Reflecting on the past eight weeks of study in Supporting Informational Literacy and Online Inquiry in the Classroom through Walden University, I am very much drawn to helping students validate Web materials through a process identified by the acronym REAL. Before this aspect of my class became my work, I was not totally aware of the crucial need to be not only careful about the information read on the Web but also knowledgeable about the tools and skills needed to think critically about what is being read. Internet information can be as fictional as it can be nonfictional! It can be as leading as it can be misleading!
The REAL process offers validation of Web materials. The “R” instructs to read the URL and analyze it for information on the site, its publisher and its relationship to other sites. The “E” instructs to examine the content to see what is actually being said, to look beyond the colors, pictures, cool flash animations and graphics and to think critically about the information on the screen (November, A., 2008). The “A” instructs to ask about the author and owner of the Web site in an attempt to establish credibility and respect for the Web site topic. The “L” instructs to examine both the forward and backward links for the quality of the information.
Because there is a world of misinformation designed to mislead and possibly control the thoughts of others and because too often I have heard this misleading information passed on by word-of-mouth among both students and other adults, my knowledge of and experience with the REAL process will enable me to help others, not just my students, to validate the information found on the Web. Others will be guided to think critically about Web information. Accepting nothing at face value, the REAL process will keep it real for the partakers of Web information.
To enhance my professional growth and ability to integrate technology into my English classroom, I am taking on the goal of becoming more competent with validating Web information, a technique implanted by this class. As I pursue this goal, I will gain a better understanding of the grammar, syntax and cross-referencing owned exclusively by the Internet. To accomplish this goal, I will take the knowledge that I have gained and practice with it using many scenarios and the practices in Chapter 3 of Web Literacy for Educators until my confidence is well-developed. Then, I will pass my newly acquired competency or skill on to my students as we jointly forge into the twenty-first century classroom and continue to gather those skills dubbed as skills of the 2.0 classroom!
Reference:
November, A. (2008). Web literacy for educators. Thousand Oaks, CA: Corwin Press.
Monday, December 28, 2009
A Reflection on Understanding the Impact of Technology on Education, Work and Society
A Reflection on Understanding the Impact of Technology on Education, Work, and Society
My introduction to the Web 2.0 classroom through this course has been an inspirational learning experience that reinforces the knowledge that learning is a continuous process for all. As a professional, I must continuously learn even though I am competent in my discipline. Embracing those societal changes that affect our community, world, and workplace, I must become competent enough to skillfully lead and guide my students to a world where learning is no longer teacher-centered but learner-centered with the learner (the student) in control of his learning and where learning is no longer restricted to the four walls of the classroom but extended to the four corners of the world.
This class has given me a new appreciation of the computer. Previously, I saw the computer as a great research tool with the added abilities of personal banking, emailing, on-line bill pay, and game activities. I used its social networking abilities to renew friendships and stay connected through several Web sites. Now, I see the computer as a tool for sharing ideas through collaborative efforts using the blog, wiki, and podcast. Learning to use these Web tools effectively, I can show my students that learning through networking embraces unlimited boundaries, cultures, genders, or generations.
My knowledge of the teaching and learning processes is that to be an effective teacher, I must be an effective learner. Keeping an open mind, I must embrace learning with the enthusiasm necessary to create excitement for present and future learning in not just myself but also in the lives of those whose education has been partially entrusted to me. It has become my professional obligation to open the doors of learning opportunities that give alternatives and choices for and of learningl To adequately open these doors, I must continue to expand my knowledge of learning, teaching and leading with technology to increase student achievement through exposure to the many ideas of other professionals, peers, and scholars of many types. It is a necessity for me to become competent in using technological tools and stay updated with its advances by staying involve in the Web 2.0 through classes, seminars, Webinars, and other innovative instruction.
As a high school English teacher, two long-term goals that I am going to set is to replace my textbook with Web classes so that my students will be able to access the most current information and to produce works in collaborative ways as added information or enrichment for the audience that reads, consumes, and responds to it. To accomplish these goals, I will have to be competent enough to be an advocate for the use of Web 2.0 in education, not just in my classroom. Through my competency, I will be able to confront and overcome any institutional or systemic obstacles that may occur.
Since I have come to the completion of this course, many of my initial responses to the checklist have changed because now I clearly see that the traditional classroom does not allow the interactivity required by our society. I must step pass the teacher voice of the traditional classroom and embrace the multiple voices of the collaborative world filled with many ideas and schools of thought.
2 Responses to “A Reflection on Understanding the Impact of Technology on Education, Work, and Society”
Dr. Howe saidJune 29, 2009 at 1:37 pm e
Shirley,
One word sums your reflection – WOW! Your enthusiasm is infectious and I trust that you will continue in this frame of mind throughout this new school year. Does your school have a technology committee? If so, I hope you are an active member of it.
Dr. Howe
Shirley Larry saidJuly 1, 2009 at 8:28 pm e
Thanks, Dr. Howe, and I am optimistic about my abilities to have my supervisors share my enthusiasm. We have no technology committee. There has never been any suggestion to create one, but it is a thought for the upcoming year.I have been so intrigued with the Web 2.0 tools that I have studied because I can see their importance in providing valuable learning experiences for my students. I see these tools, too, as possible instruments of equity in education.
My introduction to the Web 2.0 classroom through this course has been an inspirational learning experience that reinforces the knowledge that learning is a continuous process for all. As a professional, I must continuously learn even though I am competent in my discipline. Embracing those societal changes that affect our community, world, and workplace, I must become competent enough to skillfully lead and guide my students to a world where learning is no longer teacher-centered but learner-centered with the learner (the student) in control of his learning and where learning is no longer restricted to the four walls of the classroom but extended to the four corners of the world.
This class has given me a new appreciation of the computer. Previously, I saw the computer as a great research tool with the added abilities of personal banking, emailing, on-line bill pay, and game activities. I used its social networking abilities to renew friendships and stay connected through several Web sites. Now, I see the computer as a tool for sharing ideas through collaborative efforts using the blog, wiki, and podcast. Learning to use these Web tools effectively, I can show my students that learning through networking embraces unlimited boundaries, cultures, genders, or generations.
My knowledge of the teaching and learning processes is that to be an effective teacher, I must be an effective learner. Keeping an open mind, I must embrace learning with the enthusiasm necessary to create excitement for present and future learning in not just myself but also in the lives of those whose education has been partially entrusted to me. It has become my professional obligation to open the doors of learning opportunities that give alternatives and choices for and of learningl To adequately open these doors, I must continue to expand my knowledge of learning, teaching and leading with technology to increase student achievement through exposure to the many ideas of other professionals, peers, and scholars of many types. It is a necessity for me to become competent in using technological tools and stay updated with its advances by staying involve in the Web 2.0 through classes, seminars, Webinars, and other innovative instruction.
As a high school English teacher, two long-term goals that I am going to set is to replace my textbook with Web classes so that my students will be able to access the most current information and to produce works in collaborative ways as added information or enrichment for the audience that reads, consumes, and responds to it. To accomplish these goals, I will have to be competent enough to be an advocate for the use of Web 2.0 in education, not just in my classroom. Through my competency, I will be able to confront and overcome any institutional or systemic obstacles that may occur.
Since I have come to the completion of this course, many of my initial responses to the checklist have changed because now I clearly see that the traditional classroom does not allow the interactivity required by our society. I must step pass the teacher voice of the traditional classroom and embrace the multiple voices of the collaborative world filled with many ideas and schools of thought.
2 Responses to “A Reflection on Understanding the Impact of Technology on Education, Work, and Society”
Dr. Howe saidJune 29, 2009 at 1:37 pm e
Shirley,
One word sums your reflection – WOW! Your enthusiasm is infectious and I trust that you will continue in this frame of mind throughout this new school year. Does your school have a technology committee? If so, I hope you are an active member of it.
Dr. Howe
Shirley Larry saidJuly 1, 2009 at 8:28 pm e
Thanks, Dr. Howe, and I am optimistic about my abilities to have my supervisors share my enthusiasm. We have no technology committee. There has never been any suggestion to create one, but it is a thought for the upcoming year.I have been so intrigued with the Web 2.0 tools that I have studied because I can see their importance in providing valuable learning experiences for my students. I see these tools, too, as possible instruments of equity in education.
Partnership for 21st Century Skills
Partnership for 21st Century Skills
As I browsed the Web site of the Partnership for 21st Century Skills (http://www.21stcenturyskills.org/), I was really impressed. I see it as an informational tool to educate others, specifically educators, of the overwhelming effects of technology on our society and the need to prepare our students with skills – information and communication; thinking and problem-solving; interpersonal and self-direction; global awareness; financial, economic and business literacy, and developing entrepreneurial to enhance workplace productivity and career options; and civic literacy - necessary for them to survive in not only their soon-to-be workplace but also in their everyday lives.
Although there are many surprising and impressive statements on the Site, I was most astonished with the P21’s statement that deliberately, strategically, and broadly incorporating twenty-first century skills into schools is a key to improving the United States’ economy. It is an astonishing statement; but, after serious consideration, I find it to be a true statement. Think of education as a mother-to-be who gives birth to all professions! As the mother of all professions, education must be equipped with all of the necessary nutrients or tools to give birth to other healthy professions, i.e., engineers, lawyers, politicians, teachers, etc. Failure to provide necessary nutrients or tools for the mother-to-be during her prenatal stages may produce abnormal births.
You think that this analogy is graphic, huh? It may be, but it is just higher level thinking using comparison.
The implication of the Partnership for 21st Century Skills for my students is that the correlation must be achieved if our students are going to be functioning entities in this global society. It has ceased being an option, now! It has become a full-blown need.
The implication for me as a contemporary educator is that I must become and remain a continuing master learner so that I can teach my students to be life-long learners who effectively use their knowledge of the core subjects in innovative ways to promote the definite existence of our global society. I must collaborate and partner with not only other educators but also with business, community, and government leaders to get the necessary nutrients for the mother-of-all-professions to birth other professions that can function in a competitively global society.
As United States citizens fulfilling many positions in our various professions, we must no longer go our separate ways but work collaboratively to prepare our children – our students – to take their places in the twenty-first century workplace.
Let’s face it! We are all in this boat together whether we like it or not, and we must work cooperatively to improve the health or our economy!
As I browsed the Web site of the Partnership for 21st Century Skills (http://www.21stcenturyskills.org/), I was really impressed. I see it as an informational tool to educate others, specifically educators, of the overwhelming effects of technology on our society and the need to prepare our students with skills – information and communication; thinking and problem-solving; interpersonal and self-direction; global awareness; financial, economic and business literacy, and developing entrepreneurial to enhance workplace productivity and career options; and civic literacy - necessary for them to survive in not only their soon-to-be workplace but also in their everyday lives.
Although there are many surprising and impressive statements on the Site, I was most astonished with the P21’s statement that deliberately, strategically, and broadly incorporating twenty-first century skills into schools is a key to improving the United States’ economy. It is an astonishing statement; but, after serious consideration, I find it to be a true statement. Think of education as a mother-to-be who gives birth to all professions! As the mother of all professions, education must be equipped with all of the necessary nutrients or tools to give birth to other healthy professions, i.e., engineers, lawyers, politicians, teachers, etc. Failure to provide necessary nutrients or tools for the mother-to-be during her prenatal stages may produce abnormal births.
You think that this analogy is graphic, huh? It may be, but it is just higher level thinking using comparison.
The implication of the Partnership for 21st Century Skills for my students is that the correlation must be achieved if our students are going to be functioning entities in this global society. It has ceased being an option, now! It has become a full-blown need.
The implication for me as a contemporary educator is that I must become and remain a continuing master learner so that I can teach my students to be life-long learners who effectively use their knowledge of the core subjects in innovative ways to promote the definite existence of our global society. I must collaborate and partner with not only other educators but also with business, community, and government leaders to get the necessary nutrients for the mother-of-all-professions to birth other professions that can function in a competitively global society.
As United States citizens fulfilling many positions in our various professions, we must no longer go our separate ways but work collaboratively to prepare our children – our students – to take their places in the twenty-first century workplace.
Let’s face it! We are all in this boat together whether we like it or not, and we must work cooperatively to improve the health or our economy!
The Blog In My Instructional Toolbox
THE BLOG IN MY INSTRUCTIONAL TOOLBOX
The blog for my ninth and tenth grade English classes will be a connective board for discussing posted questions about specific thematic units. Enabling students to interact with each other about content, the blog will enhance the lesson because each individual student will get an opportunity to express himself without time restraints that are so often imposed by the length of class periods. It will also give reluctant students ample opportunity to think out their feedback before making them public. These same advantages will be applied to the many feedbacks to the various responses. Although my initial purpose for the blog is to be a discussion board, it will also serve as a way of showcasing the students abilities to use critical thinking skills. Not only will critical thinking skills be showcased but also the students abilities to correctly use standard English with all of its conventions and structures. Because this classroom blog will allow my students to connect with all of their classmates in constructive thinking and expression, because it will allow my students to possibly connect with an audience outside of the classroom, and because it gives my students an opportunity to use technology as a form of communication, using the blog would be a great addition to my teacher tool box for instructional context. Using the blog will give my students that much needed authentic audience that will increase their interest and excitement about the classes and will give them the necessary interactive exposure that entices them to reach their academic optimum. These outcomes for using the blog summarize my rationale for making use of the blog in my ninth and tenth grade English classrooms.
The blog for my ninth and tenth grade English classes will be a connective board for discussing posted questions about specific thematic units. Enabling students to interact with each other about content, the blog will enhance the lesson because each individual student will get an opportunity to express himself without time restraints that are so often imposed by the length of class periods. It will also give reluctant students ample opportunity to think out their feedback before making them public. These same advantages will be applied to the many feedbacks to the various responses. Although my initial purpose for the blog is to be a discussion board, it will also serve as a way of showcasing the students abilities to use critical thinking skills. Not only will critical thinking skills be showcased but also the students abilities to correctly use standard English with all of its conventions and structures. Because this classroom blog will allow my students to connect with all of their classmates in constructive thinking and expression, because it will allow my students to possibly connect with an audience outside of the classroom, and because it gives my students an opportunity to use technology as a form of communication, using the blog would be a great addition to my teacher tool box for instructional context. Using the blog will give my students that much needed authentic audience that will increase their interest and excitement about the classes and will give them the necessary interactive exposure that entices them to reach their academic optimum. These outcomes for using the blog summarize my rationale for making use of the blog in my ninth and tenth grade English classrooms.
Subscribe to:
Posts (Atom)
