Weekly Reading #10

In a video from ISTE Vision News, the keynote speaker, Yong Zhao, discusses the topic of global, creative, and entrepreneurial skills as it relates to education.  The main argument being made by the speaker is that there is too much focus on test scores which, in his words, “do not reflect your teaching ability, your students’ future, or your schools quality” (Zhao, 2012).  There needs to be a shift is the way we view our school systems.  As a society, we want employable skills for our youth, and I think this often leads to conformity and, in turn, kills the creativity of students.  Dr. Yong Zhao contends that school programs and curriculum needs to enhance human talents and strengths rather than trying to fix deficits that exist in our students.

I have always questioned the way that the education system measures success among students.  Yong Zhao’s argument about too much focus begin placed on testing is right on the mark, as far as I am concerned.  I have known individuals who do poorly on standardized exams such as the ACT and SAT, but do incredibly well in both their college adventure and career. 

While reading the conclusion of the text, some connections between the text and Dr. Yong Zhao become clear.   Dr. Zhao says that educators need to find out what matters in the terms of what is important to build a curriculum for students in the technology age.  This creates a problem.  “It is problematic to develop a standardized set of benchmarks to measure kid’s levels of new media and technical literacy” because media changes quickly and is driven by so many different practices of participation (Ito, 2010).  Education needs to put the students in the driver’s seat, so to speak.  When we allow more real-life, interest driven, and self-directed learning to take place, we are allowing true learning to occur.  “We should value diversity rather than standardization” (Ito, 2010).

References

Ito, M. (2010).  Hanging Out, Messing Around, and Geeking Out: Kids Living and Learning with New Media.

Zhao, Y. (Writer) (2012). Iste 2012 tuewsday keynote feasturing yong zhao [Web]. Retrieved from http://www.youtube.com/watch?v=mKXeNKsjoMI

Weekly Reading 9

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?

I liked the comment in the text about new media learning being validated by the expectation that it will transfer to job-relevant skills in the future (page 298).  I agree with this.  Educators in youth media programs tend to focus on collaboration and creation.  I also think there is less focus laced on there being a right and wrong.  Students are encouraged to think outside the box.  In the regular classroom, I think that there is too much focus on there being a right and wrong answer and structure, for lack of a better word.

2. With some important exceptions, how are lower income youth marginalized from using digital media in ways that might provide them with economic empowerment?

I think it all come down to access.  Economic status plays a role in almost every aspect of life, including the use of technology.  In my experience, lower income families have goals that pertain more to mere survival.  Often (not always) my lower-income students do not have the support of families.  They are often just wondering where the next meal is going to come from.  More of them do not have the access to technology that higher-income students do.  Many of them have to get jobs in high school to merely survive and help take care of the family. 

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?
 It does make sense to me to look at what is going on in MMORPG's to find leadership.  I am extremely impressed with the level of commitment and collaboration that it takes to successful in these types of games.  I do, and always have, a deep respect for gamers and the commitment that they show.  I have actually got to see my own sons (and their friends) play this type of game - talking on headsets, listening to others comments, and changing strategies to succeed.  I have watched many epic battles to get through a stage.  While watching, I could definitely see, and pick out, the leaders as well as the grunts and doers with a common goal of success in mind.  Just like in the real world, we need them all to succeed.  Some of the ones that I never would have pegged as the leaders were actually the best leaders and the same goes with the strategists.

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?
Assignments in classrooms need to be more relevant to real life situations.  Students need to know that what they are doing is important and relevant to them.  Using digital media to create learning environments is a great place to start.  There are many sites that already have such games that are engaging and relevant.  As teachers, we need to find those and use them. 

Product Created in WebQuest

The technologies that I used for my WebQuest are Animoto and VoiceThread.  The WebQuest dictates that the students contribute to two different VoiceThreads throughout the lesson and that they create a service announcement using Animoto.  The following are links to the VoiceThreads used and the service announcement that I created as an example for students.



Make a video of your own at Animoto.


VoiceThread1

VoiceThread2

My WebQuest - FINALLY

I chose to create a WebQuest that I could try out in my own classroom.  I teach second grade and do a unit on recycling around Earth Day every year.  I think that it is terribly important to teach our kids to take care of the planet that we live on.  Check out my WebQuest and let me know how to improve it.

WebQuest Modifications

In my previous post, I linked you to a Google document with the evaluation of my chosen WebQuest using the rubric.  I realize now that I did not link you to the actual WebQuest.  Sorry!  Like I said before, my brain has turned to mush.  Here is the WebQuest.  I hope you enjoy it.

The WebQuest that I chose is age appropriate for the grade level that it was designed for.  I loved the color scheme, the images used, and the introduction is a real attention getter. The task assigned is for students to work together and create a story from the point of view of the food that is being digested.  Each group will focus on a specific area of digestion and then the class would decide on which parts to use to create the best story possible.  To enable a better understanding of each area of digestion, I would add some links that described each area and its responsibility to digestion in more detail.

The main problem with the WebQuest is that it did not include technology accept for the students working through the site itself.  Incorporating technology to this WebQuest would be easy.  Since students are creating a story, I would have them do it digitally with FlipBook or Digital Storyteller.  I think the students would enjoy animating their story.  The creator also has students writing down the three most important things that they learn from their research each day.  It would be great to have students post the important things in a Voicethread so they could see what their classmates have to add. 

Weekly Reading 8

1.  What impressed you most about young people's engagement with creative productions?  What impresses me the most is that they just seem to inherently know how to do it already.  I was talking to my friend the other day and her second grader came running into the room.  He was very excited and kept repeating, "they want me to save and share with everybody".  She was a bit concerned so we went to see what he was talking about.  He had actually made a comic strip using Cartoon Network and it was ready to be shared, and it was awesome.  He said that nobody had taught him, he just knew.  It's just like Inertia in our text book (Page 253).  He made  films and just seemed to learn to edit.

2.  What concerns do have about young people posting content online?  My biggest concern today is that they will post something that is inappropriate or do/say something that is considered to be cyber-bullying.  I am constantly hearing about teens being involved in cyber-bullying.  Teens often do not realize that things they do as a teen can have negative affects on them later in life.

3.  Do you think that most school policy toward student use of the Internet is reactionary or a necessary evil?  Unfortunately, I think that school policy toward Internet use is a necessary evil.  With that being said, I think that many of the policies in place are over the top and that there are too many restrictions.  There have been numerous times when I have tried to use something that I created or learned in one of my classes and can't get there because of all of the restrictions.  Its very frustrating.  On the other hand, the school is responsible for the students and should protect them from certain content.  When my son and I were working on his 4th grade WV book (at home), there were certain requirements of Washington D.C.that needed to be included.  We conducted a Google search for the Whitehouse.  Let me tell you, the difference that .com and .org make is substantial.   It would have been nice to have had a few restrictions.

4.  How might teachers' capitalize on student's interest in creative production with digital media?  First, I think that teachers need to be actively involved with keeping up with the creative production media that's available to our youth (I have lots of homework to do to get there, and even more to stay there).  Lessons and activities need to utilize these technologies.  Teachers need to create more open-ended, student centered projects that allow students to truly show off their talents with technology.   


5.  Link to an online lesson plan, article, blog post video or podcast that is an example of student engagement in creative production with digital media for school related purposes?

I found this video and think it is interesting.  Let me know what you think?

Finding a WebQuest - Part 2

I found a nice WebQuest about digestion created for K-2.  For some reason I could not get the rubic embedded.  I think my brain is mush!  I decided to create a Google document including the rubric with my comments and just the link.  I hope it works.

The Altitudinist - Step 1

The Altitudinist wants to know  that there are real thinkers in the classroom.  There has been an outcry to raise test scores and to challenge students to analyze and synthesize information and for them to then be able to apply skills that they have learned to create a great final product.  The problem with this is that we, as teachers, often rely too heavily on basic recall and fact regurgitation.   With that being said, I enjoyed most of the WebQuests and I felt that they all had pros and cons.  As the Altitudinist, my favorites were The Diary of John Wilkes Booth and The Problem with Landfills.  My least favorites were Creative Encounters and Poetry of War.

The Diary of John Wilkes Booth - I loved this one in terms of more bang for my bucks and it started with the introduction and continued throughout.  The creator gave students everything they would need to step into the shoes of Booth; background information, issues that outrage Booth, his state of mind just before the assassination, an so on.  Asking them to write from his point of view entails higher levels of thinking to analyze and synthesize information.  I also like the aesthetics with all of the 'old timey' images.  To make it better some technology could have been included like maybe a digital diary.

The Problem with Landfills -  I also liked this one.  Earth Day is a big deal in my second grade classroom.  I have created a unit that incorporates hands-on activities, group work, technology, and a recycled art project.  The students always enjoy that time.  Making students decide where an appropriate site for a landfill needs to be is awesome.  Again, they would have to use information, analyze it, synthesize, and apply it by making an informed decision.  The arrangement of this WebQuest was not as user friendly and flowing as some of the others. 

Ancient Egypt -In terms of higher level thinking, I did not like this one.  Students are expected to learn about Egypt and make decisions about what to include in the brochure, but that's about it.  The one thing that it does have going for it is that it incorporates PowerPoint (older technology).  They could have used something newer like Prezi.  To me this one seems to call for a lot of recall and regurgitation of facts.

Creative Encounters - This was my least favorite.  I like the color scheme, and that's about it.  I was overwhelmed in this one, and I'm an adult.  To be able to do this one and get any benefit from it, students would have to have (or be able to attain) a healthy understanding of the current system.  For me, this was too much.  I just didn't know where to go once I was in there.

Poetry of War - This one is just okay in my opinion.  I liked the visual aspects of it.  I am a visual learner and always use visual imagery to aid in my comprehension process, so I can identify with it.  As far as higher level thinking, I'm really not sure - it could if students really applied themselves, but I could also see completing this one by simply using facts found. 

I really enjoyed this assignment!   However, I do see how interests could play a role in the evaluation process of the WebQuests.  I love history, traveling and Earth Day stuff, and I hate math.  I enjoy poetry, but only if I am allowed to enjoy it without having to delve in and analyze it.  But, I tried to leave my interests out.

Weekly Reading #7

What surprised you, concerned you, or intrigued you about students' engagement with gaming?

A couple of things surprised or intrigued me in this chapter.  First was the ESA reports in 2007 that

 showed 38% of game players are women.   They also report that the gaming population is made up of a greater percentage of women (30%) ages 18 and older than males (23%) ages 17 and younger.  I do realize that game companies have been trying to reel women into the world of gaming, and it may actually be working.  I know that I love to play a game every now and then.

 

What aspects of your own gaming experiences were reflected in the case studies?

My own gaming experience definitely goes along more with 'Killing Time' than the other genres, but I do occasionally 'Hang Out' with my family with a full night of Wii.  I honestly do not have a lot of time to kill throughout my days.  I find that when I have a doctors appointment or when I have to wait on one of my kids to come out to meet me, I generally kill that time by playing games on my IPhone.  My game of choice lately is Fairway Solitaire.  It's awesome, and I have managed to get my husband hooked. 

I do remember one night many, many, many years ago of  'Recreational Gaming'.  To let you know just how long ago it was, we were playing Pac Man on an Atari.  I know, right.  I have to admit, I could play Pac Man for hours on end and could not be beaten by anyone in my home.  This particular night my sister decided to bring in good ol' cousin Rick who was a whopping 15 years old to my 10.  Let's just say that my mother finally had to make us quit at about 3 am with no winner declared.  Good times.

Read the last paragraph on page 240.  Do you agree or disagree with the comparison between sports and gaming and the benefits they offer children in terms of learning?

This question was really tough for me, and I had to really break it apart.  Let me start by saying, I personally would never consider comparing the benefits of sports and gaming.  To me the value of sports win hands down.  Sports are active and interpersonal, whereas gaming may be interactive, but not interpersonal.  With that being said, I have to agree with the question.  I think that the comparisons made are accurate in the question asked.

Generalizations About Case Studies

WOW!  I really enjoyed reading all of the case studies.  Some generalizations that I found is that the younger subjects do less hanging out, more messing around, and very little, if any geeking out.  The older subjects seemed to be partial to hanging out, thanks to the cell phone.  I was amazed that most of the younger ones tend to describe using technology more often in school and in different ways than the older ones who say that they only use computers for research and papers.  Could this be the beginning of the BIG change in our school systems (starting with the young ones and moving up)?  We have to start somewhere.  It is time for teachers to step up, me included.  Teachers need to be educated in different technologies, and then actually use them.  The implications are astounding.  If we use the tools that our youth know how to use, we can reach more individuals in a way that they are accustomed.  We need to work WITH them rather than AGAINST them. 

Media Ecology Case Study

Final draft at long last.

Link to Google Form

Media Ecology Survey

Weekly Reading #6

1. What surprised you, concerned you, or intrigued about students' access to technology in their homes?

I was intrigued by the the discussion of "reflexive parenting" (pg 152).   As a teacher and parent, I can see the shift in the nature of parenting that Alters is discussing.  Alters argues that over the past forty to fifty years parents have become uneasy about raising their children in a time with increased drug use, teen pregnancy, delinquency, and suicide rates of our adolescents.  Other factors indicate that single parent homes and women's lib also have played a role.  Parenting in the 21st Century is difficult with everything that's out there, and now with all of the technology offered, access is often unlimited.  To me, it often seems as though some parents are more interested in being their child's friend rather that their parent and/or disciplinarian. 

2. What kinds of household spaces related to technology, or rules about using technology, were similar or dissimilar to your own household environment?  When my older son was first born (1992) my husband and I had one computer in the house.  We kept it in my husband's den because he used it primarily for grad school.  As Dylan became curious about it, we limited his access and we sat with him anytime he wanted to explore, and exploring for him consisted of Living Books (they were awesome), Magic School bus software, and using the "Paint" program.  His time was also limited because we wanted him to learn to use his time wisely as he grew.  We were very strict when it came to his time on the computer.

3. Could this chapter be helpful for teachers who seek to integrate technology into their classroom activities in more meaningful ways? Give an example from the chapter.  I personally do think that technology has its place in the classroom and integrating technology is getting easier the more I am educated.  This chapter discussed a lot about parents anxieties and cautions about giving their children free range when it comes to technology.  Studies also found that "kids play an important role as the technology expert or broker in the family, translating websites and other forms of information for their parents" (pg 167).  It would be great if there was a way to educate the parents.  In a perfect world, I would love to offer parent/student workshops to educate on different aspects of technology (IPODS, IPADS,computers, whiteboards, etc.).  It would be great to let them see just what their children can do and how it fits in to school and their education.

Week #5 Interview Highlights

I found McKenzye to be more knowledgeable about technology than I thought she would be at the ripe ol' age of 10.  Here are some of the highlights from my interview.

Me: What’s your favorite technology?

McKenzye: The IPAD

Me: Do you use your mom’s computer?

McKenzye: Yes.

Me: What kinds of things do you use the computer for?

McKenzye: Uhmm, I use it to go on websites.

Me: What websites do you like to visit?

McKenzye: My school website.

Me: Tell me about your school website.

McKenzye: We have like these things where we can go to ask our teacher questions about homework, and I have a student email.  The principal looks over the emails.  We can email friends but can’t give any personal information so that it’s appropriate.  Well, we can give our favorite color.  It’s exactly like email with a list of friends.  We can paperclip links and PowerPoints.  We can write notes and send links to friends that we think they might like.

Weekly Reading #5

I grew up in an age with few technologies and no social media that I know of (I was pretty sheltered).  As social media first came on the scene, I was constantly hearing about young people who were "tricked" into giving personal information or "hacked" to the same result and was ultimately assaulted, kidnapped, or even killed by the strangers that befriended them.  These are things that I heard from all of the adults around me.  Many adults feared the Internet and the use of social media for our youth.  I have to say that I was one of them because of all of the horror stories that I heard.  I now know that the danger of meeting strangers online is not as frequent of an occurrence than I thought (pg. 91, p2), however, I think the majority of change in my beliefs comes primarily from getting familiar with some of the sites.   As I read the chapters, I did read some interesting facts that I had never thought about.

First, one survey suggests that social media helps develop less homogenous connections (p. 89, p 1).  I think that meeting others who have different interests and backgrounds are great.  It can lead to a more well-rounded individual and open doors that otherwise wouldn't have even been knocked on, especially if those that they meet are from different cultures and backgrounds than their own.   It gives them a different point of view.

Second, in the Making Friends section, I learned that, in general, there is a stigma associated with “meeting” friends online, and that many teens find it “weird” and label those people who do as “freaks” (pg. 91).  However, on the other hand, teens that are “marginalized” and/or “ostracized” often connect with strangers for the simple fact that they are strangers (pg.89-90, p4).  I can totally relate to this.  Social media allows them to search and find people with many of the same beliefs and/or interests and gain support when they need it and are (maybe) unable to get it from the people around them.

Finally, Melanie, explained that “Facebook makes it easier to talk to people at school that you may not see a lot or know very well” (pg. 89, p 3).  I never really thought about that, but it has actually happened to me.  My son ran track this past year and I met the parent of another runner and we spoke some and worked in the concession stand a couple of times.  I logged into my Facebook account one day to find that she had sent me a friend request.  Of course I confirmed her because I did not want to be rude, and we have become good friends.  It makes perfect sense that this would happen with our youth.  I imagine that knowing more people might help kids feel more like they fit in a little better.  It’s like being in a room of 100 with two friends, or being in that same room with twenty-five friends.  I think that most would choose the latter.

Overall, I think that the assigned chapters counter what many adults think about social media being destructive and frivolous.  There is a lot of good that can come out of our youth “hanging out” with their friends online.  One implication for learning in school is the developmental advantages.  Children come to school to learn academics, but also to learn how to socialize and act according to the norm.  Using social media forces them to make important choices about many different aspects of their lives and how to interact with others, whether it’s face-to-face or not.

Just an extra note:

I always have to have noise when I work on homework, so the television was on and the news started.  Oddly enough, the first story was about the FBI arresting a woman, who posed as a man on a social media network to elicit sexual relations with a minor.  WOW!  Ironic.

Weekly Reading #4

I found the article A Picture is Worth a Thousand Words: Using Visual Images to Improve Comprehension for Middle School Struggling Readers very interesting.  I have heard the old adage “a picture is worth a thousand words” in my lifetime more times than I care to count, but had never really thought about what it means.  I now have a better understanding of the saying.  One simple picture may be the difference between a struggling reader understanding words or not understanding words. 

“Research on mental imagery demonstrates that comprehension of text is enhanced when students are prompted or taught to use mental imagery” (Hibbing &Rankin-Erickson, 2003).  In completing the Illuminated text assignment, animations and/or images were used to show an understanding of the text.  I used mental imagery to create a vision in my mind of what the words were actually saying.   I then tried to use things that would help students to understand.  In the end, I found that even I gained a better understanding of the text after animating it. 

The article also states that “a student’s failure to produce complete or accurate drawings can reveal comprehension gaps at an early stage in the learning process” (Hibbing & Rankin-Erickson, 2003).  I saw this first hand during this past school year.  As a class, we read the story The Sign-maker’s Assistant.  In the story, the assistant decides to make some silly signs as a joke.  Unfortunately, the townspeople took the signs literally and followed them, creating some silly and aggravating situations.  The assignment for my class was to create a picture with a “silly” sign that would create a similar situation as in the book.  I found that my struggling readers could not do it.  The assignment showed me the lack of comprehension with several students.

One strategy that I would like to try is the Watch-Read-Watch-Read (W-R-W-R) cycle for reading a novel, but instead of a novel, I would like to use an Illuminated text and poetry.  The Illuminated text could act as the movie and the actual poetry as the novel.  Every sixth week of instruction, I take a break from the regular reading book and do something different; poetry, folk tales, play, etc.  Using an Illuminated text might ensure better understanding of the text.  Maybe students could even try to animate a word or two themselves.  Great technology lesson.

Hibbing, A. N., & Rankin-Erickson, J. L. (2003). A picture is worth a thousand words:

            Using visual images to improve comprehension for middle school struggling

readers. The Reading Teacher, 56(8), 758-770. Retrieved from

http://web.ebscohost.com.ezproxy.fairmontstate.edu/ehost/delivery?sid=0faa481f-fb63-4e27-a8df-d0a0ec094717@sessionmgr112&vid=7&hid=107

Media Ecology Case Study

The young person that I decided to interview is my 11 year old niece, "McKenzye".  She is a fourth grader and makes the honor roll every grading period.  She has a 3 year old brother and both of her parents have a Doctorate Degree and are college professors.  I know that she uses some technology on a regular basis outside of school, but I have no information about her use in school.  She does not have a cell phone, but has access to her mother's iPhone.  Some technology devices that she uses are iPod, Ipad, laptop, and a Wii game system.  She has even placed some of her favorite game apps on my iPhone.  I am interested in finding out how "McKenzye" uses technology in school and also how familiar she is with the Internet.  Some of the questions that I intend on asking her are as follows:

• What kinds of things do you use a computer for?
• What is your favorite thing to do on a computer?
• Do you surf the Internet?  What are some things that you look for?
• How do you use a computer at school?  Who taught you?

Weekly Reading #3

1. What findings in the Media Ecologies: Quantitative Perspectives surprised you the most? How does the finding change the way you think about young people, technology and learning?  What surprised me the most was that the Kaiser report found "that media engagement does not crowd out time spent with parents, pursuing hobbies, or doing physical activity."  This tells me one of two things. 1) It's just not an accurate statement or finding, or 2) Our young people are proficiently effective at integrating media use in their daily lives.  Even me, as an adult.  I have to have noise.  When I am completing my on-line homework, I also have the television on, or I am listening to music.  Way back when I was in high school, I had to have complete silence to do homework.  Times are definitely changing. 

 I saw a commercial several years ago that intrigued me.  The gist of it was how people are constantly multitasking when it comes to media.  The commercial actually coined the term "tele-visa-phona-netting" (not sure about spelling), which my family still uses at home.  When I call for my children, they often say to me, "Just a second, I'm tele-visa-phona-netting".  When they say this, I know that they are probably playing an Internet game, while watching television and talking to a friend on speaker phone.  

2. What are the benefits to a genre-based approach to understanding youth engagement with digital media over a categorical-based approach?  When trying to understand youth engagement with digital media, the Genre-based approach takes into account the whole picture.  It allows us to view how an individual uses many different digital media together and steers us away from wanting to view how the individual uses each individual media separately; television, computer, music, etc.

3. What aspects of Michelle's (Box 1.2) computer use at home have implications for computer use at school?  Michelle has some good experience using a computer with Internet access at home.  Although her time appears to be limited due to mom's fears, she is able to use it to play some games and help with her homework, an area that will benefit her with her schooling.  Her experiences at home seem to be somewhat oven-ended whereas her experiences at school appear to be more teacher-driven.  It sounds as though, the teacher-driven activities are more difficult for her because she considers them boring.  One thing that I found great was that her experiences at home made it possible for her to help her friends (many not having access at home) at school.  This has to be good for her morale.  

4. As you read about Clarissa (Box 1.3) consider the affordances of digital technologies that help Clarissa shape her identity and the role they play in literacy engagement. Do you think there are positive implications for these affordance in school-based literacy instruction? If so, what are they. If not, what are your concerns?   I do think that there are positive implications in school-based literacy.  As a teacher, I try to allow for creativity, but the constraints of school curriculum makes it harder than I ever thought it would be.  In my classroom, we have writing stations with writing prompts and we do different writing activities in which I instruct students to "imagine" and write about things they would like to be or do, and then we share.  It would be great to create a public classroom journal in which students could type entries and read the entries of their classmates and make comments on the writing.  "Our Classroom Blog."

5. In the section titled Messing Around we read about the sophisticated and creative technology practices young people are developing on their own outside of school. Do you think it is important for teachers to know about and understand these practices? Why?  I, myself, love to "mess around" on the computer.  It's a stress free environment and it allows the freedom of looking and finding interesting information that's specific to me.  Not my kids.  Not my husband.  Not my students.  Just me.  Everyone needs a little freedom to find themselves.  I think that it is terribly important to know about and understand how our students are interacting with technology.   First, it allows us to see just who they are and gain a little insight in how they think technologically.  Second, it allows us to find ways to engage them in school using means that they will enjoy and be interested in.  If they are interested and engaged, they learn.  One thing that bothers me about technology and school is that many teachers (especially the veteran ones) do not know about and use different technologies.  As a non-traditional student, I did not grow up using much technology at all.  It is a struggle for me to try to "catch up" let along "keep up" with what's new.  Listening to my students and having two teenage sons helps.

6. Should schools support students' in "geeking out"? What are the educational and ethical implications of "geeking out"?   Schools should support students in "geeking out" within the restraints of the rules.  I believe that it creates individuals and shows them for who they are.  The ethical implications are just that, ethical.  One of the definitions of ethical is "being in accordance with the rules or standards for right conduct or practice."  This should be no different in the school setting.  All students must sign a "usage agreement" for the privilege to use school computers at the beginning of the year.   In my classroom, I go over that agreement with my students when I hand them out, and we discuss it.  The rules of the agreement need to be followed or the privilege is lost to the student.

7. The young people studied for this book lived in urban settings in California or New York City. Do you think young people in West Virginia behave in similar ways and develop the same kinds of digital literacies? Provide examples from your own experiences with young people in West Vriginia.   I think that young people in West Virginia behave in similar ways and develop many of the same kinds of digital literacies.  My nephew, a mere two years old, can already use an Iphone, IPod, and IPad to look at pictures and start a game for his 10 year old sister.  It's the wildest thing to watch.  That little finger swipes to change from picture to picture, and when he comes to a video, he pushes the arrow to watch.  It's incredible.  He's only two!!!  I have 10 nieces and 3 nephews in all, and we all live in different cities.  They range from 2  - 25 years in age, and I am happy to say that they help to keep me up to speed.  We have a family Facebook page to keep in touch, as well as texting, and sending recent pictures in a metter of seconds.  We are all very close and technology actually allows us to feel very involved with one another even when we can't see one another.  Just this year, I had 14 of my students (some past students) that sent me a friend request (declined).  They are only in grade school.  I have also had several students that talk about cheat codes and even shopping with mom online.  One of students this year was always talking about Skyping with her family that lives out of state.  What a great way to be able to watch her grow up without actually being able to see her in person.  The world is definitely getting smaller.

Illuminated Text - UPDATED

I have been unable to fix my music problem, but the shaded black areas are gone.  One down, one to go.

Illuminated Text Autumn revisions

More PowerPoint presentations from Connie Epperly

Illuminated Text - Updated

Again, this is still a work in progress.  Music issues still exist, and there are two places in my presentation that are showing up in a black shaded area.  I have sent a message to Author Stream, but I am still waiting on a reply.

Illuminated Text Autumn revisions

More PowerPoint presentations from Connie Epperly

Illuminated Text - rough draft

Here's my rough draft of my Illuminated Text.  I have had major issues with music and I am still in the progress of fixing the problem, so bear with me.  With the upcoming change to the Core Standards, I searched through the suggested list of Exemplar text for second and third grade (because I teach second grade), and found a beautiful poem by Emily Dickinson. I hope you enjoy!

Illuminated Tet Autumn

More PowerPoint presentations from Connie Epperly

Multimodal Literacies: An Introduction

As we move into the twenty-first century, literacy is no longer being defined as simply one's ability to communicate by means of reading, writing, and speaking.  Traditional forms of communicating one's thoughts are moving further and further away from your basic paper/pencil product.  The large majority of society now have computers in the home and cell phones with unlimited texting, both complete with Internet access.  Messages can be created and sent in a matter of minutes, if not seconds, at the occurrence of every new life event; birth of a child, marriage proposal, etc.  Pictures can be shared with friends and family via text and social media instantaneously.  We no longer have to write letters and mail them or develop pictures and then have to wait until the next face-to face encounter to share them.

The benefits of multimodal reading and writing are limitless for students.  With access to an unlimited amount of information at their fingertips and a little guidance of a teacher, students can search and find art, music, video, and drama to ignite new ideas and engage them in the creation of imaginative products that incorporates different modes.  The thought of being able, as a teacher, to allow students to learn the way they do best (seeing, hearing, moving, doing, singing... ) is exciting. 

Multimodal Literacies: An Introduction by Jennifer Sanders and Peggy Albers reviewed different projects that teachers had done in their own classrooms.  As a second grade teacher, the Games-Play Project intrigued me the most.  As I understand it, an artist, and architect, and teachers examined drawings created by students as they made plans for a new playground that incorporated games that they liked to play.  I find this interesting because the teacher would be able to learn much about the students.

The main challenge for me as a second grade teacher is coming up with ideas to incorporate multimodal activities that I think will truly leave an impression with the students.  Which activities will actually make a difference?  Sometimes I think that I make it much harder than it should be. 

Multimodal Learning Through Media:  What the Research Says

Print Culture

Friday, May 25, 2012

Print culture is anything that is printed, whether it is text or visual.  As I teach second grade, I think of the written text in textbooks accompanied by pictures, graphs, charts, etc.  Anything on the page that aids in student understanding is considered print culture. 

Print culture, compared to oral culture or scribal culture, has great benefits.  The invention of the printing press allowed for mass production of important documents, whereas oral and scribal limited the number of copies that could be produced.  The information on documents could be saved and not loose meaning due to word of mouth and transcription errors.  The impact on society has been profound; books, newspapers, magazine, and now the World Wide Web.  Different printed documents even aided in our attained freedom.

The surge of technology on our society is taking print culture to the next level.  I have heard it said that "the world is shrinking."  We have an overwhelming amount of print in the form of information and knowledge at our fingertips.  We have social networks that afford us the ability to keep in touch with friends and family that live thousands of miles away.  And the implications for learning in schools are phenomenal.   We have learning games, dictionaries, facts, visuals, and different cultures at the simple push of a button.

Textual Lineage #3

Friday, May 25, 2012


Song: Star Spangle Banner written by Francis Scott Key

"Oh, say does that star-spangled banner yet wave
O'er the land of the free and the home of the brave?"

I have heard this song hundreds, if not thousands, of times during my lifetime, and this line still evokes such emotion.  My grandfather and husband are both veterans for United States military.  My husband was activated during Desert Storm three days before our one year anniversary and was gone for a year.  I always think of what our troops have done, and continue to do, for our country every time I hear this song. 

Textual Lineage #2

Thursday, May 24, 2012

"Some people try to hide the fact
that children shelter there;
Ours boasts it quite openly...
the signs are everywhere,
For smears are on the windows,
little smudges on the door;
I should apologize I guess,
for toys strewn on the floor,
But I sat down and with the children
and played, laughed and read,
And if the doorbell doesn't shine,
their eyes will shine instead,
For when I'm forced to choose
the one job or the other,
It's good to be a housewife
but I'd rather be a mother."


This poem kept me grounded as a stay home mom.  All the days when I would get discourage about a somewhat messy house, I just read this.

Textual Lineage #1

Thursday, May 24, 2012

"As High as the Cooing Dove"  by Matthew Epperly

No one on earth can fly, as high as the cooing dove,

Next to the blazing sun, close to the ones you love.

The bright sky above, the earth is its foe,

Blue all alighting, green down below.

Its wings are glowing, from the heavenly light,

Flying next the sun, although it is fiery and bright.

Slowly it falls, it slowly descends, 

Here our flight, so mournfully ends.

When I was in undergraduate school, I had was studying poetry in my Literature class.  My son, who was in fifth grade at the time, was sitting at the table with me while I was working, and he was asking me questions about what I was doing.  Some time passed when he asked if he could please use my laptop.  He carried it over to the sofa and began working quietly.  He asked me how to spell alighting and mournfully.  My curiosity peeked and I asked him what he was doing, and he nonchalantly told me that he was writing a poem, and proceeded to tell me that I couldn't read it until it was finished. 

When I finally got to read the finished product, I was amazed at what I read.  To me, it was the most beautiful piece of writing that I had ever read.  We printed it off and sent a copy to his grandparents, great-grandparents, aunts, and uncles.  His great-grandfather agreed that it was a piece of art, framed it, and hung it on his wall.  He passed away on May 22, 2009 and the poem was read during his funeral service.  I will never forget it, and neither will my Matt.  

Introduction

I am a graduate student who lives around the Clarksburg, West Virginia area and I teach Second Grade at West Milford Elementary School.  With the recent push to integrate technology into the classroom, I am hoping that EDUC 6809 will help to get my creative juices flowing.  The problem is, when it comes to technology, I'm fresh out of ideas.  As a non-traditional student, I grew up in an age with minimal technology.  I actually took a typing class on a type writer.  My first experience with a computer was when I was a Junior in high school.  And again it was minimal when it comes to computer technology.  My hope is to be able to help lead my students into the media age.  I just need a little help.

What is literacy?  Wow.  To me, literacy has several components.  First, it is the ability to decode, blend, and finally read and interact with a written text to construct meaning.  Then it is the ability to organize thoughts, use learned skills and write a coherent piece for others to read.  In the scenario, there is a level of communication between the reader and writer. As we move into the 21st Century, literacy may take on another meaning altogether.  In "A New Literacy: Making Connections in Electronic Environments," we may get a vision of what that new meaning may look like.