I can't believe this is the last class! The semester has just flown by. The last few weeks have been really interesting as we have gone deeper with the new literacies in technology. I wish we could have a few more weeks to continue this part of the conversation we've had all semester.
The articles this week were very interesting and I could find myself relating to this a bit more. Being that I live daily in these types of activities, (blogs, online communities, etc.) I find it wonderful that researchers are taking a serious look at how they influence lives.
The blogging article was interesting. One thought I had while reading was about Rosie O'Donnell's blog. Her latest video entry talked about the best blogger awards. She was discussing how she wanted to win the award for the best blog. How interesting that our awards are moving with the trends of our communication.
The Smart Mobs article was also interesting. While reading about all these fascinating programs going on around the world, I thought of the recent Virginia Tech shootings. I remember watching the video on TV that had been recorded on a student's cell phone. This short video from this cell phone gave the world in inside look to the terror that occurred on that campus. This in our hands, instant technology has changed us.
Monday, April 30, 2007
Thursday, April 26, 2007
Thoughts for April 23
Since I'm writing this after we've had class, I want to just think over thoughts from the reading as well as thought from the class. I have to say, my mind is still taking all of this in and I'm not sure if I really know what I think or feel yet.
The New London Group brought up this idea of "new language" in the beginning of the article. I think as educators, this is a good way of thinking of it. We must be aware that new language are popping up every where that influence how we function day to day. If the purpose of education is to prepare students for higher education or for jobs in the work force, we must prepare them for these experiences. In today's world, that means they must know these new literacies or "new languages" that have emerged over the last few decades.
"Students need also to develop the capacity for speak up, to negotiate, and to be able to engage critically with the conditions of their working lives" (p. 13). The part I worry the most with in this statement in the ability to "engage critically." I fear that the high-stakes testing world we live in doesn't prepare students to think critically. Ultimately, I believe this leads us to not properly preparing them for the real work and the work place that lies ahead of them.
I think an important thing that needs to change, but is the hardest thing to change is out mentality. I think we as educators have to change the way we think and trule evaluate our purpose and what we are doing. Of course I do not hold any answers on the best way to do this. I do know what I can do for myself. The first and biggest step I've taken is to be aware. With my new awareness, I have to get out of my own comfort zone and learn some new things. I need to learn and grow with my students. I believe that holds great power.
The New London Group brought up this idea of "new language" in the beginning of the article. I think as educators, this is a good way of thinking of it. We must be aware that new language are popping up every where that influence how we function day to day. If the purpose of education is to prepare students for higher education or for jobs in the work force, we must prepare them for these experiences. In today's world, that means they must know these new literacies or "new languages" that have emerged over the last few decades.
"Students need also to develop the capacity for speak up, to negotiate, and to be able to engage critically with the conditions of their working lives" (p. 13). The part I worry the most with in this statement in the ability to "engage critically." I fear that the high-stakes testing world we live in doesn't prepare students to think critically. Ultimately, I believe this leads us to not properly preparing them for the real work and the work place that lies ahead of them.
I think an important thing that needs to change, but is the hardest thing to change is out mentality. I think we as educators have to change the way we think and trule evaluate our purpose and what we are doing. Of course I do not hold any answers on the best way to do this. I do know what I can do for myself. The first and biggest step I've taken is to be aware. With my new awareness, I have to get out of my own comfort zone and learn some new things. I need to learn and grow with my students. I believe that holds great power.
Thursday, April 12, 2007
Thoughts for April 16
I enjoyed these readings. I enjoyed the second reading that was online because I felt it was a good refresher of what we talked about earlier in the semester. It was nice to read it and understand what was being talked about. I even felt myself drawing things from it that I could have used to answer my first question on the mid-term!
Yes there were certain quotes that stood out to me, but there was a common thought I had throughout both readings was about bringing in these new literacies that are literally changing everyday into the classroom. I thought back to a comment that I believe Amy made during a previous class about more experienced teachers having to learn new technologies. I know that many teacher are resistent to these technology changes because of their unfamiliarity with technology. So it caused me to ask a few questions.
I guess the big question is how do we educators keep up with the fast paced changes that are being made with technology? How much of it do we have to know in order to help our students learn and understand these new literacies? Do you have to know a lot or do we just need to have an understanding of how important they are and be able to explain that to our students? I think of myself: I feel I know a good amount about technology and can certainly do what I need to do. But I know that just when I feel like I know what I need to know, ten more things have popped up and I'm behind already. Hence, why I have so many choices for my multiliteracy final activity. So I just wonder how much do I need or have to know in order to help my students?
Anyway, I do like how these readings and this topic got me thinking. I'm looking forward to our conversation about it. Plus, I'm really excited about the project and learning something new. I've started and experienced that fearful feeling of having no idea what I'm doing! I love people who are patient and can explain things clearly!!!
Yes there were certain quotes that stood out to me, but there was a common thought I had throughout both readings was about bringing in these new literacies that are literally changing everyday into the classroom. I thought back to a comment that I believe Amy made during a previous class about more experienced teachers having to learn new technologies. I know that many teacher are resistent to these technology changes because of their unfamiliarity with technology. So it caused me to ask a few questions.
I guess the big question is how do we educators keep up with the fast paced changes that are being made with technology? How much of it do we have to know in order to help our students learn and understand these new literacies? Do you have to know a lot or do we just need to have an understanding of how important they are and be able to explain that to our students? I think of myself: I feel I know a good amount about technology and can certainly do what I need to do. But I know that just when I feel like I know what I need to know, ten more things have popped up and I'm behind already. Hence, why I have so many choices for my multiliteracy final activity. So I just wonder how much do I need or have to know in order to help my students?
Anyway, I do like how these readings and this topic got me thinking. I'm looking forward to our conversation about it. Plus, I'm really excited about the project and learning something new. I've started and experienced that fearful feeling of having no idea what I'm doing! I love people who are patient and can explain things clearly!!!
Tuesday, April 3, 2007
Thoughts for April 2
These were interesting readings. The online reading completely confused me and frustrated me. I was so afraid I was missing something. I felt so out of control.
As I was reading the article about instant messaging, I kept thinking about how texting on cell phones has started to take the place of some instant messaging. Since the article collected data in the 1990s, I thought of how in the beginning of this new millennium, cell phones have started to take on the role of instant messaging. I think that could be in interesting study.
For me, IM was a critical part of keeping my social circles together. With my friends all over the world, this was so crucial in helping us stay in touch. It truly made the world smaller for our benefit.
In my psycholinguistic class, we conduct classes on an instant message software. I find these synchronous discussions to be interesting. Inconvenient at times, but still interesting.
The powerpoint article was also intriguing. It made me aware of somethings that I had never truly thought about. I think it's interesting to think how this type of tool can shape minds. As a teacher, I used powerpoint with my first graders to provide visual images of what we were studying. During our Ancient Egypt unit, I put together pictures on a powerpoint presentation to help the children see and understand this world we were learning about.
As I was reading the article about instant messaging, I kept thinking about how texting on cell phones has started to take the place of some instant messaging. Since the article collected data in the 1990s, I thought of how in the beginning of this new millennium, cell phones have started to take on the role of instant messaging. I think that could be in interesting study.
For me, IM was a critical part of keeping my social circles together. With my friends all over the world, this was so crucial in helping us stay in touch. It truly made the world smaller for our benefit.
In my psycholinguistic class, we conduct classes on an instant message software. I find these synchronous discussions to be interesting. Inconvenient at times, but still interesting.
The powerpoint article was also intriguing. It made me aware of somethings that I had never truly thought about. I think it's interesting to think how this type of tool can shape minds. As a teacher, I used powerpoint with my first graders to provide visual images of what we were studying. During our Ancient Egypt unit, I put together pictures on a powerpoint presentation to help the children see and understand this world we were learning about.
Thursday, March 22, 2007
Thoughts for March 26
These were great readings! Since I am part of a generation that grew up with TV more than radio, I found these articles very interesting.
Johnson's article was very interesting and I enjoyed reading about the history of how TV shows have evolved. I find it interesting that the change and development of shows is an indication that "the culture is getting more cognitively demanding" (p. 2). If I watch old re-runs of old TV shows, I do find them simple and boring at times. The comedy shows from years ago are one I enjoy and find that, at times, the humor and jokes are more enjoyable than the comedies today. But when it comes to story line and plot development, I completely agree with Johnson's stance on how they have developed through time. I love how Johnson states that "even the junk has improved!"
I also liked Johnson's concluding thought about having a rating system for mental labor used to watch a TV show. I can see how this could be helpful for parents and it would be interesting to see what items would qualify a show being mentally stimulating. But I agree with his point here completely.
The chapter on Television truly put into perspective how much TV our culture watches. I think I'm in denial about how many years of my total life will be spent watching TV. I know it will be a number that is embarrassing! At this point, I will continue to live in denial and just enjoy myself. I thought the discussion on television discourse was quite interesting. The idea that concepts and thoughts are first produced and encoded, which then must be transmitted and decoded by the viewer. Again, as the great divide theorists believed that a challenge with literacy was the readers need to infer the authors intentions, the same must be done with the television viewer--he must infer the intended meaning of the producer. And many TV shows have flopped because this has not be done well or the producer did not present a show that had enough mental stimulation.
This leads me to continue to think about the phenomenon of reality shows. I'm sure it's the unpredictability of them that engages people. Or just the fact that it is reality and not a made up world, although some reality shows have crossed this line in my opinion.
I find it interesting to look at soap operas to see how they have always had this complex story line. The chapter on Television had an interesting example with 'Dallas.' I can say that I would probably not admit to liking any soap operas, but secretly watch one just because I must know what will happen next and who will marry who. These shows with multiple story lines and characters have survived well. And they are intriguing!
Johnson's article was very interesting and I enjoyed reading about the history of how TV shows have evolved. I find it interesting that the change and development of shows is an indication that "the culture is getting more cognitively demanding" (p. 2). If I watch old re-runs of old TV shows, I do find them simple and boring at times. The comedy shows from years ago are one I enjoy and find that, at times, the humor and jokes are more enjoyable than the comedies today. But when it comes to story line and plot development, I completely agree with Johnson's stance on how they have developed through time. I love how Johnson states that "even the junk has improved!"
I also liked Johnson's concluding thought about having a rating system for mental labor used to watch a TV show. I can see how this could be helpful for parents and it would be interesting to see what items would qualify a show being mentally stimulating. But I agree with his point here completely.
The chapter on Television truly put into perspective how much TV our culture watches. I think I'm in denial about how many years of my total life will be spent watching TV. I know it will be a number that is embarrassing! At this point, I will continue to live in denial and just enjoy myself. I thought the discussion on television discourse was quite interesting. The idea that concepts and thoughts are first produced and encoded, which then must be transmitted and decoded by the viewer. Again, as the great divide theorists believed that a challenge with literacy was the readers need to infer the authors intentions, the same must be done with the television viewer--he must infer the intended meaning of the producer. And many TV shows have flopped because this has not be done well or the producer did not present a show that had enough mental stimulation.
This leads me to continue to think about the phenomenon of reality shows. I'm sure it's the unpredictability of them that engages people. Or just the fact that it is reality and not a made up world, although some reality shows have crossed this line in my opinion.
I find it interesting to look at soap operas to see how they have always had this complex story line. The chapter on Television had an interesting example with 'Dallas.' I can say that I would probably not admit to liking any soap operas, but secretly watch one just because I must know what will happen next and who will marry who. These shows with multiple story lines and characters have survived well. And they are intriguing!
Thursday, March 15, 2007
Thoughts for March 19
I have to say that I enjoyed these readings more than I thought I would. The idea of copyright seemed like such a boring topic, but I learned so much and am interested in discussing this topic more.
Lessig's chapter from "Free Culture" was very interesting. Reading about the history of copyright laws in the US was fascinating and it opened my eyes to new thoughts. I do feel as though it is a conspiracy for big businesses who dominate the market to fight for laws that continue to give them more money. Heck, in 95 years, if people even remember who you are, no one will care what you wrote! (Ok, so this may be stretching it, but hopefully you get my point.)
I think it's interesting to consider how these laws might effect control of culture and control of publishing. Lessig states, "the English limited the term of copyright so as to assure that a few would not exercise disproportionate control over culture by exercising disproportionate control over publishing" (p. 131). Yet, with all the laws that have been added and the changes to copyright laws that have been added over the years, I still question whether a large minority are trying to control culture. It's an interesting thought.
I agree with Lessig's claim that this must be rethought because of the Internet and changes in technology in society. This has revolutionized how information is distributed and everyone involved should sit and re-evaluate how these laws fit into this new literacy. In some ways I don't feel they can have the kind of control they would like and I don't feel they should be allowed to have this kind of control. A good discussion point though.
I laughed out loud when Lessig described how some of his e-books have the disclaimer that they cannot be read aloud. Seriously! What is the world coming to?!
I loved Lessig's final statement: "The opportunity to create and transform becomes weakened in a world in which creation requires permission and creativity must check with a lawyer" (p. 173).
Certainly something to make one think.
I did find Shannon's article interesting. I enjoyed the viewpoint of looking at what is going on with education and curriculum from a Marxists view. I felt he made some valid points and I must say I agree with his feelings on these scripted programs.
Lessig's chapter from "Free Culture" was very interesting. Reading about the history of copyright laws in the US was fascinating and it opened my eyes to new thoughts. I do feel as though it is a conspiracy for big businesses who dominate the market to fight for laws that continue to give them more money. Heck, in 95 years, if people even remember who you are, no one will care what you wrote! (Ok, so this may be stretching it, but hopefully you get my point.)
I think it's interesting to consider how these laws might effect control of culture and control of publishing. Lessig states, "the English limited the term of copyright so as to assure that a few would not exercise disproportionate control over culture by exercising disproportionate control over publishing" (p. 131). Yet, with all the laws that have been added and the changes to copyright laws that have been added over the years, I still question whether a large minority are trying to control culture. It's an interesting thought.
I agree with Lessig's claim that this must be rethought because of the Internet and changes in technology in society. This has revolutionized how information is distributed and everyone involved should sit and re-evaluate how these laws fit into this new literacy. In some ways I don't feel they can have the kind of control they would like and I don't feel they should be allowed to have this kind of control. A good discussion point though.
I laughed out loud when Lessig described how some of his e-books have the disclaimer that they cannot be read aloud. Seriously! What is the world coming to?!
I loved Lessig's final statement: "The opportunity to create and transform becomes weakened in a world in which creation requires permission and creativity must check with a lawyer" (p. 173).
Certainly something to make one think.
I did find Shannon's article interesting. I enjoyed the viewpoint of looking at what is going on with education and curriculum from a Marxists view. I felt he made some valid points and I must say I agree with his feelings on these scripted programs.
Thursday, February 22, 2007
Thoughts for Feb. 26
These three readings for this week were very interesting.
Haas' "The Technology Question" brought up some very good questions about literacy and technology. It is true that they are connected and that the use of technology can shape human culture and consciousness. I liked how the chapter was broken up into three different areas to focus the questions on. I found Plato's critique of writing to be most interesting. Certainly not a view I had ever thought to look at before. I was slightly confused by Haas' comparison of Plato's and Derrida's critiques. Hopefully that will be something we can discuss in class.
"Writing has been closely associated with death, as in the notion of a lifeless written text, but this lifeless object can also be perpetually 'resurrected into limitless living contexts'" (p. 9). Wow! Certainly not a thought I have had before. What an interesting perspective. I think that's a great image. It's true that writing can be lifeless and like death, but that a reader can resurrect it into life. I just love that! What power that gives me as a reader!
I found the three myths about technology also interesting. I realized that I held some of these myths as well. I think I've assumed that technology is transparent and that it's still writing. I've never stopped to think that maybe this use of technology has more impact that I first thought. I see now how that belief can cause complications.
Eisentein's article about the printing press was fascinating. I loved her perspective and outlook on the effect of the printers even before the printing press came to be. I liked her statement that the advent of printing moved Europeans from an image culture to a work culture, but at the same time from a word culture to an image culture. Again, I had never truly thought how the advent of printing allowed mathematicians and scientists to create images to convey meaning. Now obscure definitions and explanations were no longer the only option in explaining. Images were being used to explain as well.
Again, I was intrigued by the information about how printing changed the Christian world. It amazes me how much of an influence this had on the history of Protestantism and Luther's break from the Catholic church.
I felt Bomer's article help make me more aware of things as a teacher. It is true that these tools, including pillows, can have an effect on literacy.
"What I do with this tape dispenser right now says something about the social world I think I am in, and who I am in it" (p. 243). By observing how my students use different tools in the classroom I can learn so much about them and their identity. Yet, I have never even thought of this possibility. I do recall times when kids amazed me at other uses they could find for certain objects, but never really thought much of it.
Everything we have read so far is slowly starting to come together and sink in for me. I must say I'm relieved about that! I'm seeing how this all connects to what I know about teaching and how it can help me continue to grow professionally.
Haas' "The Technology Question" brought up some very good questions about literacy and technology. It is true that they are connected and that the use of technology can shape human culture and consciousness. I liked how the chapter was broken up into three different areas to focus the questions on. I found Plato's critique of writing to be most interesting. Certainly not a view I had ever thought to look at before. I was slightly confused by Haas' comparison of Plato's and Derrida's critiques. Hopefully that will be something we can discuss in class.
"Writing has been closely associated with death, as in the notion of a lifeless written text, but this lifeless object can also be perpetually 'resurrected into limitless living contexts'" (p. 9). Wow! Certainly not a thought I have had before. What an interesting perspective. I think that's a great image. It's true that writing can be lifeless and like death, but that a reader can resurrect it into life. I just love that! What power that gives me as a reader!
I found the three myths about technology also interesting. I realized that I held some of these myths as well. I think I've assumed that technology is transparent and that it's still writing. I've never stopped to think that maybe this use of technology has more impact that I first thought. I see now how that belief can cause complications.
Eisentein's article about the printing press was fascinating. I loved her perspective and outlook on the effect of the printers even before the printing press came to be. I liked her statement that the advent of printing moved Europeans from an image culture to a work culture, but at the same time from a word culture to an image culture. Again, I had never truly thought how the advent of printing allowed mathematicians and scientists to create images to convey meaning. Now obscure definitions and explanations were no longer the only option in explaining. Images were being used to explain as well.
Again, I was intrigued by the information about how printing changed the Christian world. It amazes me how much of an influence this had on the history of Protestantism and Luther's break from the Catholic church.
I felt Bomer's article help make me more aware of things as a teacher. It is true that these tools, including pillows, can have an effect on literacy.
"What I do with this tape dispenser right now says something about the social world I think I am in, and who I am in it" (p. 243). By observing how my students use different tools in the classroom I can learn so much about them and their identity. Yet, I have never even thought of this possibility. I do recall times when kids amazed me at other uses they could find for certain objects, but never really thought much of it.
Everything we have read so far is slowly starting to come together and sink in for me. I must say I'm relieved about that! I'm seeing how this all connects to what I know about teaching and how it can help me continue to grow professionally.
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