we’ve developed elements of online collaborative inquiry, and online content construction to help expand the work students are involved in as they use online information sources to research and develop media skills.
a good way to show what the purpose is
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.
I feel as though changing with the world is very important
Internet reciprocal teaching builds on the same principles; however, the teacher first instructs students in a whole-class setting with each person constructing his or her own text while building the online reading comprehension strategies of questioning, locating, evaluating, synthesizing, and communicating.
Good explanation on the details on internet reciprocal teaching
By creating a curriculum that allows for problem-based inquiry learning, high-level discussion, and collaboration. One approach, Internet reciprocal teaching, involves problem-based tasks in which readers create their own text. This provides students a path for navigating the Cs of change
Internet reciprocal teaching can help with literacy on the web
Students today must be prepared to navigate the new "Cs of change" that the 21st century has brought us. These Cs include such skills as creativity, communication, collaboration, critical thinking, and comprehension. In addition, the rise of the Internet means that teachers must shift how they teach reading and writing
the Cs of change are essential when comprehending skills. teachers today need to recognize that
Deliberately teaching online reading and research skills is one way to keep students from foundering on their way to the future.
Students need these skills to be successful in their life
In short, online reading compre-hension is online research. Second, online reading also becomes tightly integrated with writing as we communicate with others to learn more about the questions we explore and as we communicate our own inter-pretations. A third difference is that new technologies such as browsers, search engines, wikis, blogs, e-mail, and many others are required. Addi-tional skills and strategies are needed to use each of these technologies effectively.
Important in understanding basics of online reading comprehension
Thus, when we speak of New Literacies in an online age we mean that literacy is not just “new” today; it becomes “new” every day of our lives
The things that make up new literacies are constantly changing, just like the speed of technology
Each requires additional reading and/or writing skills to take full advantage of its affordances. In addition, new tools for lit-eracy will appear on the Internet tomorrow with additional, New Litera-cies required to use them effectively.
Each online database requires you to have separate, certain skills and they are changing rapidly
Internet is also altering the nature of literacy, generating New Literacies that require additional skills and strategies. Most importantly, it is reshap-ing the nature of literacy education, providing us with many new and exciting opportunities for our classrooms.
the internet is changing the way we learn about literacy and how we receive certain skills
They suggest this approach is likely to lead to greater equity, understanding, and acceptance of continuously new technologies within educational systems.
Continuous change and the dual-level theory of New Literacies show that the success rate is higher
When students are taught to listen to each other’s ideas, give regular feedback, and focus on strong communication, they become skilled collaborators.
another plus for collaborative learning and to make teamwork happen
Encouraging students to reach out to one another to solve problems not only builds collaboration skills but leads to deeper learning and understanding.
Students can work together to figure out a problem they are facing
Substitution The SAMR Ladder: Questions and Transitions What will I gain by replacing the older technology with the new technology?AugmentationThe SAMR Ladder: Questions and Transitions Substitution to AugmentationHave I added an improvement to the task process that could not be accomplished with the older technology at a fundamental level?How does this feature contribute to my design?ModificationThe SAMR Ladder: Questions and Transitions Augmentation to ModificationHow is the original task being modified?Does this modification fundamentally depend upon the new technology?How does this modification contribute to my design?RedefinitionThe SAMR Ladder: Questions and Transitions Modification to RedefinitionWhat is the new task?Will any portion of the original task be retained?How is the new task uniquely made possible by the new technology?How does it contribute to my design?
108 names of the constitution
The key to successful technology integration is the efficient use of digital tools tools that are appropriate for the task. Technology provides us all with the ability to develop our own toolkit of flexible resources for use when needed.
The SAMR model is a useful tool for helping teachers think about their own tech use as they begin to make small shifts in the design and implementation of technology driven learning experiences to achieve the next level. Dr. Puentedura has included Questions and Transitions Ladders with the SAMR model to help teachers make transitions to each level. Teachers in the substitution and augmentation phase can use technology to accomplish traditional tasks, but the real learning gains result from engaging students in learning experiences that could not be accomplished without technology.
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.
SAMR allows for teaching education while getting feedback how well it is being taught
Apple’s use of the SAMR model as a framework for tech integration presents a consistent, clear and powerful message that is spreading!
SAMR allows teachers to provide a new way of sharing their message
The TPACK framework for teacher knowledge is described in detail, as a complex interaction among three bodies of knowledge: Content, pedagogy, and technology.
When using these sections of knowledge you can integrate technology use into teaching.
Programs and organizations designed around connected learning are serving young people around the country and world.
This has allowed people to revolutionize how they communicate
Connections Across Settings
As connected learners develop, they access varied programs, communities and opportunities. In order to support diverse learner pathways, organizations and caring adults can form partnerships, broker connections across settings, and share on openly networked platforms and portfolios.
Shared Purpose
Learners need to feel a sense of belonging and be able to make meaningful contributions to a community in order to experience connected learning. Groups that foster connected learning have shared culture and values, are welcoming to newcomers, and encourage sharing, feedback and learning among all participants.
Shared Practices
Ongoing shared activities are the backbone of connected learning. Through collaborative production, friendly competition, civic action, and joint research, youth and adults make things, have fun, learn, and make a difference together.
Sponsorship of Youth Interests
Organizations and adults must meet youth where they are in order to foster connected learning. They do this by being sponsors of what youth are genuinely interested in — recognizing diverse interests and providing mentorship, space, and other resources.
Connected learning does not rely on a single technology or technique. Rather, it is fostered over time through a combination of supports for developing interests, relationships, skills, and a sense of purpose
There is no one specific platform, anything can allow connected learning to happen
Youth who participated at YOUmedia saw clear results.
There is clear evidence for how this learning process is successful. Click to see
YOUmedia centers on digital media production such as music, art, poetry and journalism. Young people can “hang out socially, mess around with new projects and geek out” in areas of specialization when they want to take the leap
This is an example of a company that uses connected learning to allow them to get their work out there
Success beyond the classroom requires tangible connections to real-world career and civic opportunities. The Digital Youth Network provided in- and out-of-school connected learning experiences to low-income students in Chicago.
This is under the title opportunities. When people are given real life opportunities, they are more likely to become successful
Learners need support from peers and mentors to persist through setbacks and challenges.
This involves the importance of relationships in the elements. People are able to be more successful when they have peers or mentors.
Learning is motivating when it grows out of personal interest. A growing body of research indicates that interest helps us pay attention, make connections, persist and engage in deeper learning. For example, when reading about games they enjoy playing, teenage boys read at a much higher level than their reading level in school.
This is under the Interest category of elements and it shows that when focusing on something you are interested in, you will perform better because its something you care about.
The research is clear: Learning is irresistible and life-changing when it connects personal interests to meaningful relationships and real-world opportunity.
We need to connect what we learn into real-life situations in order to be successful
Based on her experiences writing online, Abigail decides she wants to become a professional writer.
because of this positive experience for her, she was now able to figure out what she loved doing and is becoming successful
a supportive community on Wattpad, an online publishing app
she discovered relationships while on an app with people with similar interests
Connected learning combines personal interests, supportive relationships, and opportunities. It is learning in an age of abundant access to information and social connection that embraces the diverse backgrounds and interests of all young people.
I believe that the power of this technology can allow us to learn and collaborate like we never have before.
connected learning posits that the most meaningful and resilient forms of learning happen when a learner has a personal interest or passion that they are pursuing in a context of cultural affinity, social support, and shared purpose.
when the learner are engaged with something they are interested in, they will learn better
connected learning is about examining learning that cuts across the contexts of home, school, and peer culture, looking at the links and disjunctures between them.
connecting it to everyone who is also learning
Thus, we should allow for some ambiguity in terms and definitions, as new technologies afford new digital spaces for literacy learning, which will continuously be new, multiple, and rapidly disseminated
The rules we follow are constantly changing
eight essential elements of digital literacy that lead to positive action:
These eight things are what makes up a good participant of the internet
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.
Good conclusion and wraps of the basic idea of the article
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. They need to recognize that there are back-channel discussions about what ends up appearing on the site. These discussions can be fraught with power dynamics, resulting in controversial issues appearing unbalanced as more powerful authors block alternative viewpoints.
On sites like this it is important to understand the meaning behind back-channel discussions
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.
We need to learn the extent of what we can and cannot do on the internet
I place students in authentic situations as much as possible. When they tweet and blog, they have a public audience beyond our class. I ask students to tweet to other educators and learners (locally and internationally). They tweet about their burning questions and seek feedback on what they are working on for class.
It is important to help students with actual situations because this way they learn to broaden their horizons
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.
I think this is important and ties in to what I previously stated where the internet can be a scary place so students need as much information on how to use it as possible
do we remind them of the risks of placing their information online and give them choices of how much personal information to reveal?
students need to have the proper information so they can share their lives safely
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 dives into the actual difference between the two topics. Skills involve more of a step by step while literacy asks the ethical questions of your actions
Unfortunately, many focus on skills rather than literacies. Digital skills focus on what and how. Digital literacy focuses on why, when, who, and for whom
Skills are more of a basic knowledge while literacy is more of the understanding
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. The Mozilla Foundation and community of volunteers have worked to address this paradox by creating a Web Literacy Map. These efforts seek not to simply understand the web but to empower adolescents to help build a better open web.
I believe it is important for students to actual learn the web literacies in order for them to create a better space
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 has created an amazing space that allows us to share any information we want
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.
21C Skills emerge as skills critical to success in today’s world. They enable individuals to become teachers, advocates, and community leaders to leverage and advance the web as an open and public resource
In order to be successful these skills are very crucial
Participating on the web allows users to remix, modify, and share content, and the skills and competencies in this strand drive the open web.
Allows people to communicate and share their findings with one another
Creating mental and physical representations of digital content focused on accessibility and approachability
also important when creating things such as websites
Writing on the web enables one to build and create content to make meaning.
good skill to have for things like creating your own website
Evaluate Comparing and evaluating information from a number of sources online to test credibility and relevance.
important skill to have
Synthesize Integrating separate and unique information from multiple online sources.
putting all of what you need together
Understanding the basic structure of the web and being able to understand how this affects reading online
important at a young age to be taught the right way
Using questions and keywords to find the information you need.
very important when searching
What we concluded is that people needed the map to be more approachable, accessible, and applicable for learning and teaching web literacy skills.
Specifically, these skills are described as:
skills we used, now more technology based
these digital-age skills help us live and work in today’s world
help in todays world
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. Having these skills on the web expands access and opportunity for more people to learn anytime, anywhere, at any pace.
the world is changing and now these skills are more needed
To help people become good citizens of the web, 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.
things to focus on to help
reach and meet the growing number of diverse audiences using the web.
important to show how much the use of tech is increasing