87 Matching Annotations
  1. Aug 2019
    1. To achieve this goal, a synthesis of theoretical perspectives and research into a new instructional model known as online content construction (OCC) is necessary. OCC is defined as the skills, strategies and dispositions necessary as students construct, redesign, or reinvent online texts by actively encoding and decoding meaning through the use of digital texts and tools

      Here is the definition of OCC. It is absolutely necessary to teach students to encode and decode online text because this is the way we communicate today. However, teachers need to be taught as well.

    1. The ‘Why’ of MultiliteraciesFirst, why literacy? Or even more fundamentally, why education (in which literacy is a ‘basic’)? On this front, not much has changed in ten years. The two sides of the political spectrum, characterised loosely as ‘left’ and ‘right’, remain poles apart in what they see as the appropriate role of literacy learning in society, and indeed, education in general.

      Well, I think there is a lot has changed since this article (2009) and the question is not "Why?" anymore. The real hard question is "How"? How are we going to keep up with the speed of changing technology and new digital literacies? How can we make sure that every child gets the opportunity to spend ample time on the computer, creating, building, constructing and not only consuming? How can we scaffold teachers so they are skilled and capable of using new digital literacies?

    2. As I was reading this article, knowing that it's 10 years old, I was constantly trying to think back to 2009 and see how different education became since then. For us, today, the change is not enough and reforms take forever to get through the system. However, the speed of change has never been higher! So, for us, teachers, it has never been a more exciting time to face forward and see what's ahead, and participate in the Change. But we need to buckle up!

    3. Education is one of the key sources of social equity.

      Yes! And this is why education cannot be "sold" and cannot be handled as a business. If we let money dictate the ways of education, it will hardly ever lead to social equity.

    4. The world was changing, the communications environment was changing, and it seemed to us to follow that literacy teaching and learning would to have to change, as well.

      Since this article (2009) the way of learning has changed tremendously but it is changing now even faster! In 2009 few school were able to afford to give laptops or Chromebooks to each student in a class. Now, it is not uncommon at all to have it in your lesson plan that you're going to have the students work on their computers.

    5. Even the idea of a ‘Google search’ was unimaginable ten years ago.

      ... and this article is from 2009!!! So, a Google search was unimaginable 20 years ago.

    1. I believe that the word choice involved in identifying construction as opposed to creation is also of the utmost importance. 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

      This is a great description of the difference between creation and construction of an online content.

    1. Gee (2007: 172) describes deep learning as “learning that can lead to real understanding, the ability to apply one’s knowledge, and even to transform that knowledge for innovation.” He argues that pursuing deep learning requires moving beyond learning about – “what the facts are, where they came from, and who believes them” – to learning to be – which involves “design” in the sense of understanding how and when and why knowledge of various kinds is useful for and sufficient for achieving particular purposes and goals. According to Gee (2007: 172)

      This is a great paragraph about deep learning. Not just learning about but "learning to be" which involves design.

    2. “Machinima” – machine + cinema – is the term used to describe the process by which fans use video game animation “engines” to create movies.

      Creating machinima involves telling a story using tools found within the game engine. The resulting clips or “takes” are spliced together using movie editing software (e.g., iMovie, Sony Vegas). machinima.com

    3. Then for ‘Before We Were Men’, I tried my hardest to make this video stand out above all the other Naruto V. Sasuke AMVs that are out there. I wanted to show all the things that the two had gone through up to the fight that they have near the end of the series. Also I tried to throw in a bit of fan service with the text [i.e., words like “passion”, “angst” appearing at specific points in the video] and the ending along with keeping the theme of the Video feed effect at the beginning and end [i.e., quiet introductory and conclusion sequences].

      DynamiteBeakdown is a 17-year-old student who spends much of his spare time working on AMV, with some of his projects requiring months of time and hundreds of anime clips to complete.

    4. But if you think about the ways kids under 15 using digital technology think about writing – you know, writing with text is just one way to write, and not even the most interesting way to write. The more interesting ways are increasingly to use images and sound and video to express ideas (in Koman 2005: n.p.)

      It is fascinating to the mind and this is why I can get caught up "playing around" with technology for hours but it's not satisfying to the soul. The endless possibilities of seeing, watching, reading, and remixing are captivating, and it makes me feel like I'm doing something, but at the end, did I really create anything? It's possible, but I have to remind myself of what I'm really doing online.

    5. associated with activism contesting copyright and intellectual property legislation

      This is so important and such a hot topic issue!!!

    6. . Until recently this concept was associated almost entirely with recorded music. It referred to using audio editing techniques to produce “an alternative mix of a recorded song that differed from the original, and involved taking apart the various instruments and components that make up a recording and remixing them into something that sounds completely different” (ethnomus.ucr.edu/remix_culture/remix_history.htm).

      Yes, we always had this in music. Way before digital technology, even in the Renaissance, composers used each others' themes and pieces and rearranged ("re-made") them.

    7. By “remix” we mean the practice of taking cultural artefacts and combining and manipulating them into a new kind of creative blend.

      This is a new way of being creative and it's cool and it's fun, but will never be able to reach the depth of an original work that comes from one person's desire to express something that is uniquely theirs yet, at the same time, communicates something universal to what, for some mysterious reasons, we can all relate! (See Michelangelo, or Shakespeare, for example.) But, only time can tell whether I'm right or wrong. We should come back and see 300 years from now :-)

    1. Contemporary text is about design and principles of composition. Relation between social environment and representation. More images, less writing and writing and image are combined.

    2. Page 176 It is interesting that it bings up the opera as probably the only example before "screen" opportunities where modal ensembles were available for many people offering possibilities of representation that had not existed before. Today modal ensembles are available for anyone and everyone.

    3. A mode is making meaning. Modes can be used to do different kinds of semiotic work. Transduction describes changes involving a change in mode, transformation described changes in arrangement within one mode.

  2. Jul 2019
    1. the Common Core State Standards (CCSS) Initia-tive (2012) establishes more uniform standards across states to prepare students for college and careers in the 21st century. One of the key design principles in the CCSS, research and media skills, focuses on the integra-tion of online research and comprehension skills within the classroom such as locating, evaluating, synthesizing, and communicating

      4 key online skills are integrated in Common Core (2012): locating, evaluating, synthesizing and communicating.

    2. In addition, it means learning from other colleagues, an important source of information in a world where it is hard for any one person to keep up with all of the changes that are taking place.

      For this, I love even Facebook! I am connected to choir director and music teach groups from many parts of the world and I can hear pieces that I would never hear without global connectedness and I get new ideas and choral techniques and hear about problems and struggles that are similar to mine.

    3. read as “healthy skeptics.”

      Teach them to read as healthy skeptics!

    4. To keep up to date with those that are added to Google, visit Google’s “Inside Search” at www.google.com/insidesearch/searcheduca-tion/index.html.

      "Inside Search"

    5. to help the last become first with New Literacies

      this is a wonderful goal!

    6. Imagine a first or fifth grader who has been struggling with literacy learning suddenly becoming the class expert on how to cre-ate a new blog comment or post. A few minutes of coaching on the neces-sary steps puts this student in the expert seat. The rest of the class then relies on this student for instruction and coaching. This student’s role in the classroom shifts as he or she shares responsibility for teaching impor-tant reading and writing skills.

      What a great way to empower a struggling student and open up new doors for them to feel skilled, helpful and in charge of something they're good at!

    7. by teaching struggling readers the New Literacies required by your student e-mail system and then have them teach their newly acquired e-mail skills to other students

      it makes sense!

    8. that require additional skills and strategies. Most importantly, it is reshap-ing the nature of literacy education, providing us with many new and exciting opportunities for our classrooms.We live during a time in which new technologies continuously appear online, requiring additional skills to effectively read, write, and learn, sometimes on a daily basis. Consider, for example, just a few of these new technologies: Twitter, Facebook, Google+, Siri, Foursquare, Drop-box, Skype, Chrome, iMovie, Contribute, or any of many, many mobile

      this section is unreadable because of being over-highlighted - technologies' new problems and I don't have a solution :-(

    1. A variety of educational taxonomies have been adopted by districts and states nationwide. Examples of widely used taxonomies include but are not limited to Bloom’s Taxonomy of Educational Objectives;23 [ 23] Bloom’s revised Taxonomy for Learning, Teaching, and Assessing;24 [ 24] Marzano and Kendell’s New Taxonomy of Educational Objectives;25 [ 25] and Webb’s Depth of Knowledge Levels.26 [ 26] Using educational taxonomies to facilitate the development and guide the organization of learning objectives can improve content appropriateness, assessment effectiveness, and efficiency in learning and teaching.

      Bloom's Taxonomy

    2. Choice of strategies is closely linked to actual, perceived needs as the rehearsal unfolds.”10 [ 10]

      This is very important to understand! Any rehearsal in music can and should be pre-planned with as much details as possible, but it will always have to be flexible, according to the needs of those problems that occur during the rehearsal. It's a constant doing, listening, evaluating, correcting, doing it again ... Music itself is a Teacher!

    3. How you track student progress can make a difference in their learning and your teaching.

      I will have to develop my own assessment strategies - formative and summative.

    1. Performance assessment does not have to be a time-consuming ordeal; it is a great way to assess our students' skills. It is essential to create a rubric that is simple, quick, and objective. This article discusses the process of creating a rubric as well as showing a rubric used by the author in her general music classroom for several years. Differences between assessment and evaluation are also mentioned.

      How to create a rubric for performance assessment?

    1. FIGURE 5 Self-Assessment Analytic Qualitative RubricDirections: Answer each question by circling the most accurate answer.1. I try to watch the music and the director at the same time. I can do this by sitting upright and holding my music at chest height.Always Frequently Sometimes Never2. I try to use good breath support while I am singing.Always Frequently Sometimes Never3. I try to sing with a full and free vocal tone, while blending my voice with others.Always Frequently Sometimes Never4. When I get ready to sing a song or exercise, I look at the key signature to determine the key (also called the "tonality").Always Frequently Sometimes Never5. I try to read notes and rhythms as I am singing.Always Frequently Sometimes Never

      This is a great example of self-assessment in choir

    1. It is interesting to notice that this article from a decade ago doesn't even mention any online assessment. So much has changed since then! I'm glad to see that from measuring attendance and attitude we are moving toward a more professionally acceptable system where we can teach, assign and assess measurable knowledge in music ed, more specifically in choral programs.

    2. 11% for music knowledge

      Only 11% for knowledge! That is surprising and could be more if we don't try to measure "talent" but the knowledge that is teachable and factual. Again, this is old data (1991) so today the numbers might look different.

    3. Moreover, non-achievement criteria such as attendance, attitude, effort, and participation may be given more overall weight in the grading process than achievement criteria.

      Yes. I agree. And these are the characteristics of our Online Reading Comprehension module as well. It is not the grade. It is not the achievement, but the process, the participation and engagement.

    4. attendance and attitude were the most common grading criteria employed by instrumental and choral music teachers.

      Yes. I noticed that in schools.

    5. Some music teachers believe the creative or interpretive nature of music precludes assessment but then readily employ subjective methods of assessment, many of which "are determined haphazardly, ritualistically, and/or with disregard for available objective information" (Boyle & Radocy, 1987, p. 2).

      This is old data (1987) but still true on some levels. By now, what I see in practice is that music educators have figured out what is that's measurable and what is not and in the school I was student teaching, the choral program is taken as an academic subject and is graded.

    1. Internet Reciprocal Teaching Promotes the Five CsCreativity: Students use divergent-thinking skills to generate their own questions and keywords for online searches. Their final projects require them to creatively express their own point of view. Communication: Students share what they learn as they work in small groups and with the whole class. They communicate with a wider audience by posting on a class blog. Collaboration: Students create collaborative knowledge through Internet inquiry and social interactions. They comment on one another's work using technologies such as VoiceThread and support one another through instant messaging. Critical Thinking: When using the Internet, students build the text they read, choosing which links to follow and which to ignore. The nonlinear nature of online reading helps support critical thinking. Students also learn to question the perspective and bias of online sources. Comprehension: Students learn important online reading skills, such as how to distinguish news articles from blog posts and editorials. They carefully read texts they encounter online to understand and evaluate different perspectives.

      5 Cs

    2. As the tide shifts from page to screen, students must learn to comprehend evolving texts.


    3. Internet inquiry offered students the opportunity to explore authentic issues while building online reading comprehension skills.

      The benefits of using Internet Inquiry are exploring real-life problems and improving online reading comprehension skills at the same time.

    4. Although we were impressed with how well the students used the skills and strategies from the first two phases to conduct their research, the most rewarding aspect of Phase 3 was the sense of agency that students expressed.

      the most rewarding aspect ... the sense of agency!

    5. How do I make the world a better place?

      Phase 3 question

    6. This project differs from the traditional research project in that the focus is on the process of inquiry and not the product of research. Students develop an understanding of how important it is for them to play an active role in their own learning and experience the satisfaction associated with knowing how to question, locate, evaluate, synthesize, and communicate information.

      process vs. product (result) Internet Reciprocal Teaching Phase 3: Student-Centered Learning

    7. Students worked in small groups to find five to seven articles about the attack. We discussed the differences among news articles, blogs, and editorials. Then the students had to post comments on the classroom blog about whether they thought the zoo or the patron was at fault for the attack.In a follow-up activity, student groups had to decide whether zoos were cruel or a tool for learning. First, they had to find five Web sites that criticized zoos and five that supported zoos. Each group posted links to a classroom blog. Then the groups had to choose three Web sites for each position from the class list and rank these sites on continuums of usefulness and truthfulness.

      I could use this process in my project.

    8. we asked them to find out whether any famous people were foster children.

      Great idea. Maybe I can ask my students to search for famous composers, conductors or/and performers who were foster children (orphans).

    9. No one gave students a map for Internet inquiry. Students needed a sextant, a tool for navigation, to guide them.

      So true! I often feel the same way. I'm expected to do things that I've never learned and use tools that I'm not familiar with. On one hand, this is part of life and it is great if at one point in our life we learn to put aside our discomfort, feel comfortable or even excited to "step out of our comfort zone", but on the other hand, if we are giving out assignments, it is important to be aware of where our students are, what they know and what tools they capable of using.

    1. Project Based Learning

      student-centered, active exploration of real-world challenges and problems

    2. Many times in our classrooms we create WebQuests to have students explore online resources.

      WebQuest seems to be difficult to create but "Webquests can be a valuable addition to a collaborative classroom. One of the goals is to increase critical thinking by employing higher levels of Bloom’s Taxonomy and Webb’s Depth of Knowledge. This is a goal of the American educational system's Common Core and many new American state standards for public education."

    1. Student skills[edit] Typically, literacy in the classroom has focused on the following building blocks: phonemic awareness, phonics, fluency, vocabulary, text comprehension (NEIRTIC, 2004). However, as the electronic age permeates our society, students need to be prepared for jobs that require further literacy skills. Some of these skills include the following (Kinzer, 2003, para. 15): Keyboarding Layout and design skills for creating presentations and web pages Critical thinking about video, still images, audio, text, and interrelationships, and how they jointly convey intended and unintended messages Skill in using a variety of software types Information gathering, retrieval, and copying into presentation formats Scaling images

      Internet Workshop - instructional model that educates students on a newly emerging form of literacy, the Internet. It is good to be aware of the skills that my students will need as young adults, applying for jobs.

    1. How do you see Creative Commons and licensing affecting teaching and learning in K-12 or higher ed?

      Creative Commons is doing a very important job! There is a lot of misunderstanding in our world of education about who owns what and it is great to have an organization who specifically targets "reducing friction of sharing".

    2. Why SHARE? Why use SHARED content online?

      Or why not share? Excellent argument!

    1. What challenges and opportunities do you have from these experiences?

      Don Wettrick's approach is very attractive. He believes that what he does is great and that if he shares it, someone else can benefit from it. He acknowledges that the Internet is dangerous but so is driving a car. I agree with him and love his approach to openness and living a transparent life.

    1. Open Education Resources OER are teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license permitting their free use or re-purposing by others Much of the challenge in identifying ownership is due to the fact that it is hard to differentiate between who is the user and who is the producer when it comes to open learning in the classroom.

    2. https://creativecommons.org/licenses/

      Specifically four areas of practice are covered by CC licenses: Reuse—the right to reuse content in its unaltered, verbatim form; Revise—the right to adapt, adjust, modify or alter the content itself; Remix—the right to combine the original or revised content with other content to create something new; and Redistribute—the right to make and share copies of the original content, revisions, or remixes with others (Wiley, 2010).

    3. Open Learning is ... a set of practices, resources, and scholarship that are openly accessible, free to use and access, and to re-purpose. Open Learning is a fantastic opportunity for learning together and learning from each other.

    4. Randall has frequent meetings with the Superintendent and school board in his district regarding the teaching and learning content that he is sharing openly online.

      Very interesting story about Randall. This must be common in rural area schools. Randall had a natural interest in recording his teachings and sharing it with students and parents. The reaction of the school leadership must have been discouraging but Randall was patient and finally the school leadership realized that what Randall was doing could be useful for the whole school. This is a good lesson about how new things sometimes meet opposition but with time, people will understand the importance of it and will agree and work together.

    1. I clicked on both buttons but couldn't locate the "Strategies for online reading comprehension" article.

    1. Scaffolding Online Readers ... new tools to check out and then decide whether or not it would be useful in my teaching, for my students. It's good!

    2. I love the breaking down of READ. It's very helpful!

    3. Keep us on our toes and keep us learning and adding new tools. We can't think that we have our degrees and now we just go ahead and teach what we have learned in school.

    4. The slide deck is great to keep me focused on what we're learning in a module. I enjoy the clear logic with which it is done!

    5. Yes, it can be overwhelming, and as being overwhelming can keep me away from dealing with it - unless I really need something, because when I really want to know something, I go after it and dig in and search until I find my answer!

    1. 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. Other authors have discussed similar ideas, though often using different labeling schemes. The conception of TPACK described here has developed over time and through a series of publications, with the most complete descriptions of the framework found in Mishra and Koehler (2006) and Koehler and Mishra (2008).


    2. http://www.tpck.org

      this link is not working!

    3. this knowledge is unlikely to be used unless teachers can conceive of technology uses that are consistent with their existing pedagogical beliefs

      Very true! I would make teachers use something that they are not completely enthusiastic about. They should be taught the same way as students. They will not be effective technology users if they don't love it, or don't agree with it. "Have to ..." as we know, doesn't get us very far! But if technology is offered as something that is exciting, helpful, easy to use, makes teaching more fun ... sure! I'd be all for it!!!

    4. Teachers often have inadequate (or inappropriate) experience with using digital technologies for teaching and learning.

      ... and not only that but technology works only 50% of the time even if the teacher and the students know how to use it. There's always a lot of time spent with fixing the tools, applications and connection which makes me feel like the positive impact of technology is almost equals out by the negative part of the lost time that could have been spent with valuable, face-to-face, "old fashion" teaching which is good information and personal connection inside the classroom. Technology can be super frustrating and that takes away a lot of the value that it otherwise carries. But this can improve, of course, and hopefully will.

    1. As an agenda for research, connected learning is about examining learning that cuts across the contexts of home, school, and peer culture, looking at the links and disjunctures between them.  As a learning theory, connected learning posits that the most meaningful and resilient forms of learning happen when a learner has a personal interest or passion that they are pursuing in a context of cultural affinity, social support, and shared purpose.

      Agenda (for research), learning theory (based on personal interest and passion) and model for design (connecting the spheres of home, school and peers).

    1.  Dr. Puentedura has included Questions and Transitions Ladders  with the SAMR model to help teachers make transitions to each level.

      Dr. Puentedura's Questions and Transitions Ladders can be extremely useful as a reference. Very practical and helps to connect with our Educational Standards. I will save this document (link) for myself!

    1. conventional forms of teaching and learning are not useful to prepare students for our dynamic and constantly shifting 21st century society

      This is a bold statement but we should also be aware of that with our choices as teachers, we are shaping the society of the 21st century as well. Also, not everything "old" is necessarily useless and bad, so we need to distinguish between "modern" and "valuable" as well as "old" and "worthless". I think one of the most important value that we need to teach to our students and to ourselves, too, is flexibility.

    1. YOUmedia

      Sounds like a great learning opportunity for Chicago teens where they can experiment with technology and find their interest while connecting with each other not only in the digital space but in real life, face-to-face as well.

    2. For example, when reading about games they enjoy playing, teenage boys read at a much higher level than their reading level in school.

      Good to know that there's research behind it!

    3. interest helps us pay attention,

      We've always known that but does it mean that we should only teach kids what they're interested in?

    4. The research is clear: Learning is irresistible and life-changing when it connects personal interests to meaningful relationships and real-world opportunity.

      And if learning can be irresistible and life-changing, then that can change the meaning of "school" for our students!

    5. Meet Abigail: A Connected Learner

      It is amazing to see how the "virtual world" is becoming more and more real! It affects real people's real life, and does in a positive way.

    6. The Digital Youth Network

      This looks like an amazing opportunity for economically disadvantaged children.

    7. Feeling emotionally and physically safe and a sense of belonging

      A beautiful alternative to gangs. Providing an emotionally safe place and a sense of belonging are the absolute most important things for young people! From that base, they can fly and everything becomes possible.

    1. commentary

      "The Web Literacy Map, while presented in grid form with three strands (e.g., Exploring, Building, and Connecting), recognizes literacy as a culturally defined social act." Highlight!!!

    2. commentary

      "When asked why he spends so much time learning, and then sharing for free, Garth indicated he “wanted to help others”. He was also asked how teachers could bring this into classrooms; how do teachers deal with students who learn openly on the web? Garth thought quizzically about this and responded, “Let us play, but guide us.” This guy is a genius! "Let us play, but guide us!" The only challenge is with this, for us, teacher and parents, that we have to be comfortable and familiar with what our students/kids know! So, we kind of have to be ahead of the, which is pretty challenging!

    1. Digital literacy is not about the skills of using technologies, but how we use our judgment to maintain awareness of what we are reading and writing, why we are doing it, and whom we are addressing.

      Right! That is the core and essence of this article! And life, too - kind of :-)

    2. We should not be throwing students into the public domain to discuss sensitive topics without having conversations with them on what they might face and which of these risks they are willing to take, how they would handle it, and how they might support each other.

      Absolutely! It seems obvious to me (maybe because I'm old) but yes, it's so important! Also, not everything needs to be shouted out loud into the space, not really knowing who is listening.

    3. Instead of teaching how to use a hashtag and how to tweet and retweet, I give my students meaningful tasks to help their learning.

      Yes, that makes sense. And they will learn how to use a hashtag "on the go", as they accomplish their tasks and work on their projects.

    4. With literacies, for us, music teachers, there is always the question of what text do we want our students to read? because music is not primarily words comprised of the letters of the Latin alphabet but music notes on a 5-line staff or on the Grand Staff. So, while it is easy to agree that literacies are important, in music, we need to translate this to being literate in music-reading. For that, we need to be familiar of the available music literacy resources, and teach students to use technology to read and write (and record) music.

    1. 21C leadership Skills (i.e. critical thinking, collaboration, problem solving, creativity, communication)

      21C leadership skills

      • critical thinking
      • collaboration
      • problem solving
      • creativity
      • communication It's nice to have these ideas are summarized and written down. I like organized thinking!
    2. the 4th basic foundational skill next to the three Rs—reading, writing, and arithmetic

      Yes! So true.

      1. reading
      2. writing
      3. arithmetic
      4. navigating in digital world!
    1. Very helpful blog on assessment!

    2. formative and/or summative assessments, and journaling as a good opportunity for implementing one form of formative assessment.

      Yes, I agree! Journaling is a great tool! My children didn't like it when they had to do it for school but I was glad their English teacher required it.

    1. Hi! My name is Ian O’Byrne.

      Nice to meet you!!!

    2. , and LinkedIn.

      I see that it's crossed out. Does it mean that you're not on LinkedIn anymore? How do I tag you?

    1. A class examining and exploring a series of online texts (websites, blogs, wikis) to aid in comprehension and synthesis. Hypothesis allows for a common tag to organize readings across a group.

      Sounds exciting! Looking forward to seeing my classmates annotations!