Found this link today, thought it was very appropriate to this course.
http://music.yahoo.com/blogs/video-gaga/beyoncé-gives-props-flawless-shot-shot-countdown-cover-182329262.html
Thursday, July 26, 2012
Tuesday, July 24, 2012
Voice Thread Sample Project
I used Voice Thread for my project. It was fairly straight forward and simple to use. From the sample works that I reviewed it seems as though it is easy for younger students to adapt and use the program.
Today I was introducted to Digital Storytelling from the University of Houston. I have not had time to fully explore it, but it appears to be a superior product to Voice Thread and more appropriate for an older age group. I hope to have some time to look at it more fully, and maybe do a few stories of my own.
For my sample piece I was not able to use a second person for the recording. I would however, for a class sample ensure that I had that key component as a part of the program.
So, without further ado, want to hear a fish tale?
Today I was introducted to Digital Storytelling from the University of Houston. I have not had time to fully explore it, but it appears to be a superior product to Voice Thread and more appropriate for an older age group. I hope to have some time to look at it more fully, and maybe do a few stories of my own.
For my sample piece I was not able to use a second person for the recording. I would however, for a class sample ensure that I had that key component as a part of the program.
So, without further ado, want to hear a fish tale?
NOT!
Confidence = Success
I am currently struggling with a major decision regarding my future educational plans. My dilemma is simple, do I pursue my M.Ed. in Digital Media, New Literacies, and Learning because it comes with a financial incentive or do I pursue what has been and continues to be my passion, Library Science. So as I contemplate this decision and the accompanying lifestyle choices the words of Dr. Yong Zhao will be influential. Dr. Zhao clearly explains throughout the context of the keynote, happiness in self and confidence in ones’ abilities are precursors to success.
This concept of being happy and confident in self is not new. It has been extolled over generations through the popular, oft quoted refrain, “do what you love and you will never work a day in your life.” Be happy in what you do, and you will be successful. I would be inclined to agree with this statement.
At the beginning of my educational journey four years ago I chose to follow a path that was outside the norm for a person of my age. I opted to not pursue an education degree. I did not then, nor do I now, want to teach in a primary or secondary school setting. I would like to teach post-secondary and work with non-traditional learners who have a passion to learn. In that, I believe I will be successful.
The authors broach the conclusion “Given the centrality of youth-defined agendas in both of these contexts [friendship-driven/interest-driven], the challenge is to build roles for productive adult participation that respect youth expertise, autonomy, and initiative.” (pg 340 par 2) I translate “adult participation” into providing educational opportunities. In other words, based upon the conclusion of the authors, by supporting the interests and competency of the students we will increase their likely hood of success.
While not all youth are created equal, there are some very definite similarities amongst them. If given the opportunity to explore their own interests, they will explore, they will learn. Youth continue to “test the limits on forms of new media literacy and expression.” (pg 341, par 3) Youth also continue to test and push the boundaries of society. They want to explore, learn, and find their way in the world.
As the keynote came to a conclusion, my daughter called. I told her that I had just watched this speaker talk about being happy in what you do being more important than standardized testing and she said, “Just because you get good grades, doesn’t mean you’ll succeed, you have to be confident in what you do.” At 24, she is the mother of two, with technical training as a nail professional. She opted to not pursue higher education. I asked her if she was happy with the choices she had made in her life regarding her education and her family. She quickly replied “Of course, I’m terrific and so is my life.” She is confident in herself and her skills as a wife, mother, and homemaker as well as her profession. She is a success story. She also utilizes her IPad to entertain her 2 year old son while he takes breathing treatments, and rewards her 4 year old with game time for cooperating and completing his chores (picking up toys). I am proud of her and by many standards she is a success story.
Friday, July 20, 2012
Webquest
It is finally together, now that I have spent some SERIOUS time in Google Sites I think I might actually like it, a little anyway. I did install Google Chrome and the technical issues were just gone.
I am most thrilled about finding the program Voice Thread - how totally awesome! I've begun work on my final piece and it should be alot of fun to see it come to life.
My Webquest is https://sites.google.com/site/shareastorywithme2/
I am most thrilled about finding the program Voice Thread - how totally awesome! I've begun work on my final piece and it should be alot of fun to see it come to life.
My Webquest is https://sites.google.com/site/shareastorywithme2/
Wednesday, July 18, 2012
WORK
1. How do educators in youth media programs differ from the orientation of classroom teachers in terms of preparing students for using digital media for work related purposes?
Traditional classroom teachers believe that they are educating students to lead productive lives tomorrow. They are preparing students for the future and that it is the responsibility of the student to learn. While youth media programs and innovative teachers are taking this a step further, teachers of the media orientation look at their teaching not only as future knowledge but relevant knowledge that will be applicable in the workplace. "All the structured educational efforts around new media that we observed are justified, at lest in part, by the argument that they are helping to develop job-relevant skills." (pg 298, par. 2)
2. With some important exceptions, how are lower income youth marginalized from using digital media in ways that might provide them with economic empowerment?
The text explains this best. Page 298, par 2
"Schools are NOT[emphasis added] the dominant sites of access to these forms of preparatory training with new media and information technology. Privileged homes take new technoogy for granted,.....By contrast, low-income familties struggle to keep up with the rising bar for participation..." Essentially what the text is explaining, and is applicable here in central WV, those with access to technology make it a part of their daily lives to the point where it is just part of who they are and what they do. New technology does not stay new to them for long. Economically disadvantaged students do not have access to the latest technology and therefore end up on a slower learning curve than their peers. They are no less capable of learning the technology, but as their access is limited they will take longer to learn and embrace the new technology. In the long run, they may not be as competent as their more affluent peers.
3. In 2005 the CEO of IBM announced that if we wanted know what business leadership looks like in the 21 century look at what is going on in MMORPG's. After reading Box 7.4 does this make sense? Are you impressed by the levels of commitment and collaboration it takes players to be successful in these games? Do you have new respect for gamers?
Traditional classroom teachers believe that they are educating students to lead productive lives tomorrow. They are preparing students for the future and that it is the responsibility of the student to learn. While youth media programs and innovative teachers are taking this a step further, teachers of the media orientation look at their teaching not only as future knowledge but relevant knowledge that will be applicable in the workplace. "All the structured educational efforts around new media that we observed are justified, at lest in part, by the argument that they are helping to develop job-relevant skills." (pg 298, par. 2)
2. With some important exceptions, how are lower income youth marginalized from using digital media in ways that might provide them with economic empowerment?
The text explains this best. Page 298, par 2
"Schools are NOT[emphasis added] the dominant sites of access to these forms of preparatory training with new media and information technology. Privileged homes take new technoogy for granted,.....By contrast, low-income familties struggle to keep up with the rising bar for participation..." Essentially what the text is explaining, and is applicable here in central WV, those with access to technology make it a part of their daily lives to the point where it is just part of who they are and what they do. New technology does not stay new to them for long. Economically disadvantaged students do not have access to the latest technology and therefore end up on a slower learning curve than their peers. They are no less capable of learning the technology, but as their access is limited they will take longer to learn and embrace the new technology. In the long run, they may not be as competent as their more affluent peers.
3. In 2005 the CEO of IBM announced that if we wanted know what business leadership looks like in the 21 century look at what is going on in MMORPG's. After reading Box 7.4 does this make sense? Are you impressed by the levels of commitment and collaboration it takes players to be successful in these games? Do you have new respect for gamers?
As the authors explain the role of the linkshell to the success of the unified target I was able to visualize how this teamwork, leadership, and ability to locate additional resources could easily play out in boardrooms, trauma centers, emergency scenerios, and a variety of other real life situations. The players in the linkshell are unified in their goal, they share a common knowledge base, and they are learning to work together and to adapt to new situations as they arise, when they arise. I had never really looked at gaming from this perspective, I am guilty of getting all glassy eyed when young people start talking about their role playing exploits.
4. How do school need to change to become learning environments that cultivate the same kind of enthusiasm and commitment from young people like NeoPets did for Eddie? How can digital media play a role in the creation of these kinds of environments?
In more "traditional" learning environments it has long been accepted that there are auditory learners and visual learners. As part of the 21st Century we must accept and embrace the fact that there are now multi-modal learners. Just as it has long been recognized that not one particular teaching method works for all students educators are now challenged with broadening that base of resources to be inclusive of the multi-modal learners. That is not to say that multi-modal is the only way some students will learn, but it is the easiest way for the to learn. It is interesting that Eddie himself recognizes the perceived value of neopets, "That everything had real consequences." (pg 333 par. 1) Eddie knew that his actions caused a reaction and that he would benefit or suffer the consequences of those actions. That is a very difficult lesson for many young people to learn.
Friday, July 13, 2012
Update on Annette
Just had to share this sketch completed by Annette. She used a #2 pencil on a sketchbook, working off of a color image that was on the computer. She then used her Iphone to take a photo which she then uploaded directly to Facebook. I've requested a good scan of the sketch, but I'm also going to try to photoshop and lighten the image so that I can have it printed. Technology crossing the boundaries of time and space. (Yes, she captured the moment wonderfully - I took the photo that she worked from). I cannot help but wonder what will technology be by the time this couple has children and they are able to use it?
Case Study Reactions
It was interesting to note that while there are exceptions to the rules, most students are technologically similar. While some students have exposure to greater amounts of technology they are not necessarilly more technologically savy than those with less exposure. Much of the use of technology in young people is connected to their personal desire to utilize it in a productive manner.
Life without cell phones is unimaginable for most, but they are adaptable in most other areas of technology. Although I know the time is coming, in the not too distant future when having an IPad or other tablet PC will be a matter of course, just as a cell phone is today.
Students are intrigued and adaptable, they want to learn and utilize technology, but they are also comfortable in some respects in staying traditional as well.
Life without cell phones is unimaginable for most, but they are adaptable in most other areas of technology. Although I know the time is coming, in the not too distant future when having an IPad or other tablet PC will be a matter of course, just as a cell phone is today.
Students are intrigued and adaptable, they want to learn and utilize technology, but they are also comfortable in some respects in staying traditional as well.
Creative Production
What impressed you most about young people's engagement with creative production?
Students use creative media as a form of expression, just as young people in the 70's & 80's used grafetti or the girls of the 50's expressed themseles with their crinolines. (I'm told that my mother was only allowed to wear 2 and that she often took extras and changed at school.) Young people are surprisingly adaptable to using the media that is available to them for self-expressions. On page 252, paragraph 1 the text states, "The vast majority of photographs and videos are produced not from a creative impulse but to capture personally meaningful events and relationships." They want to memorialize their life and experiences in a way that is easy and fun. The creative part comes into play with those who have the inclination and the willingness to learn the skills to "step up" the creative process.
From a historical perspective when I look at a scrapbook compiled by a teenage girl in the 1930s (my grandmother) I see a mish mash of items of interest. She expresses herself through the clippings of houses, flowers, news articles and other items of interest to her. Her sister's scrapbook is similar, but Aunt Reva took the time to draw, annotate, and otherwise embellish her scrapbook. Everyone was doing them, some just did them differently than others. So too does the modern use of creative media production vary from student to student.
Young people tend to see life through rose colored glasses and do not consider the consequences of their actions. The ability to analyze a situation and assess the various risks and consequences is a skill that is learned, oer time. Unfortunately many young people embark upon a life online without any thought of where that connection may take them. This is supported on page 260, paragraph 3, "What people ended up puttin on their profiles was usually not the result of planning and careful consideration, but of whatever they happened to see while making or revisiting their profiles." Many postings made by teens are reactionary and are not planned.
Initially schools were reactive to virtual issues. It was not comprehensible 5 years ago that the lives of young people would be so impacted by their access to technology. When my daughter graduated from high school in 2007 she, like many of her classmates, did not own a cell phone. Today cellphones are found in virutally every backpack in a high school. The same can be said for laptops, IPods, IPads, and other technological devices. So when an issue came up, such as using phones to text during tests teachers had to be reactionary. There were no rules or guidelines to define the correct course of action. Yet today, because of a variety of scenerios that have played out across the countryside, schoolboards are taking the preemptive route and establishing policies that are often restrictive.
Recently the Harrison County (WV) schoolboard had lengthy discussion on establishing policy for acceptable use of Facebook by students, when they were OUTSIDE the school environment. While this particular situation was reactionary based upon a posting by a student the subsequent discussion and creation of policy was preemptive as they board attempted to created scenerios and potential risks and solutions by creating restrictive policies now.
I recently attended the Mountain State Art & Craft Show in Ripley,WV. A young women had photos for sale that were all taken on her Android Phone. All editing and labeling was done on her phone. She told me that she will sometimes take as many as 2,000 photos a day - on her phone. She converts all her images to black and white and then emails them to herself for printing. From her selected shots she creates 5x7, & 8x10 matted prints, notecards, and postcards. She sells her goods at craft shows across the state. What an incredible opportunity for teachers to incorporate a similar process into the classroom. By expanding the adaptive use of what has become an everyday item, students can develop videos and photo montages as creative outlets and forms of expression.
In 2008 my son, who was a senior in high school, was given the assignment to "collect a ghost story" in any manner he deemed appropriate. He chose to use his video camera and videotaped the telling of a tale and then visited the site where the haunting took place. Today, the same teacher requires that students produce either a Powerpoint or a video for the same assignment. She no longer accepts posters on non-digital submissions. She has made arrangements so that students with limited access to technology can obtain and use the appropriate resources.
I found this wonderful opening for a film, all the way from Great Britain......
http://www.youtube.com/watch?v=oCGI5R70z7o
"
2. What concerns do you have about young people posting content online?
3. Do you think most school policy toward student use of the Internet is reactionary or a necessary evil?
4. How might teachers' capitalize on student's interest in creative production with digital media?
Students use creative media as a form of expression, just as young people in the 70's & 80's used grafetti or the girls of the 50's expressed themseles with their crinolines. (I'm told that my mother was only allowed to wear 2 and that she often took extras and changed at school.) Young people are surprisingly adaptable to using the media that is available to them for self-expressions. On page 252, paragraph 1 the text states, "The vast majority of photographs and videos are produced not from a creative impulse but to capture personally meaningful events and relationships." They want to memorialize their life and experiences in a way that is easy and fun. The creative part comes into play with those who have the inclination and the willingness to learn the skills to "step up" the creative process.
From a historical perspective when I look at a scrapbook compiled by a teenage girl in the 1930s (my grandmother) I see a mish mash of items of interest. She expresses herself through the clippings of houses, flowers, news articles and other items of interest to her. Her sister's scrapbook is similar, but Aunt Reva took the time to draw, annotate, and otherwise embellish her scrapbook. Everyone was doing them, some just did them differently than others. So too does the modern use of creative media production vary from student to student.
Young people tend to see life through rose colored glasses and do not consider the consequences of their actions. The ability to analyze a situation and assess the various risks and consequences is a skill that is learned, oer time. Unfortunately many young people embark upon a life online without any thought of where that connection may take them. This is supported on page 260, paragraph 3, "What people ended up puttin on their profiles was usually not the result of planning and careful consideration, but of whatever they happened to see while making or revisiting their profiles." Many postings made by teens are reactionary and are not planned.
Initially schools were reactive to virtual issues. It was not comprehensible 5 years ago that the lives of young people would be so impacted by their access to technology. When my daughter graduated from high school in 2007 she, like many of her classmates, did not own a cell phone. Today cellphones are found in virutally every backpack in a high school. The same can be said for laptops, IPods, IPads, and other technological devices. So when an issue came up, such as using phones to text during tests teachers had to be reactionary. There were no rules or guidelines to define the correct course of action. Yet today, because of a variety of scenerios that have played out across the countryside, schoolboards are taking the preemptive route and establishing policies that are often restrictive.
Recently the Harrison County (WV) schoolboard had lengthy discussion on establishing policy for acceptable use of Facebook by students, when they were OUTSIDE the school environment. While this particular situation was reactionary based upon a posting by a student the subsequent discussion and creation of policy was preemptive as they board attempted to created scenerios and potential risks and solutions by creating restrictive policies now.
I recently attended the Mountain State Art & Craft Show in Ripley,WV. A young women had photos for sale that were all taken on her Android Phone. All editing and labeling was done on her phone. She told me that she will sometimes take as many as 2,000 photos a day - on her phone. She converts all her images to black and white and then emails them to herself for printing. From her selected shots she creates 5x7, & 8x10 matted prints, notecards, and postcards. She sells her goods at craft shows across the state. What an incredible opportunity for teachers to incorporate a similar process into the classroom. By expanding the adaptive use of what has become an everyday item, students can develop videos and photo montages as creative outlets and forms of expression.
In 2008 my son, who was a senior in high school, was given the assignment to "collect a ghost story" in any manner he deemed appropriate. He chose to use his video camera and videotaped the telling of a tale and then visited the site where the haunting took place. Today, the same teacher requires that students produce either a Powerpoint or a video for the same assignment. She no longer accepts posters on non-digital submissions. She has made arrangements so that students with limited access to technology can obtain and use the appropriate resources.
I found this wonderful opening for a film, all the way from Great Britain......
http://www.youtube.com/watch?v=oCGI5R70z7o
"
This is supposed to be the opening for a film called Slash, a practical project in GCSE Media Studies with Mr Milton. Tom Gardiner, Kieran Rea, Zac Webb and Harrison Cooper were the group behind this, and we thought we'd upload it for you to watch :)"
Friday, July 6, 2012
Gaming
I was intrigued by the thoughts on using both cheats and play outside the game. I have often commented to my son that he should not be using the "cheats" that it is not possible to cheat and get away with it indefinately and that always taking the shortcut would lead to failure eventually. However, on page 222 in the second paragraph Peter comments that he doesn't look at it as cheating, but as another creatvie way to have fun and "do funny things. This is notwithstanding his prior comment, "but when the game becomes too grustrating or long, I feel that i need to move on." Is teaching youth to move on by cheating creating negative habits that may never be unlearned.
My gaming experience is very limited. I was introduced to the world of Dungeons and Dragons and while I thought the die were cool, I just could not get into the fantasy world. I do like to play some online puzzle games, but have never connected with the mindset of todays youth on gaming. By "today's youth" I am referring to those up the their early 30s. I was never a part of the "gaming" generation although my children are. Todays youth are missing out by gaming in front of a monitor or TV instead of in the neighborhood backyards where hide and seek and tag used to be played. Now that was gaming.
I did find it interesting to note that there has been a spectator side of game identified. On page 231 paragraph 3 it is identified that this supportive role is stereotypical of the cheerleaders of physical gaming. I have spoken with a variety of young people over the year who were knowledgable about a particular game, but were not competent in the game. There are armchair quarterbacks in all aspects of gaming.
In all types of gaming, whether it be virtual or physical, there are challenges and benefits. Not all youth are created equally and as such different challenges, and avenues for expression are important. Not all youth are physically equally and up the physicality of the real world. My nephew, Matthew, was born with club feet and as a result of many surgeries he has no flex in his ankles. His physical gaming was limited to wrestling as it was not dependent upon being on his feet. While he was not a wrestling star he was a competent wrestler and he loved his sport. As a young man, he is the manager of the Gaming Section of a Best Buy. It is his job to play and be proficient at the games that are on the market. He can outplay many physically stronger individuals because the virtual world is his oyster.
Matt benefited from the social aspects of the real world and he continues to benefit from the social and economic aspects of the virtual world of gaming.
My gaming experience is very limited. I was introduced to the world of Dungeons and Dragons and while I thought the die were cool, I just could not get into the fantasy world. I do like to play some online puzzle games, but have never connected with the mindset of todays youth on gaming. By "today's youth" I am referring to those up the their early 30s. I was never a part of the "gaming" generation although my children are. Todays youth are missing out by gaming in front of a monitor or TV instead of in the neighborhood backyards where hide and seek and tag used to be played. Now that was gaming.
I did find it interesting to note that there has been a spectator side of game identified. On page 231 paragraph 3 it is identified that this supportive role is stereotypical of the cheerleaders of physical gaming. I have spoken with a variety of young people over the year who were knowledgable about a particular game, but were not competent in the game. There are armchair quarterbacks in all aspects of gaming.
In all types of gaming, whether it be virtual or physical, there are challenges and benefits. Not all youth are created equally and as such different challenges, and avenues for expression are important. Not all youth are physically equally and up the physicality of the real world. My nephew, Matthew, was born with club feet and as a result of many surgeries he has no flex in his ankles. His physical gaming was limited to wrestling as it was not dependent upon being on his feet. While he was not a wrestling star he was a competent wrestler and he loved his sport. As a young man, he is the manager of the Gaming Section of a Best Buy. It is his job to play and be proficient at the games that are on the market. He can outplay many physically stronger individuals because the virtual world is his oyster.
Matt benefited from the social aspects of the real world and he continues to benefit from the social and economic aspects of the virtual world of gaming.
Folklore Webquest
I opted to search for literacy for secondary students. I was delighted to find several webquests dealing with the topic of folklore. There were a wide range of folklore topics for regional and world folklore. Several of the webquests I looked at were actually fairly well done.
Based upon the criteria given I felt that FOLKLORE: Fairy Tales, Fables, Myths, Legends, and Tall Tales provided a well thought out process with a good task that was not overwhelming.
The overall aesthetics fall solidly into the "developing" category as defined on the rubric. Good color, with some interest, it is not difficult to follow and some broken links. The introduction falls more into the "beginning" level, but sits on the cusp of moving up. There is alot of potential here. The task does not directly reference standards, but can be updated. In the cognitive level of the task I would rate this webquest in the accomplished category, it is going to let the students think and interpret independently. Clarity of Process and Scaffolding of Process are both solidly in the accomplished category but it falls short in the Richness of Process.
I found the resrouces lacking in both relevance and quality. Resources were alluded to, but not provided as part of the webquest.
I really like the concept behind this webquest and it has potential to be both creative and interpretive while supporting a variety of CSO's.
Based upon the criteria given I felt that FOLKLORE: Fairy Tales, Fables, Myths, Legends, and Tall Tales provided a well thought out process with a good task that was not overwhelming.
The overall aesthetics fall solidly into the "developing" category as defined on the rubric. Good color, with some interest, it is not difficult to follow and some broken links. The introduction falls more into the "beginning" level, but sits on the cusp of moving up. There is alot of potential here. The task does not directly reference standards, but can be updated. In the cognitive level of the task I would rate this webquest in the accomplished category, it is going to let the students think and interpret independently. Clarity of Process and Scaffolding of Process are both solidly in the accomplished category but it falls short in the Richness of Process.
I found the resrouces lacking in both relevance and quality. Resources were alluded to, but not provided as part of the webquest.
I really like the concept behind this webquest and it has potential to be both creative and interpretive while supporting a variety of CSO's.
Web quest review
I opted to assume the role of technolphile in this assignment. I find that I typically look at websites and other media from this perspective. I notice when sites are fun and interactive and get bored easily when they are too dull. I have a soft spot for students with ADD, in fact when I was given the diagnosis of "adult onset ADD," I had to laugh. After discussing it with my Dr., whom I had known professionally and personally for a number of years, he concluded that I had probably always been ADD but I had learned to compensate and get by. He made some suggestions on how I can stay involved and focused on a particular task at hand. I will admit that some of his suggestions work, like setting a small goal as part of a bigger goal. But it is a struggle to work on the big picture sometimes.
I think my understanding of this issue makes me more understanding of youth with the issue. I want to be entertained while I learn. Reading assignments are a struggle for me, unless I am thoroughly entranced with the topic.
I found that the Creative Encounters to be the most dynamic of the webquests given. It takes, what many (myself included) find to be a dull and boring topic and bring it to life in an interactive and fun way. I was reminded of an assignment in my elementary school days when we were given group assignments to create a new game. Our interactive tools were cardboard, construction papers, tape, glue, scissors, and a variety of other props. Todays interactive props are just way cooler.
Referring back to my previous statement about being more attracted to what I am thorougly interested in I would find it difficult to choose between Poetry of War and Ancient Egypt for my second choice. The two webquests appeal to different audiences. If pressed, I would select Poetry of War as my second webquest as it had less issues. The interactivity is limited and could be improved with additional photography work, but the links seemed to be good and the product was more complete than Ancient Egypt.
The two worst webquests from a technophile perspective are undoubtedly The Problem with Landfills and The Diary of John Wilkes Booth. Both had broken links and technical issues with limited to no interactivity. While the first has no subject appeal for me, it also teases with interactivity and then does not deliver which is a turn off for kids of all changes. The second option has so much potential and there are many ways it could be made fun and interacte. It just doesn't not live up to the potential that it has based upon the resources that are available on the topic.
I think my understanding of this issue makes me more understanding of youth with the issue. I want to be entertained while I learn. Reading assignments are a struggle for me, unless I am thoroughly entranced with the topic.
I found that the Creative Encounters to be the most dynamic of the webquests given. It takes, what many (myself included) find to be a dull and boring topic and bring it to life in an interactive and fun way. I was reminded of an assignment in my elementary school days when we were given group assignments to create a new game. Our interactive tools were cardboard, construction papers, tape, glue, scissors, and a variety of other props. Todays interactive props are just way cooler.
Referring back to my previous statement about being more attracted to what I am thorougly interested in I would find it difficult to choose between Poetry of War and Ancient Egypt for my second choice. The two webquests appeal to different audiences. If pressed, I would select Poetry of War as my second webquest as it had less issues. The interactivity is limited and could be improved with additional photography work, but the links seemed to be good and the product was more complete than Ancient Egypt.
The two worst webquests from a technophile perspective are undoubtedly The Problem with Landfills and The Diary of John Wilkes Booth. Both had broken links and technical issues with limited to no interactivity. While the first has no subject appeal for me, it also teases with interactivity and then does not deliver which is a turn off for kids of all changes. The second option has so much potential and there are many ways it could be made fun and interacte. It just doesn't not live up to the potential that it has based upon the resources that are available on the topic.
Wednesday, July 4, 2012
My Case Study, Annette (my dil)
It was interesting to look at the technology use of todays youth. I remember about 18 or 19 years ago gathering with my family after the death of our grandfather. Grandpa was born at the turn of the century and worked with his hands. An 8th grade education was all he had, but he was extremely intelligent and very gifted mathmatically. He read voraciously and always pushed us to do the same.
As the family talked and reminisced we got on the subject of technology. Of those gathered there (there were about 20 of use) we had almost all used a computer, some had "bag" phones, and Mom & I were learning to write HTML. When my father passed away 14 years ago, we all had computers, and most had cell phones.
Today, my 4 year old grandson knows how to Skype, my son courted his wife online, my mother met her current husband - online, I have taken many college classes online with students from across the country. I personally own two computers and a cell phone and no longer have a land line. VHS which was the mainstay of technology then are now all but obsolete.
Time and technology is marching on. It is exciting and scary at the same time to see how educational content will develop with technology. The key to keeping it all relevant is staying in touch with the end user, and maximizing their exposure, utilizing their comfort level, and pushing them just hard enough that they learn without being discouraged.
My case study looks at the use of technology from a very particular perspective, through the development of an emotional connection.
https://docs.google.com/open?id=0ByCM5AveOsNSOFd5Mm14WTBpc0U
As the family talked and reminisced we got on the subject of technology. Of those gathered there (there were about 20 of use) we had almost all used a computer, some had "bag" phones, and Mom & I were learning to write HTML. When my father passed away 14 years ago, we all had computers, and most had cell phones.
Today, my 4 year old grandson knows how to Skype, my son courted his wife online, my mother met her current husband - online, I have taken many college classes online with students from across the country. I personally own two computers and a cell phone and no longer have a land line. VHS which was the mainstay of technology then are now all but obsolete.
Time and technology is marching on. It is exciting and scary at the same time to see how educational content will develop with technology. The key to keeping it all relevant is staying in touch with the end user, and maximizing their exposure, utilizing their comfort level, and pushing them just hard enough that they learn without being discouraged.
My case study looks at the use of technology from a very particular perspective, through the development of an emotional connection.
https://docs.google.com/open?id=0ByCM5AveOsNSOFd5Mm14WTBpc0U
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