Here's the link to my site called My Shakespeare Gallery
https://sites.google.com/site/shakespeareobsession/
Of course, there's not much to see right now, since it's just the beginning. But I plan to keep using the site and adding to it as time goes on, especially as Shakespeare eventually becomes part of my lesson curriculum (hopefully!).
Saturday, July 23, 2011
Friday, July 8, 2011
Digital Citizenship
Brooks-Young lists self-respect, respect of others, and respect of outside limits as three characteristics of a model digital citizen. I would say that the majority of adults and students I know fit into this category. However, there are always those few exceptions who either don't understand what these traits even mean, or, like the examples I am thinking of right now, don't necessarily translate the offline standards of respect into the digital world. This is mainly on facebook- I don't have much experience with online material beyond that.
I am not saying I approve of sexting, but I can't help but feel that there is a line drawn between privacy and upholding law. I am definitely referring to specifically minors- but what makes consensual, underage sexting different than consensual, underage sex? That sort of activity falls under parental jurisdiction, not adult government, so I don't believe there is a law against it. Of course, anything under the school roof falls under school jurisdiction; but still, any type of enforcement has to follow an appropriate establishment of expectations and appropriate use. I don't think it's realistic to hold students to a certain level of accountability if they don't clearly know what that level is to begin with. We have a good hold on what our 21st century problems are, so it's time to start planning the prevention of those problems rather than planning how to handle the problems after they've happened.
I am not saying I approve of sexting, but I can't help but feel that there is a line drawn between privacy and upholding law. I am definitely referring to specifically minors- but what makes consensual, underage sexting different than consensual, underage sex? That sort of activity falls under parental jurisdiction, not adult government, so I don't believe there is a law against it. Of course, anything under the school roof falls under school jurisdiction; but still, any type of enforcement has to follow an appropriate establishment of expectations and appropriate use. I don't think it's realistic to hold students to a certain level of accountability if they don't clearly know what that level is to begin with. We have a good hold on what our 21st century problems are, so it's time to start planning the prevention of those problems rather than planning how to handle the problems after they've happened.
HTML Page
Alright, this is my first try ever at a web page......no promises......but here's the link:
http://maegansclassproject.webs.com/HarryPotterPage.html
http://maegansclassproject.webs.com/HarryPotterPage.html
Thursday, July 7, 2011
Creating Content- Images
My use of online images and videos has almost entirely revolved around facebook. You can't log in to facebook without seeing multiple pictures, either on your own page or at least in your newsfeed from other people's postings. I will admit that I enjoy browsing through another perspective of an event or some experience that one of my friends wants to share, because if I was there, I can reminisce and/or see another side of it, and if I wasn't.....well, I always enjoy vicarious experiences! :) I try to keep up with random photos of everyday life here and there, but my biggest and most purposeful use of online images happened during my semester abroad. I let everyone know the URL for my personal blog, but in my blog I posted links to picture albums and videos that I had uploaded to facebook. Facebook allows public viewing (when the author allows that feature) to items even to people without an account. This was perfect for my parents, in particular. Other than that experience, I really don't post things just to post them- especially videos. I will be intentional if I really want to document something specific, or may post if something happens so spontaneously that I simply MUST share it with the world. Otherwise, I do still maintain some of the caution about how much of myself I put out in front of the world.
In the classroom setting with public images, creative commons licenses come into play. Wikipedia describes Creative Commons licenses as "several copyright licenses that allow the distribution of copyrighted works. The licenses differ by several combinations that condition the terms of distribution." These various types of licenses provide tremendous flexibility in the use of online videos and photos, but could also provide a large amount of confusion for the teacher and student. The first step of any Web-based, image project would be to ensure clarification of licenses recognition and individual use policies. Once the students know what they are allowed to search for, and the teacher can properly monitor the students' use of online materials, the students will still be left with immense potential for creativity in their learning. Everyone just needs to start on the same page.
In the classroom setting with public images, creative commons licenses come into play. Wikipedia describes Creative Commons licenses as "several copyright licenses that allow the distribution of copyrighted works. The licenses differ by several combinations that condition the terms of distribution." These various types of licenses provide tremendous flexibility in the use of online videos and photos, but could also provide a large amount of confusion for the teacher and student. The first step of any Web-based, image project would be to ensure clarification of licenses recognition and individual use policies. Once the students know what they are allowed to search for, and the teacher can properly monitor the students' use of online materials, the students will still be left with immense potential for creativity in their learning. Everyone just needs to start on the same page.
Wednesday, July 6, 2011
Creating Content- Writing
Blogs are mainly used as sort of an online journal- entries are dated and listed chronologically. After the entries are posted, people can comment on any entry in the blog. These entries are also posted chronologically, with information to identify the commenter. The blog owner may decide which comments to keep or remove from the blog, if desired. This would be a great way to establish contact with parents of students. Even if a parent isn't likely to use email or communicate online, finding a blog is simple enough with limited instruction; and then the parent can at least be kept up to date on classroom happenings if he or she desires. I have become familiar with Google's blog site Blogger (obviously), because I have used it to blog for several different occasions now. But I am not really familiar with any other type of blogging system...there may be one better suited for classroom use.
Similar to blogs, wikis also include a collaborative element that is available to anyone. Posts can be edited or modified by readers. I'm not sure if this one would be the most ideal for communication like a blog, but I could see students using a wiki as a workplace for group assignments. I think one person would be in charge of making sure important content doesn't get erased, but everyone in the group could add information as they wanted to share it. This tool is the least familiar to me, because I have never really participated in a wiki- as far as editing myself. I occasionally visit Wikipedia to browse random information, but I'm sure there are still more functions of wikis that I need to explore to fully appreciate.
Web-based word processors don't really mix up the document world any more than their collaborative aspect also. However, the collaborative features of documents shared on these word processors happen in real time- meaning one student typing in a document will see if another student is typing also, who that student is, and what that student is typing. All these editing processes are also tracked by the word processor itself, just in case someone (like a teacher) needs to monitor some of the content. Again, this feature would be great for group projects, or even creative writing. Any student sharing the document can watch the story unfold, and add in their own ideas whenever he needs or wants to. I knew these possibilities existed before my experience with them in this class; because a student in my latest field experience placement used GoogleDocs to take class notes on a netbook. Before that, I really just didn't know these tools were out there. Now I do, so I doubt I'll forget it anytime soon! :)
Similar to blogs, wikis also include a collaborative element that is available to anyone. Posts can be edited or modified by readers. I'm not sure if this one would be the most ideal for communication like a blog, but I could see students using a wiki as a workplace for group assignments. I think one person would be in charge of making sure important content doesn't get erased, but everyone in the group could add information as they wanted to share it. This tool is the least familiar to me, because I have never really participated in a wiki- as far as editing myself. I occasionally visit Wikipedia to browse random information, but I'm sure there are still more functions of wikis that I need to explore to fully appreciate.
Web-based word processors don't really mix up the document world any more than their collaborative aspect also. However, the collaborative features of documents shared on these word processors happen in real time- meaning one student typing in a document will see if another student is typing also, who that student is, and what that student is typing. All these editing processes are also tracked by the word processor itself, just in case someone (like a teacher) needs to monitor some of the content. Again, this feature would be great for group projects, or even creative writing. Any student sharing the document can watch the story unfold, and add in their own ideas whenever he needs or wants to. I knew these possibilities existed before my experience with them in this class; because a student in my latest field experience placement used GoogleDocs to take class notes on a netbook. Before that, I really just didn't know these tools were out there. Now I do, so I doubt I'll forget it anytime soon! :)
Tuesday, July 5, 2011
Gaming
This topic relates a lot to the virtual worlds discussion yesterday, so I have several similar feelings about gaming in the classroom, but those feelings are both good and bad. I realize that we are discussing mainly virtual games, but the educational value of gaming in general has been proven for long into educational history. My personal learning style defends the use of gaming, because I am a visual, learn-by-doing type of student. That mixes well with my slight (sort of :) competitive nature and pulls me easily into most games/activities, either in groups or individual. Again, combining this line of thinking with the idea of students using relevant technology of interest to them, I can see our activity paradigm naturally shifting into a virtual format. Everything else is on computers by now, right? There really is neat stuff available, too; so I figure it shouldn't go to waste if you're prepared to use it the right way (as scaffolding rather than the teaching itself).
As far as students creating their own games.......I think this added dimension would make me much more apt to use virtual games at all. Creating is in the upper level of taxonomy for a reason- especially with something like a game, the student has to see the big picture first, and then analyze what the picture looks like. The critical thinking needed to complete the game is there, in addition to the critical thinking needed to determine what it means to even complete the game and/or how that happens! Of course, I wouldn't want to force everyone into creating a virtual game- I'm sure I will have at least one student without a technology preference (like me!) who will want to draw or make/build his or her game, but the process is the important part. This is a good example of how the technology is merely the means to the end. With or without it, student learning is the goal, but with technology can provide sometimes provide a more relevant means to that same end, and in some cases, maybe more effectively.
As far as students creating their own games.......I think this added dimension would make me much more apt to use virtual games at all. Creating is in the upper level of taxonomy for a reason- especially with something like a game, the student has to see the big picture first, and then analyze what the picture looks like. The critical thinking needed to complete the game is there, in addition to the critical thinking needed to determine what it means to even complete the game and/or how that happens! Of course, I wouldn't want to force everyone into creating a virtual game- I'm sure I will have at least one student without a technology preference (like me!) who will want to draw or make/build his or her game, but the process is the important part. This is a good example of how the technology is merely the means to the end. With or without it, student learning is the goal, but with technology can provide sometimes provide a more relevant means to that same end, and in some cases, maybe more effectively.
Monday, July 4, 2011
Virtual Worlds
I guess I'm not really entirely sure what virtual worlds really are. I have never even heard of any sites the chapter mentions, and based on the descriptions, I don't think I have ever participated in anything like that online. I don't think I have not "visited" virtual worlds for any particular reason.....they just have never been something I have gotten into. My younger brother is very involved in the virtual world, online gaming. He plays as one certain character, which grows and develops over time as he plays the game. This isn't so hard for me to understand, because my family is pretty familiar with video games in general, and most hold at least a similar premise (working toward beating the game, etc.). I just can't seem to wrap my mind around the idea that while my brother is "playing the game" on his computer, he's communicating with people on their own computers, who-knows-where in the world, so they can all work together to achieve some designated task or mission and each grow their characters into however much more experience/maturity. The game in itself is complicated enough for me to understand, let alone to involve people you can't even see, but I can certainly see how my brother and the millions like him find it so enjoyable.
Since I do see how much my brother enjoys participating in his online gild (I think they're called-the group of characters he goes on missions with), I think that interest could really benefit a student in the classroom. The key to my agreement with this, however, is my assumption that the interest will transfer into something educational and relevant- meaning, the virtual world sincerely scaffolds meaningful learning from the teacher. I realize that my knowledge of these world are sadly lacking, as I have already stated my complete ignorance of all the sites mentioned by Brooks-Young; but my other experience with educational technology has taught me how easy it would be for a teacher to fit the lesson around the virtual world, when the world should really be supporting the lesson. Personally, the reality of achieving that balance makes me skeptical, but that's not to say it can't be done. If it is.....at this point I'm prepared to at least try whatever might help my students learn....why not?!
Since I do see how much my brother enjoys participating in his online gild (I think they're called-the group of characters he goes on missions with), I think that interest could really benefit a student in the classroom. The key to my agreement with this, however, is my assumption that the interest will transfer into something educational and relevant- meaning, the virtual world sincerely scaffolds meaningful learning from the teacher. I realize that my knowledge of these world are sadly lacking, as I have already stated my complete ignorance of all the sites mentioned by Brooks-Young; but my other experience with educational technology has taught me how easy it would be for a teacher to fit the lesson around the virtual world, when the world should really be supporting the lesson. Personally, the reality of achieving that balance makes me skeptical, but that's not to say it can't be done. If it is.....at this point I'm prepared to at least try whatever might help my students learn....why not?!
Friday, July 1, 2011
Social Networks
My social network experience started on myspace when I was in my early years of high school. I was late to joining in on it, but at that point, facebook was still exclusively for college students. I eventually started hearing about more and more people joining on facebook once it opened up to high school students too, but the first few times I looked at a profile page I was so overwhelmed with how it was set up. That's ironic, too, because once I swapped over to facebook for myself, and then went back to myspace here and there....I was so confused with what they had done with it! Regardless, I do my best to use facebook just for my own business rather than getting into other people's business. Naturally, however, the way facebook is set up makes it hard to not stalk people a little bit. :)
Mainly because I am not addicted to facebook, and have seen how easy it is for people to get addicted to facebook, it's hard for me to envision social networks in the educational setting. I feel like the distraction would be just too hard to overcome for the students. Our chapter talks about how using facebook or myspace as they already are would be almost impossible; so if you wanted to use networks, your school or class would have to set up an in-house network. But even in that case, what would you have your students do with it? One point the author started with was the lack of opportunity for students to have face-to-face social situations. So instead of using networked social situations, why don't you use the classroom to take advantage of the face-to-face collaboration. I understand that with each student pretty much already having a facebook page, that would already be an advantage for a classroom tool, but I feel like the hassle and the extra work wouldn't really be worth it; but, we'll see what happens at my school one day!
Mainly because I am not addicted to facebook, and have seen how easy it is for people to get addicted to facebook, it's hard for me to envision social networks in the educational setting. I feel like the distraction would be just too hard to overcome for the students. Our chapter talks about how using facebook or myspace as they already are would be almost impossible; so if you wanted to use networks, your school or class would have to set up an in-house network. But even in that case, what would you have your students do with it? One point the author started with was the lack of opportunity for students to have face-to-face social situations. So instead of using networked social situations, why don't you use the classroom to take advantage of the face-to-face collaboration. I understand that with each student pretty much already having a facebook page, that would already be an advantage for a classroom tool, but I feel like the hassle and the extra work wouldn't really be worth it; but, we'll see what happens at my school one day!
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