68 Matching Annotations
  1. Jul 2017
    1. Creation can be viewed simply as the act of producing, or causing to exist.  Construction is the building or assembling of an infrastructure. Construction is equal parts inspiration and perspiration. Construction calls on creativity as well as persistence, flexibility, and revision. Construction asks our students and teachers to focus on the power and patience employed during work process…and not just the final resultant work product.

      important difference between creation and construction

    2. She identified that in order to “identify, in textual terms, how the Internet mediates the representation of knowledge, the framing of entertainment, and the conduct of communication”, our understanding of construction and creation needs to be broad enough to allow for change in the future.

      OCC information

    1. The digital media, rather than the (text) book, aremore and more the site of appearance and distribution of learning resources,and writing is being displaced by image as the central mode for representa-tion

      Trends

    1. Writing as mode and book as medium have shaped western imagination, forms of knowledge, practices of reading; the technology of writing has shaped the book, and the technology of the book has shaped how writing has developed.

      Use of tangible print

    2. cultural associations

      History of use and our connection to it

    3. Take a simple example. I am in an American airport, looking for something to eat. I see a sign Bar and Grille, outlined in lurid red neon lights. Being hungry, I am attracted by “Grille”; I am aware that I am particularly drawn by the “e” on “Grille”. As a semiotician – even a hungry one – I wonder about this ”e”, in part because just the night before I have had a discussion with a colleague about how signs work. I order a brisket sandwich and think about this sign. What the “e” tells me is something about tradition and ‘Englishness’; it relates to many other signs I have seen where the “e” has had similar meanings, as in “Ye olde gifte shoppe”. And, even though I know it is a marketing gimmick, I want to be seduced by its meanings. Of course all the other parts of the sign also mean: the ‘Grill’ – with or without the “e” - speaks of barbeques, of the outdoors, of freshly cooked food. For the sauce I had the choice of mild, medium and make my day (- which I chose; and it did). “Bar” has its specific meanings for Americans reading the sign; and the lurid red neon sign of course ‘means’ to attract my attention, and maybe offer whatever promises ‘lurid red’, in the context of “Bar”, might hold.

      Interesting example that is thought provoking about we internalize what we see in order to make sense of it

    4. All media offer specific possibilities to the designer, and to the reader/user in their reading and / or use.

      Importance of media

    5. The choice of mode has profound effects on meaning, and textbook designers, for instance, need to be aware of such meaning effects of different modes.

      Connection to use of word choice, connection to real-life relevances

    1. Project

      Project=write individual projects and contribute to group Present to parents, then those people in the videos. Real audience when we get involved

    2. Expeditionary

      Project=homelessness in Portland Documentaries Has to be compelling. Looking at policy issues. Link with human being.

    1. Creativity

      Bob Dylan's copyright

      Loss aversion=protecting what we feel is ours

      Creativity comes without. Dependent on others. Admitting this is liberation.

    1. Designing

      Feedback= 20 kids per teacher Teacher doesn't have enough time to give robust feedback. Need to have a vibrant community of diversity

    2. Skills

      Constructive comments would help make better games...that way a new method could be made to improve

    3. STEM

      Use of comments...authentic audience. How is my audience going to perceive this?

    4. Learning

      Kids that make games. Problem solving skills. Use of other skills. Games + baseball =challenge, make you think what is next

    1. Connected

      Importance of home, peer, community environment in learning. Teachers=still role to play--giving kids access to a baseline of what they need to participate in society...shared space that gives opportunity to reflect

    2. Mimi

      How to engage kids in these online activities.

      Friendship activity vs interest activity---lumping them together misses the opportunities to see what they are learning

    3. Cultural

      Diversity in what kids are doing/learning online. "Hanging out with friends" online=social behaviors

      Small number of students....used to develop sophiciated skills.

    1. Big

      Encourage teachers

    2. Culture

      Connection to media and civic engagement...to think politically...think of themselves as citizens...changing society

    3. Participatory

      Folk culture=produce media to share with each other. Similar to what we do today. "social mode of production"

    1. Beware online "filter bubbles"

      Interest shows what we want to see but not always what we need to see....individualization

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    1. This work should also be compiled in a manner that is appropriate and accessible for your students and their grade level.

      Relevance to SPED?

    2. Students collaboratively (with the instructor) identify an area of interest and co-construct a driving question to guide inquiry. Students engage in online collaborative inquiry as they search and sift through online texts using digital tools to address their focus of inquiry. Students critically evaluate online information by considering the credibility (truthfulness) and validity (usefulness) of the information obtained. Students synthesize what they have learned during their online inquiry by actively curating and synthesizing information across multiple, multimodal sources. Student engage in online content construction by synthesizing what they have learned and selecting the best digital text or tool before sharing this answer.

      1) Interest 2) Search 3) Verify 4) Synthesize 5) Build

    3. nternet Inquiry Projects are student interest driven, and are more authentic as a learning activity than traditional WebQuests.

      IIP more authentic than scripted WebQuests

    4. WebQuests typically contain an introduction, task, process, evaluation, and conclusion. WebQuests play a vital role in the classroom by providing students with a scripted, guided examination of online resources in a topic.

      WebQuest information

    1. Open learning, also known as open education, can be defined as a set of practices, resources, and scholarship that are openly accessible, free to use and access, and to re-purpose.

      open=accessibility

    1. we need to take a closer look at what online reading is all about and think about how we can help our students not only navigate with comprehension but also understand the underlying structure of this world.

      We need to consider how far these links and pages take us from the intent of our study.

    2. He has not yet developed the information-synthesizing skills and understanding of the medium to make those connections.

      At what age is this developed?

    3. Readers read for different purposes. Sometimes they read for pleasure. Sometimes they read for information. Their reason for reading impacts the way they read. They may skim or read carefully depending on why they are reading. Throughout this process, readers monitor the meaning they are constructing. When the text does not meet their purposes, they may switch to another text. Readers expect what they are reading to make sense. They use a repertoire of strategies, such as rethinking, re-reading or reading on to clarify ideas, to make sure they understand what they read in order to accomplish their purposes.1

      Really identifying with "when the text does not meet their purposes, they may switch to another text."

    4. If you are a teacher or parent who revels in the deep reading of novels or articles, with discussions and contemplations of character development and plot design, this kind of “reading” is enough to drive you to the brink of despair.

      Difference of reading...Author is talking about the child's skimming and impulsivity.

    1. W. Ian O’Byrne’s sidebar.

      Shoutout, Dr. O'Byrne.

    2. teaching digital skills would include showing students how to download images from the Internet and insert them into PowerPoint slides or webpages.

      I see a lot of that now in general. Students in higher education for sure.

    3. Unfortunately, many focus on skills rather than literacies.

      Truthfully, that's what I thought we were looking at when I joined the course.

    4. habits of mind

      Used in our unit plan

    1. S

      Substitution="block is a block no matter where accessed"

      Augmentation=functionality--shareable Google doc. Same tasks but technology changes it

      Modification=Tech is used to redesign parts of tasks

      Redefinition=design and create new tasks (ex. connecting to another classroom via Google Docs)

    1. T

      Research first island that houses trash then connect it back to recent local ban on plastic bag. -Use of examples -Use of research the science problem -Students make a powerpoint w/ links then moviemaker application for project -Once content is there, technology concept is introduced.

    1. The surprising truth about what motivates us

      Motivating until encounter rudimentary cognitive tasks

    1. Will Richardson

      Not waiting for curriculum to learn but finding the resources themselves

    1. The introduction of the Internet, for example – particularly the rise of online learning – is an example of the arrival of a technology that forced educators to think about core pedagogical issues, such as how to represent content on the Web and how to connect students with subject matter and with one another (Peruski & Mishra, 2004).

      Impact of the internet

    2. Instead, TPACK is the basis of effective teaching with technology, requiring an understanding of the representation of concepts using technologies; pedagogical techniques that use technologies in constructive ways to teach content; knowledge of what makes concepts difficult or easy to learn and how technology can help redress some of the problems that students face; knowledge of students’ prior knowledge and theories of epistemology; and knowledge of how technologies can be used to build on existing knowledge to develop new epistemologies or strengthen old ones.

      Defining purpose of TPACK

    3. An understanding of the affordances of technology and how they can be leveraged differently according to changes in context and purposes is an important part of understanding TPK.

      Understanding that there is more than one way to use technology and use it in such a way that positively impacts learning

    4. Understanding the impact of technology on the practices and knowledge of a given discipline is critical to developing appropriate technological tools for educational purposes.

      Great example is medicine

    5. They argue that FITness goes beyond traditional notions of computer literacy to require that persons understand information technology broadly enough to apply it productively at work and in their everyday lives, to recognize when information technology can assist or impede the achievement of a goal, and to continually adapt to changes in information technology

      Definition of "technology" for the TPACK framework

    6. Pedagogical knowledge (PK) is teachers’ deep knowledge about the processes and practices or methods of teaching and learning.

      Evidence-Based Practices

    7. The cost of not having a comprehensive base of content knowledge can be prohibitive; for example, students can receive incorrect information and develop misconceptions about the content area (National Research Council, 2000; Pfundt, & Duit, 2000). Yet content knowledge, in and of itself, is an ill-structured domain, and as the culture wars (Zimmerman, 2002), the Great Books controversies (Bloom, 1987; Casement, 1997; Levine, 1996), and court battles over the teaching of evolution (Pennock, 2001) demonstrate, issues relating to curriculum content can be areas of significant contention and disagreement.

      In the event the teacher is responsible for all general subject areas, then we should consider the amount and quality of content knowledge and how that affects technology use. For example, self-contained SPED vs. anatomy teacher.

    8. Content knowledge (CK) is teachers’ knowledge about the subject matter to be learned or taught.

      teacher knowledge

    9. The TPACK framework builds on Shulman’s (1987, 1986) descriptions of PCK to describe how teachers’ understanding of educational technologies and PCK interact with one another to produce effective teaching with technology.

      TPACK

    10. content, pedagogy, and technology,
    11. There is no “one best way” to integrate technology into curriculum. Rather, integration efforts should be creatively designed or structured for particular subject matter ideas in specific classroom contexts.

      Thesis

    12. Many approaches to teachers’ professional development offer a one-size-fits-all approach to technology integration when, in fact, teachers operate in diverse contexts of teaching and learning.

      Diversity of student should be considered here also.

    13. It is, thus, not surprising that they do not consider themselves sufficiently prepared to use technology in the classroom and often do not appreciate its value or relevance to teaching and learning.

      Agree depending on the flexibility of the teacher to acquire knowledge of developing technological methods

    14. Also complicating teaching with technology is an understanding that technologies are neither neutral nor unbiased

      We see this in the News networks for example

    15. By their very nature, newer digital technologies, which are protean, unstable, and opaque, present new challenges to teachers who are struggling to use more technology in their teaching.

      Nature of the technology or nature of the teacher here? I argue this is referring to the rapid pace of changing technologies that educators have difficult staying up-to-date with technology while being responsible for teaching

    16. The latter, however, is qualitatively different in that its functioning is more opaque to teachers and offers fundamentally less stability than more traditional technologies.

      Opaque referring to the construction of the system...specific to those individuals that design, construct, and craft the system

    17. Digital technologies—such as computers, handheld devices, and software applications—by contrast, are protean (usable in many different ways; Papert, 1980); unstable (rapidly changing); and opaque (the inner workings are hidden from users; Turkle, 1995).

      Tangible vs digital here

    18. As a matter of practical significance, however, most of the technologies under consideration in current literature are newer and digital and have some inherent properties that make applying them in straightforward ways difficult.

      Present use of digital media

    19. n this way, teaching is an example of an ill-structured discipline, requiring teachers to apply complex knowledge structures across different cases and contexts

      Use of "ill-structured"--really impactful but places the opinion of the author

    20. Lee Shulman’s construct of pedagogical content knowledge (PCK) to include technology knowledge. The development of TPACK by teachers is critical to effective teaching with technology.

      Lee Shulman

    1. While wealthy families are embracing the potential of new technologies for learning, and investing more and more in out-of-school and connected learning, less privileged kids are being left behind. Access to specialized, interest-driven and personalized learning used to be difficult and scarce. But in today’s networked world, there’s no reason why all children should not have the opportunity to pursue connected learning.

      Socioeconomic impact for technology: access, funding, etc.

    2. We need to harness these new technologies for learning rather than distraction.

      Entertainment vs production

    3. beyond the formal educational pipeline.

      Learning that extends outside of the classroom for a common interest (e.g., photography, humanitarian work)

    4. connected learning puts progressive, experiential, and learner-centered approaches at the center of technology-enhanced learning.

      Proactive vs passive

    5. does not require technology, new digital and networked technologies expand opportunities

      Technology would certain enhance the connection

    6. Connected learning is when someone is pursuing a personal interest with the support of peers, mentors and caring adults, and in ways that open up opportunities for them

      Insightful. The use of personal interest here emphasizes the desire to learn and connect with others that want to learn the same thing.

    1. Specifically, these skills are described as

      Read, write, participate, and 21C skills are defined

    2. read, write, and participate