This Quicktime movie demonstrates several basic skills in creating a movie using iMovie software. Using video footage of the CSUSM campus, I was able to produce my movie by editing video clips, using screen effects, adding text/titles, extracting background audio, adding a voice over, using a still frames, and adding music. In creating this movie, I have modeled communication using digital-age media (NETS 3).
Wednesday, April 22, 2009
Thursday, April 9, 2009
Journal 10: "Wikipedia: Friend or Foe" (NETS 1, 3, and 5)
Hammond, Thomas and David Farhie (March/April 2009). Wikipedia: friend or foe?. Learning and Leading with Technology, 36, Retrieved April 10, 2009, from http://www.learningandleading-digital.com/learning_leading/200904/
This article includes a point and counterpoint opinion on the use of Wikipedia as a classroom resource. Thomas Hammond says yes (friend), but that it needs to be used appropriately. Hammond says it is important to consider the nature of the curriculum. If the curriculum is specific and intended to transfer information then he would prefer to stick to text books. If the curriculum content is open and encourages critical thinking then using Wikipedia as a structure, rather than an information source, by which students are aware of the source credibility, comparison, and bias works for him.
David Farhie says that Wikipedia does not belong in his classroom (foe) because he questions credibility. He says facts are only as reliable as the sources and Wikipedia's sources are an ever-changing and edited contribution of knowledge. Farhie agrees with Hammond on the importance of not relying on Wikipedia as a complete information source, but he goes beyond this to explain the implication this has for his students. Farhie teaches his students the importance in determining credible sources, to be aware of stated online "facts" and "truths," and to wisely use resources like these as blocks to building their own knowledge rather than absolute truths.
Question 1: Online resources are tough to control in a Web 2.0 environment where students are able to access information in many ways and from many sources. What ways can a teacher encourage students to differentiate between credible and non-credible sources?
Answer 1: I was recently observing a 6th grade class and above the 15 class computers there was a poster on the wall titled "How to find a credible site?" Among many tips, one idea is to understand where the information is coming from by the website address. For example, a website ending in .gov, .ca, or .us is a government hosted website and probably can be considered credible.
Question 2: What does Wikipedia say about the information credibility and it's appropriateness in classrooms?
Answer 2: In an article written by the Chronicle in 2006 titled Wikipedia Founder Discourages Academic Use of His Creation, Jimmy Wales is quoted discouraging college students from using Wikipedia for class projects or serious research.
This article includes a point and counterpoint opinion on the use of Wikipedia as a classroom resource. Thomas Hammond says yes (friend), but that it needs to be used appropriately. Hammond says it is important to consider the nature of the curriculum. If the curriculum is specific and intended to transfer information then he would prefer to stick to text books. If the curriculum content is open and encourages critical thinking then using Wikipedia as a structure, rather than an information source, by which students are aware of the source credibility, comparison, and bias works for him.
David Farhie says that Wikipedia does not belong in his classroom (foe) because he questions credibility. He says facts are only as reliable as the sources and Wikipedia's sources are an ever-changing and edited contribution of knowledge. Farhie agrees with Hammond on the importance of not relying on Wikipedia as a complete information source, but he goes beyond this to explain the implication this has for his students. Farhie teaches his students the importance in determining credible sources, to be aware of stated online "facts" and "truths," and to wisely use resources like these as blocks to building their own knowledge rather than absolute truths.
Question 1: Online resources are tough to control in a Web 2.0 environment where students are able to access information in many ways and from many sources. What ways can a teacher encourage students to differentiate between credible and non-credible sources?
Answer 1: I was recently observing a 6th grade class and above the 15 class computers there was a poster on the wall titled "How to find a credible site?" Among many tips, one idea is to understand where the information is coming from by the website address. For example, a website ending in .gov, .ca, or .us is a government hosted website and probably can be considered credible.
Question 2: What does Wikipedia say about the information credibility and it's appropriateness in classrooms?
Answer 2: In an article written by the Chronicle in 2006 titled Wikipedia Founder Discourages Academic Use of His Creation, Jimmy Wales is quoted discouraging college students from using Wikipedia for class projects or serious research.
Journal 9: "The Kids are All Right" (NETS 1, 3, and 5)
Waters, J. K. (2009, March). The kids are All Right. T-H-E Journal, Retrieved April 9, 2009, from www.thejournal.com/articles/24104
This article discusses a study conducted by the John D. and Catherine T. MacArthur Foundation called "Kids' Informal Learning With Digital Age Media: An Ethnographic Investigation of Innovative Knowledge Cultures." The study observed the daily online social networking interactions of 800 youths and their parents in attempt to understand how digital age media tools affect learning in children. The study concludes that online activity can be constructive for kids and actually essential for their success in the 21st century digital age. Out of the classroom, students are using digital media tools to maintain friendships through social networks and invest online time to explore interests they are passionate about with endless access to resources. John Waters, the author of this article, suggests teachers should tune into how digital media tools affect their students and use this in the classroom to further engage students in new ways.
Question 1: How could a teacher encourage and show support for student "interest-driven" online activity?
Answer 1: A teacher could frequently speak of his/her own online networks and areas of interests which are explored through digital media tools. Students could be encouraged to share their own online experiences, resources, and interests as well.
Question 2: How would you, as a teacher, help a parent understand the role digital media plays in their child's life?
Answer 2: I would hope to convey that online activity is constructive for students and not a waste of time. Whether they are networking to connect with friends or exploring items of interest, the self-initiated learning and online social networking experiences are essential for success in the 21st Century.
This article discusses a study conducted by the John D. and Catherine T. MacArthur Foundation called "Kids' Informal Learning With Digital Age Media: An Ethnographic Investigation of Innovative Knowledge Cultures." The study observed the daily online social networking interactions of 800 youths and their parents in attempt to understand how digital age media tools affect learning in children. The study concludes that online activity can be constructive for kids and actually essential for their success in the 21st century digital age. Out of the classroom, students are using digital media tools to maintain friendships through social networks and invest online time to explore interests they are passionate about with endless access to resources. John Waters, the author of this article, suggests teachers should tune into how digital media tools affect their students and use this in the classroom to further engage students in new ways.
Question 1: How could a teacher encourage and show support for student "interest-driven" online activity?
Answer 1: A teacher could frequently speak of his/her own online networks and areas of interests which are explored through digital media tools. Students could be encouraged to share their own online experiences, resources, and interests as well.
Question 2: How would you, as a teacher, help a parent understand the role digital media plays in their child's life?
Answer 2: I would hope to convey that online activity is constructive for students and not a waste of time. Whether they are networking to connect with friends or exploring items of interest, the self-initiated learning and online social networking experiences are essential for success in the 21st Century.
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