Coming into this class, I was not sure what to expect .... I had never taken an online class and I wasn't sure how classes like this worked. I came to find I did enjoy most of the readings although they were not what I expected. I think I learned a lot from the Millenials video in terms of the type of students I will be facing in my classroom. The video made me realize I have to be prepared for a technology based group of little ones who are expecting to be reached with some type of technology coming their way .... although this is important, I am not going to devalue a book or doing a hands on project ... I feel that technology is taking away from students' higher order thinking and critical thinking skills.
The readings I did enjoy were the ones I actually understood ... there was a lot of jargon thrown around that had me going bananas trying to follow along but I think I learned that students need blogs or fan fiction websites as supplemental materials in the classroom. The ones described in the readings seemed very in depth and confusing at times but I could find ways to simplify them and keep them within our classroom. I think it is important to let students express themselves and since some students are very shy doing so, I think these source where they can make up an alias and go to town on their feelings would work well for them and give them the freedom they need. Blogs are something I am going to use in my classroom. Whether it is to keep families informed or as a type of readers notebook, I want my students to become engaged in an activity where they can take ownership for their work. Lastly, I think Memes are a great idea I would just need an older audience when teaching so I could get the reaction I need in order to structure a Meme into a lesson. Overall I really enjoyed the class and the readings ... for someone who is pretty tech savvy but limited in ideas of how to apply it in the classroom, this class helped for sure!
As I mentioned above, I would use some of the things we learned this summer and apply them in my classroom. I do believe technology to be important but I think it also needs to be exciting. Teachers are always using technology in the same way throughout the grades and I think this class has opened my eyes of new ways to implement technology in the classroom. By using these different New Literacies, I hope to be able to reach a variety of learners in my classroom and even get families involved in the process.
Saturday, June 30, 2012
Thursday, June 28, 2012
Text Set #4 .... Ecosystems
Websites -- This are a variety of websites that students can use. They range from
fun and interactive to informational if working on a project. These sites will
help students learn about ecosystems as well as their plants and animals.
Facing the Future
This is an informational website
that will give kids the facts they need to know about ecosystems. There is
text, pictures, and videos to help students grasp the material on the page.
Good for working on a project to present about ecosystems.
Ages: Grades 2 - 5
Ecosystems
I have used this website in my
classroom before and it is awesome!!!! It talks about ecosystems as well as
biomes and food webs. The pictures are great and the text is written in
kid friendly language. They go over all the different biomes with
their plant and animal life. I would recommend this website to any teacher!
Ages: Grades 3 - 5
Kids do Ecology
This website has a variety of games
and information for students. They can learn about scientific data, biomes,
mammals, and has a variety of classroom projects students can use. This website
is fun and interactive so students will be able to play and use the information
to help students learn new concepts. This could be used as
a supplemental material or for individual time in the classroom.
Ages: Grades 3 - 5
EcoKids
I first would like to say this is a
Canadian website and I think that's really funny. But it is full of
games, coloring pages, and information for students. I think it is for younger
students that may be learning a little about habitats and animals. I think it
would be great as a fun site students can use to enhance their knowledge about
ecosystems.
Ages: Grades 2 - 4
Habitats
National Geographic is always a
great site for kids. This is an informational site that has separate links to
every habitat students can learn about. They have real pictures of the habitats
with their animals and plants. Students could use this when doing a
project ... not many games here :-)
Ages: Grades 3 - 5
The Magic School Bus
Who doesn't love what the magic
school bus has to offer?!!! This site is a game for students so they can review
what they have learned about ecosystems. Ms. Frizzle always has a fun way of
making school fun and for students who may not be grasping the information in
books or websites , this game will help them comprehend for sure.
Ages: Grades 2 - 4
Movies and Videos -- I think ecosystems are fascinating and need to be
viewed in videos and movies. This clips are great representations of ecosystems
and give students a first hand look at what a ecosystem is made up of.
What is an Ecosystem?
This video shows students what
ecosystems are. It also discusses the different species that are in an
ecosystem and what that means. This is a short group that will help students as
an introductory or if they are talking about specific parts of
ecosystems, this video talks about that.
Ages: Grades 2 - 5
How does an Ecosystem work?
Another short clip about how the
different aspects of an ecosystem wok together to help the ecosystem survive
and keep going. The images are colorful and fun and students will be able to
get a good look at all elements working together as a unit.
Ages: Grades 2 - 5
Grasslands Ecosystems
I thought this video would be good
because it has the Lion King in it and it will catch students attention. It
uses clips from the Lion King to explain grassland ecosystems and the problems
they are facing. I would show this to students as an example of an ecosystem or
if you are going each individual one ... this one is awesome.
Ages: Grades 2 - 5
My Pond -- The Ecosystem Song
Mister C introduces students to the
ecosystem through a song. It is catchy and helpful for students to remember
certain aspects of the ecosystem. I have found that when teaching through song
students do a better job at remembering the information.
Ages: Grades 2 - 5
Books -- I am a big believer that books are important to
incorporate into a classroom. The books posted are kid friendly and help
students to learn about ecosystems and biomes. A great resource for read alouds
as well as another resource for students who enjoy books.
Exploring
Ecosystems with Max Axiom, Super Scientist (Graphic Science series)
Author: Agniesezka
Biskup
Having a graphic
reader is important for classrooms that have reluctant readers. This particular
book explores different ecosystems and helps students learn fun and random
facts. I think this would be great for students who need visuals and also may
not enjoy the typical book.
Ages: Grades 3 - 5
Many Biomes, One Earth!
Author: Sneed B. Collard III
This book discusses the 12 biomes
in the world. It has a lot of great colorful pictures and is very kid friendly.
It discusses the animals and plants in each biome and how they are working
together to make it work. A great book!
Ages: Grades 2 - 5
Biomes and Ecosystems
Author: Barbara J. Davis
This book looks at connections
between living and non living things in an ecosystem that work together. There
is a lot of new vocabulary that may be hard for students but the book can help
expand students' knowledge on the topic and the illustrations are colorful and
vibrant. The book discusses many different aspects of the ecosystem including
food chains and webs.
Ages: Grades 5 - 7
Webquests -- I have come to find that Webquests may not be the
most practical way to implement a lesson in a classroom but I think
it is a great way to start getting ideas. These webquests are all hands on and
help students to design their own ecosystems!
I Spy an Ecosystem!!
Students are each given an
ecosystem to explore and recreate on their own. This webquest helps students to
use materials to create posters, diaramas, or brochures students will share
with others in the class or in the school. A great hands on activity that can
help students show their creative side!
Ages: Grades 3 - 5
Ecosystem Expert!
Students will become experts (in a
group) on a biome they have chosen. They will need to find information on all
aspects of the ecosystem and then recreate it to share to the other scientist
in the classroom. I would try something like this and adapt it to help my
students get a better understanding of their ecosystem.
Ages: Grades 3 - 5
Tuesday, June 26, 2012
Media Presentation
This video was created to show students in the elementary grades about cultures and traditions. In the younger grades there is a big emphasis on culture and how every culture has its own traditions and are from different parts of the world. In order to show my students an example of culture .... I made a video on the culture here at UT. A lot of my students have attended sporting events at UT or have had some experience on campus. Showing them the traditions of the UT culture will give students a first hand example of how different cultures hold traditions near and dear to their hearts. It will also show students how traditions are carried on throughout the years and are meant to be kept alive. I thought this would also give students an insight to my life and cultural experience at UT. I bleed orange and would not have it any other way and I want my students to see the passion and I love I have for my university. Enjoy!!!!
New Literacies
In this final chapter, Lewis discusses three important dimension of practice: agency, performativity, and circulation. Of the three dimensions discussed in the chapter, I thought the perfomativity one was very interesting. Peformativity is not a word that is used very often in daily vocabulary but it has a major significance in the new literacies presented in this book. Lewis defines peformativity as "the individual and group identities that are constructed through repeated performances of self and in anticipation of the expectations, social codes, and discourses available within a given context (p. 231)." Changing interact worlds and role within cyberspace, there is a constant need for the changing and shifting of identities in order to keep up with changes as well as shape a new identity according to the new setting. An example Lewis uses is memes. Memes are constantly being reconstructed repeatedly due to changes in a social aspect of a person's life. Performativity can be used in many aspects of technology but I thought it was important to see how it relates back to the specific examples that were used in the book throughout.
I think the information in this chapter does apply to teachers. It is important to understand and connect with the new technologies that are constantly being invented and used throughout the web. Teachers need to be on the know with the up and coming technologies so they are able to apply them in their classrooms.
I think the information in this chapter does apply to teachers. It is important to understand and connect with the new technologies that are constantly being invented and used throughout the web. Teachers need to be on the know with the up and coming technologies so they are able to apply them in their classrooms.
Monday, June 25, 2012
Memes
It seems at UT memes have become a
new phenomenon to express hatred, humor, or dislike towards anything UT.
This growing phenomenon on Facebook has had me laughing since the day people
began creating memes about UT. I had never heard of a meme until the recent
outburst but I think they are a great way for students to express
themselves as well as become a catchy way to memorize material for a test or
quiz. The chapter started of describing memes and what they mean and the
different ways they can be produced and then it went into a study conducted to
see what types of memes are appealing over others. The basic gist of the study
conducted showed that memes with humor, intertexuality, and anomalous
juxtaposition will capture more students attention and have created something
that will be passed on throughout the web.
Memes can be put to use in a classroom by teachers
who have an open mind. Memes can be used in order to dissect what and why this
type of media entrances and captures students attention ... if they can figure
that out, they can design new ways for students to socially interact and spread
the word on some important issues or trends. Memes not only can provide a laugh
every now and then, but they can be an educational tool for students to promote
ideas and represent their beliefs on specific topics.
I think memes would be a funny tool to use in a
classroom but it would need to be at an older level. Studnets in high school
would be able to look at a meme and dissect it in depth and see past
a funny caption linked to a picture. Teachers could have full class discussions
about memes and use them to open a lesson and guide students to thinking aloud.
Memes could also be a fun project for students to work on in order to express a
specific theme in a book or a lesson throughout history. There are a TON of
ways to use memes in the classroom but I think it would have to be a classroom
with a mature audience.
Some of the funny ones .....
CoMpLeTeD gLoSsArY
1. Discourses (p.3) -- Discourses are socially
recognized ways of using language, gestures and other semiotics, as well as
ways of thinking, believing, feeling, valuing, acting/doing and interacting in
relation to people and things, such that we can be identified and recognized as
being a member of a socially meaningful group, or as playing a socially
meaningful role
2. Machinima (p. 8) -- the process where fans
use video game animation engines and computer generated imagery to render new
animated texts on their desktop computers.
3. Social Space (p.29) -- a virtual space such as a
social network where people gather and interact with one another. Social spaces
can be privately owned or used publicly.
4. Sociocultural Theory of Literacy (p. 51) --
Literacy practices can occur across many contexts and in many places such as
the home or school. Studies focus on local and
everyday literacy rather than just the school based materials.
5. Secondary Authors (p. 68) -- Secondary Authors
construct specific fictional situations within an
already established imaginary world. They tend to have a love
hate relationship with agency because they have to have four types
of agency in order to create a fictional world that seems concrete
but at the same time have to leave room for others to collaborate or else the
whole world could fall apart.
6. Agency (p. 73) -- the ways someone is capable of
acting in a certain context. Types of agency:
7. Textual Agency -- The amount of control someone
has over the actual text such as words in a book or the shot sequence of a
movie.
8. Narrative Agency -- How much control someone has
over the story. This works from both the author's viewpoint of their
character's actions in the story as well as how the reader interprets each
character and their motives.
9.Psychological Agency -- How much
control individuals feel they have which may not always match how
much control they truly do have.
10. Cultural Agency -- The degree that a person's
agentic behavior is culturally recognized by others.
11.Character Agency -- The control
the character, not the author has. This agency happens in the imaginary
world environment of the game. What can the character do, what are
their abilities, and are they living up to those abilities.
12.Participant Agency -- Participants need to be
able to identify the type of agency a game is looking for so they can
effectively use their character to complete tasks. Their ideas and actions need
to be significant in order for the game and world to continue in harmony.
13.Framework Agency -- How a primary author shares
agency with the already decided elements of the game and the elements the
author themselves decide to implement.
14. Authority (p. 82) -- In traditional texts,
the author is the main authority and has the power to determine how the story
plays out but in role playing, no single person has all the power in deciding
the next steps of the story. It is shared among all the participants who are
contributing to the story. Types of authority:
15. Explicit Authority -- The specific rights a
particular participant has within the game and the consequences of others if
they get in the way of each individual's rights. Usually attached to a role or
a rule dealing with a specific character or setting.
16. Implicit Authority -- Real social
situations begin to matter more than the rules and role within the game. Every
social situation that comes to a head and needs guidance, implicit authority is
used in order to solve the problem. It usually can be solved with explicit
authority but it is not always a guarantee.
17. Imposed Authority -- Because many role playing
games are based off outside elements, they use these elements to help create
authority within their game. They use these "canons" to help sort out
issues or problems that may be encountered that implicit or explicit authority
cannot contribute to.
18. Affinity Spaces (p. 117) -- People who can
relate to each other through a common thread. It can be a common passion
or endeavor, as well as a common proclivity. Affinity spaces are helpful
because it gives those who may not have much in common with the
"norm" community an opportunity to find those who share the same
passions as them. Within an affinity space, there is an abundance of valued expertise
and knowledge being passed around and enjoyed.
19. Insider Research (p. 173) -- Researching done by
people who are emerged and have an active role in the media resource
being looked at. These researchers need this work done in order to gain a better
understanding of not only their work but with the development that the specific
media they're looking at has come across.
20. Memes (p.199) -- Memes are contagious
patterns of “cultural information” that get passed from mind to mind and
directly generate and shape the mindsets and significant forms of behavior and
actions of a social group.
Blogging
In Chapter 8, Davies and Merchant familiarize use with the world of blogging
and the different aspects of literacy and technology blogs have to offer. The
authors discuss how blogs are a new way of looking at the world through social
practices. Readers and bloggers alike have become interested in ways to explore
interactive texts which is why the use of blogs has become so popular and
addicting to those who produce them as well as those who read them. Davies and
Merchant states that blogs "blend the personal with the public".
Blogs are like online diaries for people who may want to get their own views
and ideas out in the world for people to read. Many people are attracted to
putting themselves out there through blogs because they do have a
secret identity that allows them to freely express themselves without others
judging them. According to the authors, these small aspects of blogging is what
makes it so appealing to others and let people enjoy reading and writing
them
When reading and writing blogs, it is important to
know there is no traditional way to anaylze the texts. Everyone looks at a blog
differently and they are not created to be read the same exact way by every
person. One of the greatest things about blogs is you can surf the web and the
different beliefs and stances on a topic just by clicking through blogs that
have common connections .... this has made surfing the web easier for people
and more enjoyable. Many people find connections with others through blogs
which is one the main purposes people enjoy blogging ... they can connect with
others millions of miles away and feel as if they are sitting in the same room.
Davies and Merchant also discuss 3 main attractions
of blogs which I have talked about in the upper sections. The first is being
able to reach a variety of people .... bloggers are able to spread their ideas
and beliefs and those clicking around may stumble upon their blog and read
their ideas which for some people gives them immediate gratification for their
publication. Second, blogrolls make it easy for people to navigate and surf
blogs and the web which I mentioned earlier makes it easier to get through the
web and find more information on connecting beliefs. And last, blogs are a
social network and who doesn't love a good ol' fashion social network.
I think blogs could work in my teaching age group. I
have seen teachers who have blogs on their classroom websites where students
are able to blog about what they have learned that day or what is upcoming in
their special events calendar. I think having a class blog that parents can
read and connect to would make all students feel involved in the classroom and
provide a positive atmosphere that parents can see their students interacting
in with enjoyment. I think blogs could really be effective even for an
elementary school classroom.
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