24 Matching Annotations
  1. Nov 2018
    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.

  2. Oct 2018
    1. teacher and student modeling of online research and comprehension strategies (questioning, locating, critically evaluating, synthesizing, and communicating).

      Useful information on the comprehension strategies within the IRT model, all of which build upon another (the ability of communicating the information to your peers being the hopeful end result)

    1. Educators talk about incorporating technology into lessons on a regular basis, but are you doing it in a meaningful way?

      I appreciate that this portion of the article put the implementation of the SAMR model into context. Sure, I can now tell you the 4 steps of the SAMR ladder and what the purpose of the model is, but I believe the model can be summarized in this one question the author poses: "Educators talk about incorporating technology into the classroom on a regular basis, but are you doing it in a meaningful way?" The author shines the light on the fact that yes, especially in the past decade, there has been a huge push for educators to incorporate technology into their classrooms. However, are they doing it because they are being pushed to? Or is there meaning, purpose, and intent behind the technology driven learning?

    2. Many educators use the SAMR model and Bloom’s Taxonomy in tandem to make their technology integration more purposeful

      Although the SAMR model and Bloom's Taxonomy are similar in the sense that they present a gradually increasing order of higher level thinking, I would have never thought to use both of the models in tandem. Used together, I agree that it will allow teachers to make their technology integration more purposeful in the classroom.

    1. Learners need support from peers and mentors to persist through setbacks and challenges

      Which is why we submit our module work to a group of our peers for feedback before submitting it for a final grade!

    2. Elements of Connected Learning

      There are 3 elements of connected learning- combining a young person's interests, relationships, and opportunities, together they allow for connected learning.

    3. an age of abundant access to information and social connection that embraces the diverse backgrounds and interests

      As technology continues to advance, we have virtually unrestricted access to not only information but contact with one another. Technology is incredible in the sense that it connects people from all over the world, different religions, different socioeconomic backgrounds, etc.

    1. SAMR is a model of tech integration designed by Dr. Ruben R. Puentedura, Ph.D. that is simple, easy to gauge, and offers all educators something to strive for.

      And that "something to strive for" is being able to take technology implementation in your classroom to that "next level"

    2. I am very happy about Apple’s consistent use of the SAMR model as a framework for technology implementation because the clear and consistent message serves as a reminder to teachers about the expectation for each of us to achieve what we cannot achieve without new technology.

      I find it very interesting (yet not surprising) that Apple uses the SAMR framework. They are, after all, one of the world's leading innovators in technology implementation, especially in modern classrooms (with iPads especially!) I also found the author's definition of SAMR framework as "a reminder to teachers about the expectation for each of us to achieve what we cannot achieve without new technology" fascinating. As technology becomes more and more advanced and integrated in our classrooms, teachers play a vital role in knowing and learning how to incorporate the technology into lesson plans.

    1. Synthesize

      This paragraph helped me in writing my own synthesis on Understanding by Design Framework. Instead of simply summarizing the information I learned, I started to think about how I would apply UbD Framework in my own K-3 classroom- how it would engage my students, how my students could get the very most out of my lesson plans when I began planning with learning goals in mind. I also integrated multiple modes in the form of a related YouTube video and included a chart that I found extremely useful in an article I read.

    1. performance tasks and other evidence.

      I appreciate that the UbD Framework acknowledges that assessment does not just have to be performance based (quizzes, standardized tests, etc.) Understanding can be demonstrated in several other ways including: being able to explain concepts in their own words, interpreting data and text, applying what they have learned in different contexts, demonstrating perspective by being able to see other points of view, empathizing with others, and having self-knowledge by displaying metacognitive awareness.

    2. think purposefully

      The UbD Framework is centered around beginning with the "end in mind"- to start planning after considering questions such as "What do I want my students to achieve in this lesson?" By starting with learning goals in mind, lessons will be much more concise and developmentally appropriate.

  3. Sep 2018
    1. discourage the placement of media in children’s bedrooms and encourage parents to limit the total amount of entertainment screen time in general to <1 to 2 hours per day

      As a future educator, I would hope that all of the parents of my students enforce some sort of media restriction. However, I know that I will be teaching children from different socio-economic backgrounds, different families with different values, etc., and this will not always be the case. I will make it my mission as an educator to find an appropriate balance between appropriately accessing technology in my classroom and spending time with physical print.

    2. clinically significant impairment or distress.”

      Connecting to the other article I read, Digital Media, Anxiety and Depression in Children, extreme exposure to technology, as described in Internet Gaming Disorder, can eventually lead to anxiety and depression.

    3. The increasing prevalence of digital media has led to growing public concerns about potential detrimental effects, including the possibility that video game play may be “addicting.”

      Through becoming an RA, I got the chance to meet several residents that, for all intents and purposes, were addicted to video games. Sometimes I would not see them come out of their rooms for hours upon hours, even days if a new game or update had just been released. I looked out for all of my residents but especially my few residents who I knew had a gaming addiction.

    1. The tendency to be constantly connected to one’s social network through digital devices, therefore, potentially contributes to feelings of anxiety.

      I, for one, can personally attest to feeling anxious about not being active on social media. I try to establish a presence on many social media platforms- Facebook, Instagram, Snapchat, and Twitter to name my most frequently visited. When I haven't posted in a while or I have become inactive, I do get anxious and begin to feel somehow left out or like people have begun to forget me. Of course, this is not reality, but I can't help but feel anxious about inactivity.

    2. depression has been postulated to be caused by substituted digital communication, such as excessive mobile phone use that takes the place of face-to-face contact and causes subsequent social isolation

      Revisiting what I said earlier about the students my aunt taught that were unable to form social skills because of too much digital communication, research has actually proven that too much exposure can later cause depression in children.

    3. Adolescents may seek digital distraction from emerging anxiety or distress emotions, creating a reinforced behavioral avoidance of emotional experiences.

      The thought of a child using digital distractions as a coping mechanism for anxiety or distress is a very scary thought. When I was growing up, if I was upset I would simply go outside and play with my friends or read a book. My parents did not always allow me the opportunity to play a video game or get on the computer. My screentime was extremely limited. The fact that today's children are using digital distractions to cope with anxiety is only going to FURTHER damage them psychologically. Although it is easy to sit an upset child in front of a television, parents should encourage their child to seek healthier ways to deal with distress.

    4. Little research has been conducted on acute fear reactions delivered by newer technologies, such as the Internet, social media, and portable devices.

      Although little research has been conducted on the effects from frightening media via Internet, social media, etc., today's children were, for all intents and purposes, born with a cell phone/tablet/laptop in their hands. Children KNOW how to access developmentally inappropriate content in a variety of ways. The greater access to technology is only going to further prove the research that has already been proven- the same frightening content that children are accessing via television and movies will be accessed in a multitude of other ways and will have the same damaging effects.

    5. 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.1

      I find it extremely interesting that surveys regarding children's responses to the content of media have dated as far back as the 1930's, when movies at the theater were a huge technological advancement and by far THE most exciting advancement in entertainment. Now, nearly 90 years later when media has consumed essentially every aspect of our day, I can only imagine the impact that content of media has had on children.

    6. anxiety resulting from lack of emotion-regulation skills because of substituted digital media use

      This is becoming an ever-increasingly important discussion in regards to today's youth. My aunt, who has been an public elementary school teacher for over 30 years now, told me that she has seen students come through her classroom that literally do not know how to socialize with their peers. She blames the social media and video game culture for keeping kids indoors and not engaged in outdoor or even indoor play with one another. She feared that her students that were lacking emotion-regulation skills went home each afternoon and spent the entire night playing video games.

  4. Aug 2018
    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. 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?