victimized offline); and (3) adolescents who experience cyberbullying are at increased risk for a wide range of mental and physical health problems.17 The majority of victims report negative feelings, such as embarrassment, worry, fear, depression, or loneliness after cyberbullying events.

      I think this is so important as to why schools have now implemented rules online. Many schools have rules along with consequences if cyberbullying is reported from a student. Something has to be done about it!

    8. In Japan, researchers noted anxiety in students (mean age = 18.4 years) such that when they did not receive an instant reply to their text message, they felt a fear of being ostracized

      This is absolutely insane but I can totally relate to this. Today, if we do not get that feel of instant gratification, we feel abandoned in a sense which can lead to nervousness and anxiety.

    9. Although primarily correlational, research suggests that young people who replace in-person exchanges with virtual interactions intensify their social impairments, whereas those who use online exchanges to supplement existing friendships report improvements in the quality and closeness of their existing relationships.

      I agree that supplementing friendships/relationships by using media can be effective. This is almost necessary in todays society to keep in touch and make plans

    10. Researchers have documented that the options of texting, instant messaging, and emailing have become preferred by some individuals over face-to-face interactions for some types of contact.

      I agree this may be helpful to avoid dealing with social anxiety, but is it actually worsening it?

    11. Research has shown that individuals with Internet overuse or addiction report using it to avoid negative emotions, such as anxiety and depression

      But can this also heighten the anxiety/depression? Are there other effective ways to help these mental disorders?

    12. A variety of surveys dating back as far as the 1930s have shown that a substantial proportion of children experience acute fearful reactions to various aspects of the content of media, especially movies, television dramas, and the news.

      I have actually never thought of anxiety and fear in children to be caused by media.

    13. It is often difficult to calm a child who has been intensely frightened by a program or movie, and the resulting loss of sleep and heightened levels of unnecessary anxiety can cause physical, cognitive, and emotional problems.

      I guess this does make sense because in children, it is very important to get effective sleep. Without their sleep their brain does not function properly.

    14. n contrast, research with adults showed that using the Internet to communicate with friends and family was linked with decreases in depression.6

      This is another idea to consider. Can it be beneficial? Ex: long term relationships, keeping in contact with old friends, or family members who live far away. There is always another side to the issue.

    15. ocial networking sites can influence depression and anxiety in adolescents through technology-based negative social comparison, resulting in negative self-evaluation or anxiety about evaluation by others.

      Yes!!! I totally believe that adolescents struggle with this all the time with social media. It is almost as if social media sites are a competition. For ex: who can be the prettiest, who can go the coolest place, who can edit their pictures the best, etc.. I believe it can really affect a persons self confidence.

    1. Training children and parents in particular about privacy threats and how to protect children’s privacy could also fall in this domain of activity.

      I think it is important that we also educate parents on privacy threats because they are the ones that are often monitoring internet usage and buying toys that may collect data on their children.

    2. Policy makers should expand children’s privacy safeguards to encompass data collection and marketing practices across digital platforms, including toys and other objects that are part of the Internet of Things.

      I agree with this. There needs to be more regulations on what data is allowed to be collected by digital platforms, apps, and toys or objects.

    3. Studies have shown, for example, that teenagers are inclined to behave impulsively and often do not think about the consequences of their actions before taking them, even in situations involving considerable risk.32

      I think that this can be shown in what they share on social media. They don't understand the consequences that over-sharing can bring.

    4. For example, although high school students in 1 study expressed little concern about the future use of their personal data, they also demonstrated limited knowledge of the actual business practices involved in using such information for commercial purposes.25

      This is interesting because I have observed that most of the high schoolers today are constantly sharing everything about themselves on apps like instagram and snapchat. Maybe we should educate them on how the data on them is used.

    5. Mattel’s “Hello Barbie” is emblematic of a new generation of interactive digital toys; it records a child’s voice, sends the recording to the Cloud, uses voice-recognition software to decode the content, and learns the child’s name, conversational styles, habits, and interests.20

      I don't like this. However, I use my Iphone, Siri and Alexa which all are essentially doing the same exact thing and I'm not really creeped out by it. I guess it is the fact that "Hello Barbie" involves kids is the reason it freaks me out.

    6. These tools and techniques are frequently used to identify children and youth of color, including Hispanic people and African Americans, and create targeted marketing messages based on their ethnicities and cultures

      Why are they trying to identify and target children of color? Is there a study that says they are more susceptible to these marketing messages?

    7. Sophisticated algorithms make it possible to tailor and personalize each user’s experience, alter what an individual sees in a newsfeed or other online content, and create advertising messages based on the user’s interests, friends, and routine actions.

      I think this is scary, but i just have to accept it. I have to accept it because it is now a part of our everyday lives and we can't really do anything about it other than being a ghost on the internet and social media.

    8. For example, privacy is important to young people’s psychosocial development, ensuring they have the freedom and autonomy to explore and try out a variety of possible selves in their search for identity, without risk of surveillance or exposure.

      Children should be able to figure out their personal identity without the computer deciding who they are before they get a chance to.

    9. As children increasingly consume content on an ever-expanding variety of digital devices, media and advertising industries are creating new ways to track their behaviors and target them with personalized content and marketing messages based on individual profiles.

      I even see this in my own life. I often see ads on social media for things that I was talking about, and looking on the internet about. It always creeps me out because I know that my phone and apps are storing data on me.

    1. If this study can be replicated at a much larger scale, the results point to the potential of a media touch screen diet that is rich in educational software as a relatively inexpensive mode of early intervention for school readiness.

      I think this could be a possible solution to helping all kids but specifically, kids that come from disadvantaged, low-income families in early intervention for kindergarten and first grade.

    2. At this time, the issue is unresolved, with effects likely depending on age of a child, the type of programming watched, and other contextual factors.21

      I feel like if children are watching television that is purely for the sake of entertainment, it may have an effect on reading achievement. However, if children are watching educational television, it might have a positive impact on reading achievement.

    3. There is little research on whether watching adult entertainment programming has an overall positive or negative cognitive effect, but there is fairly clear evidence that violent content can influence antisocial and aggressive behavior.19

      What are some examples of "violent" content?

    4. Once comprehension is established, television begins to influence child knowledge and, therefore, cognitive development more generally.

      I think this is why parents need to be mindful of what their children are watching. I think that non-educational television is okay in moderation when a child is young. However, too much non-educational television may be a negative impact on a child's development and knowledge.

    5. Parental use of mobile devices, however, has been shown to considerably reduce parental interactions with young children.14

      I think that this is something that parents (and future parents) need to be mindful of. I think that the parent-child interaction within the first few months and years of life is extremely important. Children learn and develop critical language in these years from verbal interactions with their parents, so it is important that parents are talking and interacting with their children rather than staring at a screen.

    6. Such claims include the potential of electronic games and other interactive technologies (eg, educational apps for tablets and smartphones) to support learning in formal educational contexts.1

      When reading this, I thought about games such as Kahoot, which allows students to interactively participate in a question and answer game on their phones or tablets.

    7. On the positive side, all of these media have been claimed to be enriching, allowing children to vicariously experience and witness places and events far beyond their normal experiences

      I never thought about this, but it is true. Technology allows children to be able to watch and see things they may be learning about in the classroom. Having video or evidence of events or place helps children have a greater understanding of the event or place. If a class was learning about a cultural tradition, it may help to have video evidence of the tradition so a child can as close as possible to actually being at the event and seeing for themselves.

    8. The use of computer games as well as educational computer programs can lead to gains in academically relevant content and other cognitive skills.

      I agree. I think that educational computer games and programs can help children academically. I remember using games to enhance my math skills. I also remember being in high school, and using technology to develop a deeper understanding what what I was learning if I did get the topic at first in class.

  2. Aug 2018
    1. Using WordPress import tool is great for moving pages and posts

      very true! I used Word Press to create an art blog and it was great to display it!

    1. The Internet is such a big piece in everyday life. We use social media on a regular basis. There are so many accounts to manage. Users are bound to the specific guidelines set by the specific social network giving them a very little freedom to expand, create, or build out their own space.

      I find it very interesting that Meredith discussed how most social media platforms do not give users the freedom and creativity to expand a true space of their own. I have always felt this way about Facebook, Twitter, etc.

    1. I do think that providing faculty a space to build out a course site, web page, portfolio is valuable, but there are many tools you can do that with: the LMS, wordpress.com, wikipedia, blogger, Wix, Squarespace, etc.

      There are so many different tools to use for making a website

    2. I certainly see the value of easy and can definitely appreciate a tech initiative for faculty without too much confusing overhead, but in some ways a curriculum around domains should resist the impulse to simplify too much.

      I think there is a way to balance easy and technology because applications of technology can definitely challenge kids and motivate them to be better learners.

    3. I whole-heartedly agree

    1. Digital Storytelling (also affectionately known as ds106) is an open, online course that I’ve been teaching at UMW since Spring 2010

      cool

    1. learn how to manage a basic website, improving their skills and confidence in the process, as well as understanding a lot more about how the web works,

      I think that making a website will definitely help people understand the web better

    1. In a 2007 talk at EDUCAUSE, I made the case that the infrastructure was moving to the cloud where students could, and would, take care of their own services, relying on standards to interoperate with the institutions they’d serially associate with during their careers and lives.

      interesting

    1. I love the piece in the text that says "it is important to have ones own space in order to develop one's ideas and one's craft. It is important that learners have control over their work..." I strongly agree.

    2. And then — contrary to what happens at most schools, where a student’s work exists only inside a learning management system and cannot be accessed once the semester is over — the domain and all its content are the student’s to take with them. It is, after all, their education, their intellectual development, their work.

      This is pretty cool. I think giving students access to their own work is important.

    3. Students have little agency when it comes to education technology — much like they have little agency in education itself.

      Students don't have a lot of independency when it comes to technology because they do not understand how to use it.

    4. what happens at most schools, where a student’s work exists only inside a learning management system and cannot be accessed once the semester is over 

      The fact that a large majority of students' work is no longer accessible at the end of a semester is a very interesting and important point that the author brought up. I know that in CofC OAKS, once a course ends, you can no longer access your course page. If universal access to our intellectual work is so important, why does the College use this system?

    5. Students have control over the look and feel of their own sites, including what’s shared publicly.

      This is a good example of students owning their work.

    6. Student privacy has become one of the hottest issues in education, with some 170 bills proposed so far this year that would regulate it.

      wow.Thats alot of bills. very interesting

    7. This means they have some say — although not complete — over their personal data, and in turn they begin to have an understanding of the technologies that underpin the Web, including how their work and their data circulate there.

      It is important that students have more agency and understanding of their work and online presence. This can lead to more personal responsibility and understanding how the web can alter ones life.

    8. important

      I think it is very important to have your own space to locate your ideas/thoughts later!

    9. The school facilitates the purchase of the domain; it helps with installation of WordPress and other open source software; it offers both technical and instructional support; and it hosts the site until graduation when domain ownership is transferred to the student.

      I find this to be seemingly helpful. It would allow for us to have all of our own things in 1 space.

    10. And then — contrary to what happens at most schools, where a student’s work exists only inside a learning management system and cannot be accessed once the semester is over — the domain and all its content are the student’s to take with them. It is, after all, their education, their intellectual development, their work.

      This would have been very helpful in high school years for me, but would students try to reuse work that qualifies for numerous assignments?

    11. But almost all arguments about student privacy, whether those calling for more restrictions or fewer, fail to give students themselves a voice, let alone some assistance in deciding what to share online.

      I think students' voices need to be heard since they have grown up with technology their whole lives. They are being represented by adults who may or may not use technology as frequently and have definitely not grown up from a young age with the advanced technology there is today.

    12. At the simplest level, a Domain of One’s Own helps students build their own digital portfolio. They can be used in a classroom setting in order for students to demonstrate their learning.

      This will help when I start building my own digital portfolio.

    13. Schools routinely caution students about the things they post on social media, and the tenor of this conversation — particularly as translated by the media — is often tinged with fears that students will be seen “doing bad things” or “saying bad things” that will haunt them forever.

      I think it is very important for schools to stress the importance of social media. One dumb post will follow the student for a long time(because things done delete on the internet, right). Students need to think before they post!

    14. The Domain of One’s Own initiative at University of Mary Washington (UMW) is helping to recast the conversation about student data.

      This is interesting.

    1. this possibility of increased ownership and agency over technology and a somewhat romantic idea I have that this can transfer to inspire ownership and agency over learning
    1. . Alan’s code made it incredibly easy to do that. Over the next couple of months I’ll do the same for a few other stories.

      intersting

    1. Creation can be viewed simply as the act of producing, or causing to exist.  Construction is the building or assembling of an infrastructure. Construction is equal parts inspiration and perspiration. 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.

      The semantics mean everything when you break it down to how you will use it in the classroom- do we want our students to build (WebQuest) or create (internet inquiry)?

    2. sustained,

      This word choice is great because it in order to construct something sustainability is required.

    3. 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.

      Proper preparation prevents poor preformance, as one of my teachers says. I believe that applies here.

    4. I believe that viewing the work as construction and more expansive that just creation allows for this eventuality.

      Construction allows for creativity.

    1. on a film or a book and discuss it with others we are taking the original author’s creativity and remixing it in our own life, using it to extend our own ideas or to produce a criticism. 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. 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 example, Pettitt’s analysis of remix in Shakespeare’s work, 2007). 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. This is a process of taking and remixing “as a way of creating something new” (ibid.: n.p.). At the broadest level, then, remix is the general condition of cultures: no remix, no culture. We remix language every time we draw on it, and we remix meanings every time we take an idea or an artefact or a word and integrate it into what we are saying and doing at the time. At a more specific level we now have digital remix enabled by computers. This includes, but goes far beyond simply mixing music. 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. Lessig argues that these practices constitute remix as writing for these legions of digital youth: When you say the word writing, for those of us over the age of 15, our conception of writing is writing with text . . . But if you think about the ways kids under 15 using digital technology think about writing – you know, writing with text is just one way to write, and not even the most interesting way to write. The more interesting ways are increasingly to use images and sound and video to express ideas (in Koman 2005: n.p.).Lessig (2005) provides a range of examples of the kinds of digital remix practices that in his view constitute “the more interesting ways [to write]” for young people. These include remixing clips from movies to create “faux” trailers for hypothetical movies; setting remixed movie trailers to remixed music of choice that is synchronized to the visual action; 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 (with or without text added); and mixing images, animations and texts to create cartoons or satirical posters (including political cartoons and animations), to name just a few types.

      So easy to be creative!

    2. a very general level all of culture can be understood in terms of remix, where someone creates a cultural product by mixing meaningful elements together (e.g., ideas from different people with ideas of one’s own), and then someone else comes along and remixes this cultural artefact with others to create yet another artefact.

      Mixing and developing ideas with others they then become your own.

    3. enus Species + Species Hybrids Example

      excellent breakdown in this chart

    1. Provide equal opportunity and access for all students to use ICTs that foster and improve learning

      Crucial- responsibility of teacher to make sure students have EQUAL access to the skills we want to foster and support! If ALL students do not have means of providing own resources, make sure the resources are provided to ALL students! (think- have copy of textbook for each student, why not technology?)

    1. Do not make Google responsible for results- search not only based off of "relevance," but what pushes us to be "uncomfortable" or "challenged" as individuals and information consumers

    1. Pre-K

      How much internet time is too much? Skill set should revolve around communication, sharing, social behaviors, not so much internet at this age- maybe 30 mins a day could be dedicated to these projects though?

    1. Open learning, also known as open education, can be defined as a set of practices, resources, and scholarship that are openly accessible, free to use and access, and to re-purpose

      LOVED Randall's website for students, parents, and other teachers! Definitely doing this for my classroom!!!!

    2. open education advocate

      Ask in interview with future school/ district if they are apart of or would be interested in becoming part of "open education"...BE AN ADVOCATE!!

    1. Henry Jenkins on Participatory Culture

      This reinforces student lead learning and connected learning.

    1. Remixing apart of life and learning. Our own ideas are remix versions of someone before us.

    1. Expeditionary

      Group discussion at the end allows for great collaboration.

    2. Instantly making learning collaborative

    1. Learning STEM Skills by Designing Video Games

      Diverse learning style and encourages student lead learning.

    1. used nutrition, multimedia, and technology to create a healthy trail mix. This lesson doesn't specify the audience but I feel that their fellow classmates trying the trail mix and possibly deciding the best one could be an authentic audience

    1. pedagogy of Multiliteracies, in contrast, requires that the enormous role of agency in the meaning making process be recognised, and in that recognition, it seeks to create a more productive, relevant, innovative, creative and even perhaps emancipatory, pedagogy. Literacy teaching is not about skills and competence; it is aimed a creating a kind of person, an active designer of meaning, with a sensibility open to differences, change and innovation. The logic of Multiliteracies is one which recognises that meaning making is an active, transformative process, and a pedagogy based on that recognition is more likely to open up viable lifecourses for a world of change and diversity

      active designer of meaning

    2. he Multiliteracies approach suggests a pedagogy for active citizenship, centred on learners as agents in their own knowledge processes, capable of contributing their own as well as negotiating the differences between one community and the next

      active citizenship, learners as agents in their own knowledge

    1. Meaning material is moved from context to context requiring different ways of thinking

  3. Jul 2018
    1. Working online is a fluid experience which calls for flexible learners.

      Teachers need to be willing to take risks and learn about what is out there.

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

      Very valuable information.

    3. But, most importantly, they are to use the expertise of other students and the teacher in the classroom.

      This is not something that they expected to just know and understand right away. There is always something new to be learned. Being able to learn from peers and the teacher is crucial.

    4. 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.

      Like discussed in the lecture, there are many parts to construction. Planning is a huge and helpful aspect. Simply focusing on creation could deter from the entire process.

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

      This is constantly changing as advancements are made.

    6. The ideas and concepts in all of this work does overlap sometimes…and students and teachers should feel empowered to move in, out, and between all of the concepts. Working online is a fluid experience which calls for flexible learners

      The concepts all work together. We should not get caught up on one specific concept but, instead, learn to use them interchangeably and with one another.

    7. power and patience employed during work process…

      Love this, as well! "Power and patience"

    8. Construction is equal parts inspiration and perspiration.

      Love this

    9. but I believe that the word choice involved in identifying construction as opposed to creation is also of the utmost importance.

      I think word choice is always incredibly important--this is something we learn about playwrights in theatre. Each word is chosen for a specific purpose--as actors, that's why we should be word perfect and not paraphrase work.

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

      This is especially important in today's world--as everything is constantly changing

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

      Very true--teaching can be this way, too. Flexibility is key

    12. The ideas and concepts in all of this work does overlap sometimes

      I have definitely found this to be true throughout the course. I develop a lesson plan and I'm like wait I think that was more ORC than OCC.. or the other way around

    13. while making it easy & flexible enough for teachers to make this work happen in their classrooms.

      This seems to be essential for these skills to be developed in all schools--but educating teachers in these practices is essential, and making sure all schools have resources for students to create content online

    14. The ideas and concepts in all of this work does overlap sometimes…and students and teachers should feel empowered to move in, out, and between all of the concepts. Working online is a fluid experience which calls for flexible learners.

      I noticed this while writing my lesson lesson plans in this course. I kept stopping to make sure the lesson was ORC and not OCC or vice versa. I need to remind myself of the fluidity of this learning.

    1. We remix language every time we draw on it, and we remix meanings every time we take an idea or an artefact or a word and integrate it into what we are saying and doing at the time. At a more specific level we now have digital remix enabled by computers. This includes, but goes far beyond simply mixing music. It involves mixing digital images, texts, sounds and animation; in short, all manner of found artefacts.

      interesting point.

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

      And I guess we must do this all day, every day...without even knowing it.

    3. We accept this conceptual extension of “writing” to include practices of producing, exchanging and negotiating digitally remixed texts, which may employ a single medium or may be multimedia remixes

      Writing goes hand in hand with remixing.

    4. omeone else comes along and remixes this cultural artefact with others to create yet another artefact

      Remix's do not have to be originally an individual's idea, however, it must be changed or combined with another idea. This happens in culture constantly.

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

      This is taking many ideas and mixing them together, creating a new product.

    6. hese include remixing clips from movies to create “faux” trailers for hypothetical movies; setting remixed movie trailers to remixed music of choice that is synchronized to the visual action; 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 (with or without text added); and mixing images, animations and texts to create cartoons or satirical posters (including political cartoons and animations), to name just a few type

      Good ideas for the classroom on ways of remixing

    7. Good point- everything we know is essentially a remix...this essentially helps create cultures..

    1. new communication practices, new literacies have emerged. 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

      Communication practices has changed therefore we need to change our ways as well.

    2. 3literacy curriculum taught to a singular standard (grammar, the literary canon, standard national forms of the language), the everyday experience of meaning making was increasingly one of negotiating discourse differences. A pedagogy of Multiliteracies would need to address this as a fundamental aspect of contemporary teaching and learning.

      Literacy was changing from print to digital therefore curriculum needed to change as well.

    3. The world was changing, the communications environment was changing, and it seemed to us to follow that literacy teaching and learning would to have to change, as well.

      The importance of staying current with new changes occurring.

    4. 1994 to talk through what was happening in the world of communications and what was happening, or not happening but perhaps should happen, in the teaching of language and literacy in schools.

      Technology was up in coming in 1994 but still had a long way to go.

    5. The world was changing, the communications environment was changing, and it seemed to us to follow that literacy teaching and learning would to have to change, as well

      The changing of the ways in which people are reading and writing could not be ignored. This has been a huge step for humankind, now we must learn how to effective teach and learn information within a different understanding of literacy.

    1. Project Based Learning (PBL) prepares students for academic, personal, and career success, and readies young people to rise to the challenges of their lives and the world they will inherit.

      Great resource for PBL

    1. "work against the idea that media is hostile toward education and understand the different forms of media" . This is key

    1. Creativity is a remix

      Taking what is already out there in the world and using it to help express our own creativity.

    1. Make it a policy to always teach a new technology, with new literacies, to your weakest reader(s) first. This enables struggling readers and writers to become literate in this new technology before other, higher-performing students in reading. Those who struggle with reading and writing become literate in a new literacy before others and can teach this new literacy to others who are not literate with this new form. This is a powerful principle that positions weaker readers as experts

      This is an interesting proposal as it allows for students to gain more confidence in another area of literacy. I think it is important to note that it might be just as difficult, however, because reading and writing skills are taken to a new level. It may also persuade struggling students to rely more on digital literacy skills and abandon traditional reading and writing skills as "not for them" or "too difficult." I'd love to see if this method is as successful as it is presented to be!

    2. However, this does not nec-essarily mean they are skilled in the effective use of online information, perhaps the most important aspect of the Internet. Studies show that stu-dents lack critical evaluation skills when reading online (Bennet, Maton, & Kervin, 2008; Forzani & Maykel, 2013; Graham & Metaxas, 2003) and that they are not especially skilled with reading to locate information online (Kuiper & Volman, 2008).

      Students can navigate, but are not "digitally literate," still don't follow concepts of appropriate use

    3. We live during a time in which new technologies continuously appear online, requiring additional skills to effectively read, write, and learn, sometimes on a daily basis.

      This is why teacher's allowing their students to access this information with little regulation is so important. Students need to learn for themselves how to interact and face the challenges of new technology, with teachers there to guide them.

    4. How does the nature of reading and writing change online? What, if any, new literacies do we require?

      Something to think about for sure

    5. (1) reading to identify important questions, (2) reading to locate information, (3) reading to evaluate information criti-cally, (4) reading to synthesize information, and (5) reading and writing to communicate information.

      The 5 processing practices that occur during online research and comprehension

    6. Some believe there is little to teach; our students are already “digital natives,” skilled in online literacies

      Although kids these days are well aware of how to navigate the internet/ technology, it is often obvious that students are not "digital natives" in areas such as research and comprehension. This is why it is so important that as future educators we deliberately teach online reading and research skills to our students. This will only open a whole new door of possibilities in regards to student success with both online reading comprehension and integration of technology in their daily studies.

    7. Most importantly, it is reshap-ing the nature of literacy education, providing us with many new and exciting opportunities for our classrooms

      It's crazy how many opportunities technology/ internet provide! Allowing us to collaborate with peers, improving our reading & researching skills as well as being able to learn on our own outside of the classroom

    1. The most interesting article I read was on how in the past, kids with social anxiety were helped because the need to be part of a group was stronger than the desire to avoid social interaction, so they were forced to fight their anxiety and hang out with other kids. But nowadays, kids can get the same feeling of being part of a group from social media and don’t have to actually interact with people, so their social anxiety never goes away. To fix this, they should just hang out with other people and stay away from social media.

      Very cool, and again, cool to see a kid recognizing the importance/impact of this

    2. Next topic is screen-time and wellness, I would argue that this topic is the one that affects real life more than any other. I know from experience that technology can be a bit addicting, screen-time can ruin a sleep schedule, which can lead to physical and mental effects, and prolonged use can be unhealthy.

      Really cool to see a kid recognizing this.

    3. We also hoped  that our students would not only learn self-regulation, but that they would adopt practices associated with “digital leadership” – in other words, using social media for good – a concept promoted by Jennifer Casa-Todd in her book, Social LEADia.

      YES.

    4. Our intention was that by providing information, resources, and guidelines to their parents, our students would internalize the information themselves.

      I appreciate this idea of students teaching their parents, and in doing so, teaching themselves.

    5. The information gleaned from the poster presentations and discussions were then incorporated into parent letters that were distributed at back to school night. (Note:  I’m not particularly fond of projects ending in poster fairs, but in this case the poster fair was a means to the ultimate product, letters written to parents).

      It seems a little silly to use a poster fair instead of a digital tool to share this information... considering the topic.

    6. A few years ago we discovered and started using the resources provided by Common Sense Media at the beginning of the year to jumpstart the dialogue with our students. This resource has terrific age-appropriate resources and lessons. If you aren’t familiar with their website, I highly recommend it.

      Noted. RESOURCE.

    7. At my school, our staff also struggles to design the appropriate the balance between freedom and protection; it’s a cost-benefit analysis that sometimes feels impossible to nail.

      This is so real. I feel like everything in teaching (and life) is a balancing act. Where is the line of what is appropriate/inappropriate, meaningful/usefull, etc.

    8. It can be truly baffling and frustrating.

      Yes. Yes, it can.

    1. They're learning that empathy matters in a digital world. They're learning that technology can be used to showcase their talents to a wider audience. They're learning to make the web work for them. They're learning to discern, filter and organize the information they collect. They're learning that transparency and responsible sharing can only help them. They're excited about new challenges daily and learning in a collaborative environment where they are not told what to do, but instead are learning through the decisions they make themselves.

      SO COOL.

    2. And for all of their hard work and content creation, I am giving every one of them an award; however most of them wouldn't accept it. My students get more excited about their reach and how others react to the content they created. They are excited about this post and how many new users will hopefully visit their website and comment on their video.

      The task, in itself, is rewarding. That's the dream.

    3. hey are discerning between credible and bogus information and understanding how to properly cite, organize and share their findings.

      Again, such important skills

    4. They're employing critical analysis and critical thinking by seeking out the answers to the questions they generate.

      21C Skills

    5. They collaborate with their teams, schedule weekly meetings with team leaders or project managers, and we meet as a class to assess the progress and address any questions or problems.

      I don't think this design is the best choice in all classrooms, but it's a great idea. Just like it'll be in the real world in a lot of jobs.

    6. I remind them that this skill is imperative for their future no matter what path they choose.

      Yes, yes, yes

    7. they present and demonstrate their learning

      Much more practical assessment

    8. facilitator and a resource for their learning. They do the rest.

      Again, what a cool idea--putting kids in the driver's seat

    9. teach digital literacy to a mixed group of high school students.

      How cool that there is actually a digital literacy class.

    10. authoring their own learning,

      I love this idea--"authoring their own learning" They are creators of their own learning. So cool.

    1. In Chile, the Rosas et al. study (2003) evaluated the effects of introducingeducational video games into the classroom and found indications ofpositive effects on learning, motivation and classroom dynamics.

      Good publication to look at research studies proving OCC and video game creations and educational tools were beneficial to classrooms

    1. "Learn with the world, not just about it" Good resource for teachers to connect students across the world, writing, etc.

    1. When young people help to create content for the Internet -- when they experience being active participants, contributing to what there is online -- they are more likely to see the Internet as a resource that they understand and use effectively. By contrast, when people, especially the young and underrepresented, do not have a chance to experience the Internet as something they have a part in shaping, they miss out on being more closely connected to a wealth of resources, information, interaction, and opportunities for growth that can help them to cross over the digital divide.

      Great point- when students are guided in creating online content, they become more comfortable with using technology to propel them forward in their learning

    1. "Our frame is a social semiotic theory, and we ask, ' What exactly is the relation between the semiotic designs of multi modal learning resources..."

      • Looking at the way texts have changed through the centuries
    1. Using the fantasy of Dumbledore's Army to mobilize. What can we take from our student's interests and use to mobilize them?

    2. The term "participatory culture" puts me at ease. I am reminded that I don't need to be the expert- we are all learning and sharing.

    3. Students are having a richer experience and care more about their life outside the classroom.

    1. Welcome to the Newsela Instructional Content Platform. We solve the problem of reading engagement holistically for students, teachers, and principals. See our results See our results Fresh, adaptive reads for every subject. ELA Science Elementary Math SocialStudies Our Content Partners World-class students (yours)deserve world-class instructional content. History Bio National Geographic The Washington Post The Guardian ProCon.org Encyclopædia Britannica Scientific American Associated Press The Gilder Lehrman Institute of American History PBS Newshour Smithsonian Perfect for elementary, too. With content and activities created specifically for students in grades 2-6, Newsela fits seamlessly into your elementary literacy routine. Learn more Assessments FTW. Every great love affair with reading begins with engagement, and Assessments are the ultimate in engagement. Know if students did the reading, if they’ve understood it, and much more. (All from the comfort of your mobile device.) Quizzes. Annotations. Writing Prompts. Teach vocabulary in context with Power Words. Forget word lists and memorization—the best way to learn new words is for students to encounter them in context while they read. Available on hundreds of articles. 5 Power Words with student-friendly definitions are embedded in hundreds of articles. Students can practice Power Words by completing 10 practice activities after reading. Words and points are collected on each student’s Word Wall. 123 Is your district missing something? Not anymore. We designed the Newsela Instructional Content Platform to fit perfectly into how your district already works. Integrate with Google Classroom, Canvas, Clever and more. Learn about PRO Learn about PRO It’s time to solvereading engagement. Join our community of 1,300,000 educators and counting. Join Learn about PRO Close Teachers Administrators Newsela About Newsela Pro Company Careers Content Partners Help Learning & Support Follow Us Press Blog Twitter Facebook Youtube Instagram © 2018 Newsela | info@newsela.com | Terms of Use | Privacy Policy

      Newsela- Articles customizable to any reading level:) Keep as a future resource

    1. This process involves the following five phases:

      The 5 phases of Internet Inquiry Projects include: 1) identifying interest 2) engaging in OCI 3) critically evaluating online info 4) synthesizing what's been learned 5) engaging in OCC

    2. hese learning activities and assessments are supercharged through the use of digital texts and tools, while building the web literacies of you and your students. As you become more familiar with Internet Inquiry Projects, you’ll find that you regularly use the web for teaching and learning every day

      Teachers need to explore and familiarize themselves with digital texts and tools to comfortably integrate them in their lesson plans.

    1. Are the skills we’re teaching young New Zealanders the skills that the 21st century needs?

      Interesting to see other countries discussing the same things.

    1. I can see how PBL is the vehicle by which I can teach both the Common Core Standards and the 21st century competencies to my first graders. I am also very excited that I don’t have to throw out all the great units I have taught in the past, but instead can view them through a PBL lens.

      Not completely starting over, just improving previous lessons. This ties in to the article about viewing digital literacies through a different lens. PBL can be the vehicle to teach standards along with 21st century competencies.

    2. Videos, pictures, books to introduce topic. Map made of where animals were located. Signs posted in their area about saving the frog. Students discover why the frog population is declining, then come up with their own solutions. Students discuss the declining frog population with a local expert. I like this project based learning activity although it doesn't necessarily involve technology. However, students were asked to identify how they could post information about saving the frog on media. Students posted an informative video on youtube. I think this could involve technology in the research part of the lesson, but I also feel that this was appropriate for student levels.

    3. 4 C’s: Collaboration, Communication, Critical Thinking and Creativity that are skills highly desired by future employers
    1. collaboration, communication, critical thinking

      21st century skills. we need to actively solve problems in real life.

    1. For younger students, steps should be assigned to a time line, while students in middle school and above can schedule the tasks on their own and learn about self-discipline at the same time.

      I like that this included an example for elementary students. Many times a first grade student is not as independent as a middle school student, but they still need to practice these skills.

    2. Authentic assessments help students analyze what they’ve learned and apply it their own experience. They don’t have to memorize facts for a test, so they can use their creativity to show what they’ve learned. For older students who can use a combination of writing and speaking, authentic assessment helps them refine their writing and oral presentation skills. Authentic assessment works great for groups, so students can get experience collaborating on projects with their peers.

      Students need these skills to become successful members of society outside of school. Students collaborate to find solutions.

    3. hile completing tasks that are beneficial to their “real-world” experience

      Making connections

    1. learning is so rich and it's so 04:21 meaningful that our students do very 04:23 well on standardized tests

      This is interesting. I feel that standardized tests are the opposite of what comprehensive assessment encourages. I can see how promoting problem solving skills could lead to better standardized test performance.

    2. 01:57 you're doing a lot of small check-ins 01:59 with the students to see where they're

      Assessments should provide feedback to teachers and used to see what students know or are struggling with. Teachers adjust instruction based on assessments.

    3. 00:17 evolve to reflect the skills and 00:20 knowledge that we actually value and 00:22 that we need schools to teach in our 00:25 students to learn

      Teachers can change classroom assessments, but I wish there was a way to change this at a federal level. They will not experience multiple choice questions in their daily life, assessments like that do not reflect real-world experiences.

    1. 05:45 standards and there's an assumption 05:47 behind a lot of that that we actually 05:48 know what our kids are going to face in 05:50 the future

      Standards don't necessarily reflect what students will experience in the future, teaching for only standards is not necessarily authentic.

    2. to see the kids get 05:31 engaged in the work th

      Students are motivated when they have an influence on how they show what they know and are able to create freely

    3. have the opportunity to kind of tinker 04:19 they get to think about something but 04:21 then also actually build it create it

      Reminds me of the video about productivity increasing when employees were given creative freedom.

    4. language arts class students wrote 03:28 letters to Portland City officials and 03:30 created proposals for the installation 03:33 of their original works of public art

      Love that it ties in to multiple subject areas.

    5. sites going to be connected as a walking 02:43 tour you know how to get there so if we 02:45 went to the othe

      collaborative project that reflects a real world situation, reading and making a map, identifying things in your community. Very cool project!

    1. best use of assessment is to figure out 03:45 where they're at and how I can get them 03:48 to where I want them to be

      Best use of assessment is to gain feedback and gain insight on your students' learning processes.

    2. 02:55 that they do to challenge them to 02:57 synthesize things and to approach 03:00 problems in the way that a scientist 03:03 does or historian d

      Authentic because they can use it in their lives outside of school

    3. how would this mistake happen

      Thinking about how mistakes happen leads to better understanding of a topic and figuring out their thinking process.

    1. We need you to make sure that they're transparent enough 08:12 that we can see what the rules are 08:14 that determine what gets through our filters.

      we should have control, and these algorithms should be transparent

    2. here is no standard Google anymore.

      I had no idea that google did this!

    3. 03:29 Yahoo News, the biggest news site on the Internet, 03:32 is now personalized -- different people get different things.

      This makes it so much harder to get information about subjects you are not familiar with. The internet chooses what to show you based on your likes/dislikes. Reminds me of advertising rather than providing an objective search.

    4. don't yet have the kind of embedded ethics

      Algorithms don't have ethics, they just filter information. This is a problem because people are not exposed to other points of view.

    5. This is really interesting, there is no "standard" google

    1. "Should you be using me for help or your partner? Who is more knowledgeable?" Leading questions help the students come up with a solution themselves.