Anticipatory Activities

http://youtu.be/_ra4I7rCg8s


Here is the link to my presentation.  Hope you enjoy and have a great rest of the summer!!!!

Text Set 3: Planets

Books:

Ages:  Preschool-3

This is a basic introductory book about the planets.  I like it because is it Nation Geographic.

Ages:  Grades 1-3

Time always does a great job of keeping information current.  This will gives young kids information about actual things going on today.

Ages:  Grades K-6

This is an e-book.  Kids can have access to this anywhere.  With great visual effects this book informs about our universe and its birth, galaxies, the milky way, our solar system and its inner and outer planets, as well as stars, the history of cosmic exploration and astronauts. 


Websites:

http://www.kids.nineplanets.org/moon.htm
Ages:  Grades 1-12

This is a good website to get information on the planets and other parts of the solar system.  There are  links to videos, pictures, and diagrams or models.

http://www.kidsastronomy.com/solar_system.htm
Ages:  Grades 1-12

This has lots of information as well but also includes games and gets into more details about the other planets and their moons.

http://www.planetsforkids.org
Ages:  Grades 1-12


This site has information about the planets and includes the stars and the moon.  It has pictures to print, quizzes to take, and articles to read.


Videos:

Space
http://www.sciencechannel.com/video-topics/space-videos/the-planets.htm

This is a link filled with videos that have to with space and planets.  It includes great visuals!


You Tube:  Science Music Video
https://www.youtube.com/watch?v=uTKes7M7xns


This is put to music and talks about information about the planets.  Pretty funny but engaging.


Models:

Ages:  8 and up

This would be a great interactive resource.  It gives students an image and you could put the model up in the classroom.

Ages:  Any

This is a wall mural.. I think having images is important.

Memes

I chose this image because it parallels everything we have discussed about literature and the evolution of technology.  Our kids live this life and so do we, so why don't we take what kids are doing and use it to our advantage?  Literature has evolved and so should we.  Fan fiction, e-readers, blogging, and literacy in general define where we are going and where have been.  My husband and I had a conversation this evening about technology and how it has changed society.  The question is, is that for the good or the bad?  My husband thinks for the worse and I think it is just the way things have become.

We have read so many articles with varying statistics and opinions about literacy and what makes up literacy.  I believe literacy has become something that can encompass tool and resources  greater and bigger than what used to be available. I used to think about literacy from what my high school teachers taught.  What is the author trying to say?  What did he mean when he said this?  What is the symbolic in this?  Now it is so much broader than what we think the author intended.

Literacy includes the use of technology and its many facets.  In a classroom with access to technology, websites, and new software, we are able to incorporate so much more into the lesson.  Also, using technology in literacy expands our knowledge and understanding of the pop culture and authentic experiences our students live.  It is imperative as a teacher that we meet kids where they are, and where they are includes virtual worlds of fantasy and creativity.  Kids are writing and collaborating together online.  Students that are English Language Learners are able to operate and learn in a non-judgmental environment free from grammar and writing rules typically used in school.

Technology has expanded teacher resources and enables us to think outside of the box when creating lessons.  This is an advantage teachers have in all content areas and especially in promoting reading and writing.  I am excited to use these resources and I feel this class has given me information I was unaware of prior to taking the class.

Memes

I chose this image because I think it depicts the basic understanding of what a meme really is.  The chapter discusses the meme and its major characteristics.  The first discussed is Fidelity which refers to the idea the meme must have meaning shared between minds and be copyable.  If the idea is not sharable where most agree on its suitability, then it will stay.  The other quality is fecundity which is the rate at which the idea is shared.  Finally, you have longevity which requires the meme to be important enough that is will keep being copied by fresh minds and last long term.  Understanding the internet meme is important in our age of technology and the use of technology by of our students.

The study focuses on which online memes are successful and follow certain patterns and how this could be beneficial in the classroom.  The study did show that normal memes and online memes weren't really that different.  What was different was the make-up of the meme.  The idea of the meme remained the same but how it look changed.

The notion that we, as teachers, can use the online meme to help conceptualize texts is an awesome thing.  Any way that we can use something new and innovative and get into the minds of our students better our chances of concept mastery.  We can use the student's social environment to connect with the text.  It also gives us a framework to discuss what types of memes students may encounter online and verify its validity where it may affect their interactions, choices, and relationships.  This could be a good project and mode for discussion about social media and the influence of the pop culture and the online culture.

"Do You Like Your E-Reader"

The Chronical of Higher Education (2010, June 13). Do You Like Your E-Reader? - The Chronicle Review - The Chronicle of Higher Education. Retrieved June 22, 2014, from http://chronicle.com/article/Do-You-Like-Your-E-Reader-/65840/


I chose an article with a series of scholarly authors voicing opinions about the e-reader.  The article is taken from The chronicle of Higher Education.  The first review is by James O'Donnel, provost and professor of classics at Georgetown University.  He tries to understand why anyone would really want to choose a computer book over the actual paper book.  For the author, books function as resources and he explains how he needs to be able to remove parts of text as he thumbs through multiple books simultaneously.  

Another chronicle of e-readers is written by Alice E. Marwick, doctoral candidate in media, culture, and communication at New York University.  She discusses the Kindle.  Other than weighing little and the ability to easily read and turn pages while holding onto the subway handles, this author has little use for an e-reader.  She mentions the facts that e-books can't be shared with a friend, use functions to edit or create like you can on a computer, or print the text.  For Alice, the e-reader is only for those that read and discard books.  Not a good choice for Alice.

John Palfrey, professor of law and vice dean for library and information resources at Harvard Law School looks at the e-reader from a different perspective.  As a reader, the author basically feels he could take it or leave it.  But as an author and writer, he looks at the possibility of the reader being able to research, communicate, and be directed to more resources about the topic. Its function can create a method for the reader to expand their understanding of the content which may even cause the reader to ask more questions.

Several other authors voice their opinions about e-readers throughout the article.  My take away from all of these reviews is that some like e-readers, some don't, and one is waiting for the e-reader to become more innovative.  The innovative e-reader requestor wants the digital text to include links to videos, maps, songs, and may even change story lines based on your actual location as you read the book.  I have been using an e-reader to read for my Literacy class and it has been my first time doing so.  I like it, but I am not very picky about having the actual paper in my hands.  I just want the story and I want to read and use it for pleasure.  It may be different if I was trying to read an academic text using an e-reader.

Blogging and Literacy

This chapter discusses blogging in all its many forms and purposes.  The beginning of the chapter explains the "depth" that blogging offers to the creator and the reader.  The depth referred to in this chapter includes things like podcasts and videos on top of the normal writing and the ability to comment on these posts.  These online journals serve the needs of various individuals and groups.  Blogging is a way for the writer to take an authentic topic and personalize it and blend or discuss with their now opinions and experiences.

Personally, I have not been much of a blogger unless required for academic courses.  I do think that it is a good way to communicate to the masses and creates an opportunity to comment and open up discussion with those of varying views.  The article does mention the fact that blogging for academic uses is a way of the future.  Therefore, I need to get on board and find a way to maybe use this in my class to promote writing and literacy.  Literacy as a social practice is created in the blogging space.  The articles describes the idea that a blog entry becomes an "event," but this event isn't temporary or ending because it is constantly adding posts and comments.  A blog becomes more than just the words on the page, it becomes a literacy piece of art.  The visual attributes of a blog need to draw readers in and keep readers coming back.  I have seen some blogs that I would love to read, but I have seen others that don't capture my attention because of the colors or layout.

There are several themes outlined in the article.  The first refers to the idea that the blog is a personal journal.  In an educational setting, the blog allows the blogger to write in a less formal manner than most academic journals.  Another theme is the fact that a blogger shares their personal space publicly.  I think that this allows the reader to understand the blogger which ultimately contributes to the reader's understanding of the post.  Bloggers have a potential to be exposed in a manner that might be good or bad.  It becomes a space where the blogger must monitor this social space and readers must understand that the writer doesn't always contribute to the negative events on their page.

Overall, the blog becomes another avenue to use to create, inform, practice reading and writing skills, and make social connections about a variety of topics.  This provides another resource teachers can use to provide information to their students, parents, and the community about the happenings in the classroom.  It is also a resource teachers can use to help students practice reading and writing skills and connect with their classmates through posts and comments.

Text Set

Geology

Websites:

The Geological Society of America
http://community.geosociety.org/tap/resources
Ages:  Teacher

This is actually an awesome website and I plan on using it this year.  I gave a geology module and there are lesson plans, awesome activities, tons of resources.  There are free pictures that you can use, such as the one above.  There is a geological timescale that show rock formation from the precambrian period.  There are posters you can order for a fee.  I would definitely use this in my class.




http://webs.cmich.edu/resgi/
Ages:  Teacher

This site is incredible because it has links to animation that shows things like Gondwana and the separation of the continents.  You have access to journal articles, lesson plans, movies, images, and more.  I am really excited I found this to use.

   Earth Science Lessons   

http://www.reachoutmichigan.org/funexperiments/agesubject/earthsciences.html#midsch

Ages:  Teacher

This is another great resource for lessons.  They elementary, middle, and high school lessons on geology and other topics.

http://geology.teacherfriendlyguide.org

Ages:  Teacher

This site allows you to choose a section of the country and gives you information about the history and formation of the geological terrain of that area. There is a section that tells you how to use the guide and it seems pretty easy to use.

Teacher resources and professional development across the curriculum

http://www.learner.org/interactives/dynamicearth/

Ages:  Grades 4-8

I actually have professors that use this site.  This is a great way for kids to see animation and videos of what they are learning.

Books:

Ages:  All Ages

This is a great resource to use when doing a lab

Ages:  Grades 6-8

The Focus On Middle School Geology Student Textbook introduces young students to the scientific discipline of geology. Students will learn about the many branches of geology; the steps in the scientific method; tools and equipment used by geologists; rocks, minerals, and soils—how they are formed and what they are made of; the various layers inside Earth and how they function.  This was the description of the book and I thought this would be a neat book for the students to use.

Ages:  Grades 2 and up

This book has 50 hands on activities you can use in the class.

Videos:

You Tube:  The Earth's layers
https://www.youtube.com/watch?v=OTJc2v7q-3Y
Ages:  Grades 4-8

I thought this was an informative and short video on the earth's core.
Would be a good introduction to a lesson.

Kids.gov
Ages:  Grades 6-8
http://kids.usa.gov/teens/science/geology/index.shtml

This has several videos on geological topics.  This would be a good resource.
The site is easy to use and has lots of great information.

The Homework Zone

The website I chose is The Homework Zone:  http://www.thehomeworkzone.com/index.php?keywords=websites-for-teachers


I noticed this website because it said students can post homework.  You can create a website and include lots of other things such as class list, announcements, events, study guides, etc.  It is 100% free and gives you a personal domain.  I know that Knox County schools each have a website that gives parents access to your classroom resources, but this would be a way to be creative and make it more personal.  I like that kids can turn in homework online so you can access it from anywhere and so can they.  I didn't get into the site too much because I didn't want to create a login, but from what I can tell it looks pretty good.

Fan Fiction

I chose this picture because it is one of Pablo Picasso's paintings.  I think it signifies creativity and passion similar to the students writing fan fiction.

The idea that kids are able to create and manipulate what is already there is interesting.  We don't want them to be like robots and just regurgitate information.  Education is shifting to inquiry based learning and asking questions and critical thinking.  This is a great activity to get your students thinking.  Not only do they think, but they feel too.  The passion that both girls had when creating their dialogue was great.  I think many of us have lost some passion in some of the things we do.  This is a way to spark what interests kids and also have them thinking, feeling, writing, and creating.

The role-playing mentioned still requires thought, reflection, planning, and prior knowledge.  This also allows for collaboration which is an integral part of our teaching and their learning.  The use of literary techniques plays a major role as well and inferences and predictions come in to play.  Fan fiction writers take personal stories and choose to use these to create and expand character emotion.  Others relate to her character and can therefore relate to her.  There is a social comfort that comes with this.  I think this could be a way to differentiate and allow student creativity.

Tech Review

The website I chose is one that I have used quite frequently during my internship and especially now. It is a site created by teachers where you can share ideas with other teachers.  There are a variety of ways you can search for ideas.  Because I was an "unpaid" teacher, I needed to find free stuff.  You can search a subject and grade level and select "Free" and it will display all of the things you have access to for free.  There are lesson ideas, activities, free downloads that include worksheet, Power Points and more.  The site also has ideas that cost a fee that gets distributed directly to the teacher.  The cost for most are very minimal for the types of items you will have access to and be able to use in the classroom.  I know I will use this site a great deal this year with my math and social studies classes because this is the first time I will teach these subjects.  There are also posters and environmental text you can download.  Overall, I think it's one of the best resources outside of Pinterest for teachers.

Teacherspayteachers.com

Fan Fiction

I chose this image because it is a "current" symbol/phrase just like fan fiction.

This chapter focuses on the website, fan fiction.net, where people of all ages and genders, race, and class can communicate stories, share ideas and opinions about of community topic of interest.  The chapter focuses on the idea that because there is a common thread the subject is the focus.  Basically, many people can benefit from this type of environment, specifically ELL people.

I really enjoyed reading this chapter.  Probably because of the focus on students being equal in this environment even with varying learning abilities.  I also liked that it virtually erases discrimination because the focus is on the content and shared interests and not on race, sex, class, etc.  The idea that in this virtual world, where people can share their ideas and knowledge, becomes an "achieved" identity opposed to an "ascribed" identity.

As I was reading and writing this blog, my oldest son (17) asked me what I was reading.  I asked him if he had heard of fan fiction, and of course he had.  He said, yeah that is where you can go and give or get information about something that you are in to or interests you.  I was explaining this article and the fact that it takes discrimination out of the discussion.  He commented that this is exactly the reason for such a website.  I thought it was interesting to get a youthful comment about this subject.

There are four factors the chapter focuses on that contributes to the design of the writing.  The OMG, or "Oh my God!",  factor provides the writer with positive feedback.  I like that this promotes the longevity of the writer's space because of the comfort level.  The gentle critique is often used in many blog posts and just gives the writer a little feedback, mostly about the content of the writing.  The focused techniques is basically a sweet way of saying you need help with your grammar and language usages.  Finally, you have editorialized gossip that focuses mainly on the characters and their relationships independent of real life.  The focus is on the story and opinions offered about where the story should lead or which relationships should change and how.

Adopting the use of some fan fiction in the classroom can be an effective choice.  This allows students to learn from peers, feel successful even with grammar and spelling errors, and learn the content in a safe environment.  Here the focus is on the content and collaboration with the class in a virtual and safe world.

Text Set Collection 2: Heridty

Teacher Resources

websites:

• Awesome Science Teachers Resources

http://www.nclark.net/Genetics

Ages:  Teacher, Grades 5-8

This is a site that has some great activities, labs, and links.  There are over 30 different ideas for activities just relating to genetics.  There are other subjects on here too, so it's a great site to get many ideas for lessons.

• Learn Genetics

 http://learn.genetics.utah.edu

 Ages:  Teacher, Grades 5-8

This is a great site with lots of different links for information on various types of genetic topics.  When you choose a topic, some of the links provide information that are interactive.  There are others that have print outs and activities.

• Human Genome Landmarks Poster: Chromosome Viewer

http://web.ornl.gov/sci/techresources/Human_Genome/posters/chromosome/index.shtml

Ages:  Teacher, Grades 5-8

This site has posters that you can download to show the varying disorders associated with different types of chromosomes.  You can also use the interactive chromosomes and click on each one and it will tell you the disorders associated with each.

• Lesson Plans, Inc.

http://www.lessonplansinc.com/biology_lesson_plans_meiosis_and_genetics.php

Ages:  Teachers, Grades 5-8

This has a whole list of lesson plans you could use on various topics within genetics.

Books:

• Human Body by Daryl Vriesenga

Ages:  Teacher, Grades 5-8

This book has over 100 Reproducible activities including some on hereditary.

Student Resources

Websites:

• Pea Experiment

http://www.sonic.net/%7Enbs/projects/anthro201/exper/

Ages:  6-8 Grades

This allows students to  create a virtual experiment to determine genetic outcomes.

• NEOK12

http://www.neok12.com/Genetics.htm

Ages:  5-8 Grades

This website has videos, text information, quiz games, and you can even create your own quiz game.

• Drag and Drop Genetics

http://www.zerobio.com/drag_gr11/mono.htm

Ages:  Grades 5-8

This is a great website to practice using punnett squares.  It is interactive and interesting.

Books:

• The Cartoon Guide to the Universe by Larry Gonick, and Mark Wheelis

Ages:  6-12 Grades

This is a great book that answer questions about genetics, but with a funny twist.

• National Geographic:  Genetics

Ages:  Grades 5 and up

This book looks at the first clones sheep, Dolly.  Great way to have a discussion about modern science and how research in genetics is evolving.

Reflection: Video games and life

At first, I thought was is this person talking about!  I have a son that loves to live on the Xbox and it drives me crazy.  I feel like I never get it.  By the end of the chapter, I see what it is he is getting at.  Basically, there is little difference in being a virtual character and functioning in their virtual world with the understanding of the games objectives.  We use objectives all of the time in our classroom.  We provide a lesson and new information that will hopefully connect with our objectives.  How kids identify with the information be provided can determine to what extent they "get it."  The new information draws from their values and identity.  The ability to function inside this virtual world is a task that is learned and not always decided upon by the gamer.  The game determines the objectives and the perimeters the character must exist within.  The same is true for us in our classroom.  The student must learn the expectations and work within in those expectations, even bringing different values and identities outside of the game we have created.  Students are using previous school experiences to draw from so that they are able to function in the classroom, just as they learn these values and identities of the characters they play.  The author is asking us to be like video games in terms of helping students use their experiences to succeed and learn within your classroom environment.  I like the example about learning physics.  In order to learn physics, the student must think like a physicist.  The student needs to learn the values and identities of this character and think like this character.  This article was a great current analogy for a life long lesson.

Online Learning

I found this study that discusses the implementation of a one to one iPod Touch in a middle school.  The researches wanted to know the following:

1) How are students using iPod Touches in the curriculum?

2) How are teachers integrating iPod Touches in the curriculum? What applications,

procedures, and activities are utilized?

3) What were the successes and challenges faced by teachers and students as they used the iPod Touch as part of everyday schooling?

The results are interesting.  The teachers like that they had easy access to assess students and students had easy access to the internet.  Negative comments were mainly made by math teachers and even students.  It was too difficult to take notes considering the use of numbers and words for explanation.  They basically just used it as a calculator.  Overall students like having access to the internet and grades 6 and 7 had the most positive things to say about their use.  A problem that the researchers noted is that varying teacher practices determined the level of use.  There was not much equal usage across the curriculum.  The suggestion for this is to target different areas that may be useful in professional development.  

I was at a school last year that had the one to one with the Mac.  I thought it was great.  I will be in a classroom this year that doesn't, so this will be very different for me.  It was great to have activities and interactive assignments planned on the computer.  They had access to information for research and places to go for content specific studying.  Also, communication between teacher and student was great because they all had access to an e-mail.

Reference:

Crompton, H., & Keane, J. (2012). Implementation of a one-to-one iPod touch program in a middle school. Journal Of Interactive Online Learning,11(1), 1-18.

Teach Review 2

Islam Project

http://www.islamproject.org/education/Lessonplans.htm


I was creating a text set for another reading class about Islam and the history of the Muslim expansion.  I really enjoyed looking through this site.  It has lots of lesson plan ideas and information for both teachers and students.  There are many different sections to choose from providing many resources.  There is a section where you can get links to other websites that are suggested and evaluated by both teachers and students.  There is a rating on each website based on feedback.  There is a video you can access for a fee, but it shows today's teens talking about being Muslim and comes with an interactive worksheet to be used in conjunction with the video.  There is an essay with an overview of the history and current information on the Muslim world.  There are several maps that show particular periods of time with a brief explanation of each.  This would be a great site to use if you were teaching this content for Social Studies or to use if you wanted students to write and learn about this period of time.

Cyber Bullying

I thought this was an interesting graph created back in 2010.  Interesting how the female numbers outweigh the males.  The article and study I found to reflect upon was written in 2012.  The article was written by Bret Holdfeld and Mark Grabes titled, "Middle School Student's Perception Of And Responses To Cyber Bullying."  The statistics noted in the abstract are similar to the graph depicted above.  Even in 2012, females are more likely to be the bully, witness, and victim.  What was the most interesting is that the bullying didn't cease regardless if parents, administrators, teachers, or other students were aware of the incident.  With the increase in technology, there appears to be an increase in the ways students can be bullied.  I believe that the frequency and amount of bullying is the same as it has always been, I just think the number of methods used to bully have increased.  It seems that this particular study's findings justify my belief.  Access to the internet is the foundation for frequency of cyber bullying.  Most kids have access to technology and the internet.  According to student responses, instant messaging (IM) appears to be the greatest resource used to cyber bully.

The study introduced in the articles focused on four main questions:

  "Do youth report their experience? Who do they report to when they have been bullied?  What happens when they report their experience? Is there a relationship between who they report their experience to and future experiences (Grabes & Holdfeld, 2012)?"

It is interesting to me that many of the youth stated that they have been both victims and offenders.  You would think that being a victim of such harassment would encourage them to not engage in such behaviors.  But, as the article explains, many of the offenders do it for revenge.  Therefore, in my opinion, the cycle continues.  Also, the home computer seems to be the most prevalent tool used to cyber bully leaving parents in an extremely important position to monitor and control the behavior of their children when using the internet.  Also, youth being bullied by traditional means have an increased chance of being a victim of cyber bullying.  What a horrible thing to endure if you think about it.  Not only are students being physically and emotionally victimized face to face, but they are being victimized in cyber space as well.  The study also found that the bullying wasn't terminated more or less based on who the victim told.  Both parents/adults and peers seemed to have the same effect in terms of the cyber bullying terminating.  The conclusion of the article calls for more exploration into finding ways to combat cyber bullying and encourages parents, teachers, and peers to work together as technology and the temptation for cyber bullying increase.

Grabes B., & Holdfeld M. (2012).  Middle school student's perception of and responses to cyber bullying. J. Educational Computing Research, 46(4), 395-413. 

Text Set Collection on Teaching Ratios and Proportions

                                                           Books:

• If You Hopped Like a Frog

           David M. Schwartz                  

            Ages:  7-10 (but I think you could use it in Middle School)                                                  

This would be a very neat way to open the discussion about ratios and proportions.  In this book, the author takes you through what it would be like to be various animals.  Based on the proportion of the animal to other objects determines body mechanics and what they are capable of doing.  "By applying these ratios and proportions to their own bodies, readers will discover what they could do if they had the amazing abilities of animals."

• Space Word Problems Starring Ratios and Proportions, Math Word Problems Solved

           Rebecca Wingard-Nelson
         
           Ages:  7 and up

This book is fully illustrated and gives you sample ratio and proportion problems to solve.  This would be a fun break for any age from the general textbook.

• Comparing and Scaling:  Ratio, proportion, and Percent (Connected Mathematics 2, Grade 7)

           Glenda Lappan, James T. Frey, William M. Fitzgerald, Susan N. Friel, Elizabeth Difanis      
           Philips
           Ages: Teacher

Each section has a unit opener, investigations, homework ideas, online codes for web information and practice, and ideas about projects.  This would be a great teacher resource.



                                             Lesson and Activity Websites:

• Home School Math.net

           Ages: 11-14


           http://www.homeschoolmath.net/teaching/proportions.php


This is a great site because it walks you through how to do math problems step by step and is geared toward middle school aged students.  There are also other links for students to access that give them more examples and practice.

• Math.com

           Ages:  11-18

         

            http://www.math.com/school/subject1/lessons/S1U2L1DP.html

This is similar to reading and learning math from a textbook, but it is online.  It starts with a simple explanation, then goes more in depth, The gives examples, then let's you try.  Once you complete these tasks, it starts over and gives another problem to work through.

• Lesson Planet

          Ages:  Teacher

           http://www.lessonplanet.com/lesson-plans/ratios-and-proportions

This is a great source for teachers to get lesson plan ideas.  The have more than just math, so you could look at any subject.

                                                                      Videos:

• The Dunk Tank

           Ages:  9-15

           http://files.pbslearningmedia.org/dlos/wnet/dlo4.html

This is a wonderful interactive game.  There is a narrator that explains how to play the game.  He explains the vocabulary first and gives an example of how to do a problem.  Then you can start playing the game.  The object is to get the answers correct and dunk the animals in the dunk tank.

• You Tube

           Ages:  12-18

            https://www.youtube.com/watch?v=bQaWsVQSLdY

This is a basic explanation of ratios and proportions.  It would make sense to most kids because he references body parts as examples.  It's short and to the point so most kids will listen for that period of time.

• PBS

          Ages:  9-13

    

           http://edcar-cdn.pbs.org/u/pr/KAET/%20Scale%20Factors%20-%20Ratios%20and%20Proportions%20(Statue%20of%20Liberty)%20Math%20Interactive_fc8a5cde-654c-43cb-a727-fd5ec1608064/lesson166.swf

This is another interactive site.  What I liked is that it used maps and the Statue of Liberty which are things that can be cross curricular.  It gives definitions and examples first and allows the strident to keep their own pace.  There is also a section similar to flashcards.

• You Tube:  Math Snacks: Ratey the Math Cat

           Ages 10-18

            https://www.youtube.com/watch?v=kVxRByQOwf4

This is a funny little video.  I think it is amusing enough to capture the student's attention.

Chapter 2 Reflection

I chose this picture for chapter 2 because I think it represents what it is like to only be aloud to do basic functions on a computer.  The computer basically becomes a type writer with e-mail per this article.  The articles centers around an all girl's school where every student has a computer.  The use of the computer is to write papers, take notes and do the basic functions a student would do with a pencil.  So, the question is, why use the computers?  I think it is funny when the authors discuss the first discourse pertaining to the expansion and use of technology while the second discourse focuses on the technology as "stalkers."  This is a major contradiction and one that many schools using computers, now and in the future, will need to address.  It appears that the danger of the internet far out weighs the benefit of its use at Ridgeview.  If the girls are unable to access the parts of the web that will potentially expand their education, they are limiting and contradicting the goal of increasing their learning.  We preach critical thinking, but we don't allow them to practice it and make good judgments.  Do we want them to be like robots or do we want them to expand their views on the universe?

The chart at the end of the chapter that shows the differences between normal school production and online school production is a great way for the author to show the differences between the two.  When I look at the list on the online side of the chart, I see what kids and teachers do in a normal school production without internet.  Both multi-task during class and many teachers plan an activity and allow it to develop throughout the activity.  Students are constantly having to choose appropriate social spaces based on the expectations of the school and classroom.  Basically, this is their world.  This is what they do at home and now at school with technology.  The use of the technology is not the issue.  It seems the issue is how to police the students use of the technology.  This is just something that goes along with the changing of the times.  There are going to be kids that get in trouble and mis-use the computers.  Therefore, there have to be guidelines, expectations, policing software, and consequences in place.

Website Review

Ok, I chose the National Geographic for kids.  Although I am treating multiple subjects this coming year, I am mainly a science girl.  I love National Geographic for adults, so I knew that I would like this site too.  Apparently, this site is fairly new and they note that they will continue to work on it and add more.  The stuff they have on the site already is awesome!  I would say the age group most appropriate for this site is 4-6 grade.  You can navigate around the site without signing in, but you need to sign in to be able to do more.  It offers images with information on animals, or you can explore the world and the places in it, as well as historical figures.  This site is great for school research and not commercial at all as far as I can see.  Kids are able to maneuver without parental concern, but when you sign up the child will need to use their parent's e-mail.  It's kind of cool they have interesting facts here and there as well.  This could be used for social studies and science for sure.  I also think that sites like National Geographic have a long legacy, so they have to live up to their standards.

NASA for Kids Web Review

NASA for Kids Website:  http://www.nasa.gov



As a science teacher, I love using NASA's websites.  The best part about them for me is that it contains current events that may relate to what you are teaching in class.  There is an option to look at information for public use.  The information provided is interesting and current.  It's easy to search for information and offers additional links to other resources.  There is also a selection for educators that gives teachers hundreds of resources.  There are educational publications if you want your students to have specific places to go to look and gather information.  There are education programs that students and teachers can sign up and participate.  There are podcasts to view.  I used this as a resource this year, but we were also studying the planets and the earth, space, and sun relationship.  Next year I won't be teaching this content, but if I ever do then I know where to go for information and resources.

Chapter 1 Reflection-Kristen Nuchols

When I first started reading this chapter, I thought what are the authors talking about?  After a few pages in, I started to understand.  The basic premise the authors want you to understand about literacies is that words, whether written or read, are intertwined with who you know you are and who you are outside of your immediate social group.  The meaning and the expression of the words you convey will vary depending on your primary or secondary discourse.  The authors break those down into primary, which they explain as the way we learn to speak and express within our intimate social group, and secondary, as the way we speak and express with outside social groups.  I found it interesting that the farther away your primary discourse is from your secondary discourse causes the individual to "stretch" and find a way to succeed within the second discourse.

The authors discuss the fact that the technology age we live in creates a new category of literacy.  The  recent interaction with all types of media generates a new understanding of literacy and meaning.  Basically, we are members of discourse and within that membership communicate and express ourselves through the connection with both technology and paper reading and writing.

The media industry has changed and evolved making options available to use that we could never imagine before.  The authors note that within the community, there are two different mindsets about the evolution of the technological age.  One mindset feels that today is just like it was before, but we have added new technology.  The other mindset feels today is nothing like what it was in the past and that gap is expanding.  In a nutshell, the youth today are growing up with access to things we didn't have access to up until now.  Even new technology is constantly upgraded and adjusted to meet the needs of their consumers.  Collaboration appears to be a major factor in the need to change software.  Through the use of tagging, consumers are finding others that they feel comfortable collaborating, sharing, and seeing different perspectives.

The need to expand our definition of literacy is here.  In the age of technology, we need to include all of those new things that our students use to communicate.  This is their language and their understanding of who they are.  This is where their primary discourse and secondary discourse can come together if we include both in our teaching.  Use the technology to convey meaning and understanding.

Bauerlein and Howe Debate

My first thought after watching the video was, what is the difference between generation X and generation Y?  I am in generation X and as a parent of the generation Y, I feel like we have been adopted into a mixed generation of parents and children learning the same stuff.  The only difference is that I have learned it later in life, but I understand what my kids are going through and what they are experiencing.  I hope this makes me a better teacher!  As for the video, I felt like when I watch Bauerlein I agreed with much of what he was saying.  But, when I watched Howe, I agreed with him more.  I find it hard to believe that we can become dumber with all of the advancements we have made and the level of technology our youth understand.  I think the bigger picture here is that our definition of smart or dumb has changed.  Learning the classics is great and it is what most of us have learned in high school.  I agree with Howe though, when he says that the boomers have "thinked" it to death.  I remember english class in high school when we read a classic or a required book and we would discuss the author's intent.  I always wondered how my teacher knew what the author had intended that I take from this novel.  I believe that those days are done and I am glad for my children!

With high stakes testing, there is pressure on teachers to grow their students understanding and increase knowledge, let's get with modern times.  Technology and it's usage and benefits are here, so let's embrace it.  Let's use the phone, iPod, computer, smart board, etc. to our benefit.  Teach with it and let the kids use what they know and understand to gain a better mastery of what it is we need them to know to be successful.  I get so tired of the older generation bashing our kids and their use of the very thing that has made so many of them successful careers.