Tuesday, December 13, 2011
Friday, November 25, 2011
Journal Entry # 13
Question 1: Should media education have an explicit political and ideological agenda?
My answer to this question goes in both directions. I say yes that education has the duty to help our students understand media both politically and ideologically so that they can be better citizens and understand what they are being exposed to on a daily basis. But I also believe that their is much more to media education than the focus on political and ideological presentations. Some other ideas include creativity, exploration, and communication forms. Our students should be well rounded and educated in all of these areas of importance.
Back to the political and ideological agenda - I feel that it very important that our students understand how politics use the media as a way to both inform and persuade the public. This is an important concept for the students to learn for citizenship and for when they come of the age of voting. As the ideological part - this is probably one of the most important areas of instruction when focusing on media. Everyday students and people in general are exposed to millions of advertisements whether it be a commercial or a billboard - or your best friend where a T-shirt with the company name. Advertisements are everywhere - and it is very important for students to understand those advertisements.
In my digital imaging class we focus on symbolism, and how advertisers use certain symbols or combinations of images or events to create an atomsphere which promotes the product they are selling. My best example would be the TV Dinners - commercials. They will show you a TV Dinner being ate at a table with candles, fancy china wear, and in an elegant home. What this represents is that even the rich eat these dinners (social class) - they are restaurant quality taste (the atmosphere provided) - and they are cooked in a few minutes by you (as they expand to show this elegant table in a kitchen). Students need to understand the message that is being shown to them and be able to evaluate the truth or accuracy behind the message.
In conclusion ... yes I feel that it important that we focus media education on politics and ideologies - but I feel we should focus on more than just those two areas of concern as well.
My answer to this question goes in both directions. I say yes that education has the duty to help our students understand media both politically and ideologically so that they can be better citizens and understand what they are being exposed to on a daily basis. But I also believe that their is much more to media education than the focus on political and ideological presentations. Some other ideas include creativity, exploration, and communication forms. Our students should be well rounded and educated in all of these areas of importance.
Back to the political and ideological agenda - I feel that it very important that our students understand how politics use the media as a way to both inform and persuade the public. This is an important concept for the students to learn for citizenship and for when they come of the age of voting. As the ideological part - this is probably one of the most important areas of instruction when focusing on media. Everyday students and people in general are exposed to millions of advertisements whether it be a commercial or a billboard - or your best friend where a T-shirt with the company name. Advertisements are everywhere - and it is very important for students to understand those advertisements.
In my digital imaging class we focus on symbolism, and how advertisers use certain symbols or combinations of images or events to create an atomsphere which promotes the product they are selling. My best example would be the TV Dinners - commercials. They will show you a TV Dinner being ate at a table with candles, fancy china wear, and in an elegant home. What this represents is that even the rich eat these dinners (social class) - they are restaurant quality taste (the atmosphere provided) - and they are cooked in a few minutes by you (as they expand to show this elegant table in a kitchen). Students need to understand the message that is being shown to them and be able to evaluate the truth or accuracy behind the message.
In conclusion ... yes I feel that it important that we focus media education on politics and ideologies - but I feel we should focus on more than just those two areas of concern as well.
Week 12 - The Digital Story
Still a work in progress ...
Working on Digital Story Should have it up in the next few posts.
Journal Entry # 11
In a “parallel pedagogy” approach, teachers determine which print or digital tools are best designed to achieve their learning objectives to justify use of these tools in their curriculum.
I selected this quote because I am experiencing this struggle as a new teacher. I teach a media based class in which they learning is primarily taught through the use of text books, and while I understand their ease of use and the concepts presented through them I find it hard to only focus my instruction from these text books. I find my self constantly finding short videos, images, audio, or other types of mhttp://www.blogger.com/img/blank.gifedia to reinforce the content covered in these printed text books. I notice as we work through the text books my students loose interest and retain very little information. My theory is that they are bored with simple words on a page. So we do additional activities - such as find a topic and further explore it on the internet siting all your sources - create a prezi explaining what you have found. By incorporating technology into the classroom setting we are grasping our students attention and helping to inspire learning rather than forcing memorization of printed material. We are fostering an environment in which the student is engaged and motivated to learn and discover new ideas and concepts. Shouldn't that be the main goal of education?
This website has a great deal of information about improving learning through the use of technological tools in the classroom.
"Critical Issue: Using Technology to Improve Student Achievement ." North Central Regional Educational Laboratory, 1999. Web. 25 Nov. 2011.
I selected this quote because I am experiencing this struggle as a new teacher. I teach a media based class in which they learning is primarily taught through the use of text books, and while I understand their ease of use and the concepts presented through them I find it hard to only focus my instruction from these text books. I find my self constantly finding short videos, images, audio, or other types of mhttp://www.blogger.com/img/blank.gifedia to reinforce the content covered in these printed text books. I notice as we work through the text books my students loose interest and retain very little information. My theory is that they are bored with simple words on a page. So we do additional activities - such as find a topic and further explore it on the internet siting all your sources - create a prezi explaining what you have found. By incorporating technology into the classroom setting we are grasping our students attention and helping to inspire learning rather than forcing memorization of printed material. We are fostering an environment in which the student is engaged and motivated to learn and discover new ideas and concepts. Shouldn't that be the main goal of education?
This website has a great deal of information about improving learning through the use of technological tools in the classroom.
"Critical Issue: Using Technology to Improve Student Achievement ." North Central Regional Educational Laboratory, 1999. Web. 25 Nov. 2011.
Week 11 Story Map and Storyboard
Below you will see an image of my story map.
Below is my Story Board.
Below is my Story Board.
Journal Entry # 10
An engaging, multimedia-rich Digital Story can serve as an anticipatory set or
hook to capture the attention of students and increasing their interest in exploring new ideas.
Digital Storytelling is one of my favorite lessons. The students get excited that they get to use the combination of images and audio to explore and explain a topic. Many of the students like the idea that they can tell the story or present ideas and concepts through the use of media and explain what needs to be said, without psychically getting up in front of the class and speaking in front of their class mates.
This is a great quote - it explains how the use of multimedia and digital storytelling can engage our students by grasping their attention and increasing http://www.blogger.com/img/blank.giftheir motivation to participate. As I have seen in many of my classes my students are very interested in exploring and learning new ideas. They enjoy being provided with the basic information and having the opportunity to further explore. By using digital story telling we are not only allowing them to explore information and learn through that, but we are giving them ownership by allowing them to create a product. The students are creating a multimedia project in which they are "teaching" their classmates what they have learned. They have the ability to use their creativity and have fun while both learning and teaching others. This is a great way to reinforce information from different points of views, or even cover a chapter by assigning each student certain areas of study.
This video really explains how Digital Story Telling is beneficial in the Educational Setting.
Dishmoptop. Digital Story Telling . 2008. Video . You TuWeb. 25 Nov 2011.
Week 10 - Interview
I am not sure how to add an audio file to this blog posting.
I have sent the file to Professor Lindstrom - anyone else interested in listening to the file please post a request on this posting and I will send you the mp3 file through email.
Interview Question List
1. Please state your name.
2. How old are you?
3. How old where you in the 1960s?
4. Where did you live in the 1960s?
5. Have you ever heard of the Hippie Movement?
6. What do the words Hippie Movement mean to you?
7. What do you think of when you here the 1960s?
8. What do you think of when I say Vietnam War?
9. Can you explain the relationship between the Vietnam War and the Hippie Movement?
10. How would you reflect on John F. Kennedy’s relationship to this ear?
11. Let’s talk about John F. Kennedy’s assignation and the 1960s.
12. How are civil rights related to this era?
13. What do the words Black Power or Radical Movement mean to you concerning this era?
14. When would you say this era ended?
15. Where you involved in this movement – or did you just observe the movement?
16. Can you reflect on some of your experiences during this era?
17. Can you explain how these experiences changed your outlooks on the Militaries and War?
18. Can you explain how these experiences changed you or helped you grow as a person?
19. What values do you feel you possess today due to this movement?
20. Did this era make you feel differently about America?
21. What is your fondest memory of this era?
1. Please state your name.
2. How old are you?
3. How old where you in the 1960s?
4. Where did you live in the 1960s?
5. Have you ever heard of the Hippie Movement?
6. What do the words Hippie Movement mean to you?
7. What do you think of when you here the 1960s?
8. What do you think of when I say Vietnam War?
9. Can you explain the relationship between the Vietnam War and the Hippie Movement?
10. How would you reflect on John F. Kennedy’s relationship to this ear?
11. Let’s talk about John F. Kennedy’s assignation and the 1960s.
12. How are civil rights related to this era?
13. What do the words Black Power or Radical Movement mean to you concerning this era?
14. When would you say this era ended?
15. Where you involved in this movement – or did you just observe the movement?
16. Can you reflect on some of your experiences during this era?
17. Can you explain how these experiences changed your outlooks on the Militaries and War?
18. Can you explain how these experiences changed you or helped you grow as a person?
19. What values do you feel you possess today due to this movement?
20. Did this era make you feel differently about America?
21. What is your fondest memory of this era?
Sunday, October 23, 2011
Journal Entry #9
What happens when we see our lives represented through mainstream media ...What happens when we don't?
This quote really applies to the students that we teach today. Many of our students are a member of a social network, whether it be Facebook or twitter or something else. Many of the students I have in class know how to create videos, post videos to YouTube and even maninulplate those videos. The students are experts when it comes to pictures and manipulating the images. Our students are working with these technologies outside of school on a daily basics, this is what they are interested in and what they are doing in their spare time. Students are used to creating a piece of art and displaying it. Our students are involved in media each and everyday of their lives, however many of them do not think that they are since they do not see it through the television. We need to show this connection to our students and help them understand it.
This is a really cool video about how one school or one area is encouraging their students to create media productions and participate in a competition to receive rewards for those productions. I love this idea, it would be neat if we could offer a program similar to this in this area.
northsideisd (Producer). (2011). Digital media fair . [Web Video]. Retrieved from http://www.youtube.com/watch?v=W37uZRPpCoM
Week 9 - Oral History Interview Idea
Interview
I have decided to conduct my digital story based on the 1960s. During this error the United States experienced the "hippie" generation. This youth movement was encouraged by the Wars and protests against the wars. My mother grew up in New York City during this error and experienced it first hand. I would like to interview my mother. She was part of the "hippie" generation in which they rallied for freedom. I would like to interview her about the 60s and what it was like living in that error, experiencing the heartache of war, and how the movement inspired her?
My interviewee is Cheri.
She is my mother.
She between the ages of 15-25 during this error.
She experienced the movement first hand.
She lived in Brooklyn, New York during the error.
More information will come soon.
I have decided to conduct my digital story based on the 1960s. During this error the United States experienced the "hippie" generation. This youth movement was encouraged by the Wars and protests against the wars. My mother grew up in New York City during this error and experienced it first hand. I would like to interview my mother. She was part of the "hippie" generation in which they rallied for freedom. I would like to interview her about the 60s and what it was like living in that error, experiencing the heartache of war, and how the movement inspired her?
My interviewee is Cheri.
She is my mother.
She between the ages of 15-25 during this error.
She experienced the movement first hand.
She lived in Brooklyn, New York during the error.
More information will come soon.
Journal Entry #8
Teaching Media Literacy
I found this reading very interesting. I am preparing to have my student create a infomercial in my digital imaging class. This lesson plays in with my lesson plans and even gives me some additional ideas to incorporate into my lesson. I chose the above quote because this is how I feel about media literacy. By using media in the classroom we teach our students valuable skills that they can use in both school and in future careers. Our students are then able to use these skills to express their selves in the classroom setting. They are able to produce their own stories and truly understand the impact media has own people.
This is a great video about Teachers Today. It shows how teachers today are changing the world by engaging the students and using technology.
k8teaw (Producer). (2008). Digital world: teachers today. [Web Video]. Retrieved from http://www.youtube.com/watch?v=W2j9qw-A0NM&feature=related
And then there are those who see media literacy as a way to give children the opportunity to tell their own stories and better understand the powhttp://www.blogger.com/img/blank.gifer of those who shape the stories of our culture and our times.
I found this reading very interesting. I am preparing to have my student create a infomercial in my digital imaging class. This lesson plays in with my lesson plans and even gives me some additional ideas to incorporate into my lesson. I chose the above quote because this is how I feel about media literacy. By using media in the classroom we teach our students valuable skills that they can use in both school and in future careers. Our students are then able to use these skills to express their selves in the classroom setting. They are able to produce their own stories and truly understand the impact media has own people.
This is a great video about Teachers Today. It shows how teachers today are changing the world by engaging the students and using technology.
k8teaw (Producer). (2008). Digital world: teachers today. [Web Video]. Retrieved from http://www.youtube.com/watch?v=W2j9qw-A0NM&feature=related
Saturday, October 22, 2011
Real Works Video - Week 8
Playing with other Tigers
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What do you like about the digital story?
I like the message that the digital story is sending across. Here is two students that should hate each other based on the current situation in the US (the twin tower attack) and based on the conflicts between the Islams and Muslims, but yet they are best friends. The beginning of this digital story opened with a play the two boys had participated in, and the meaning was discussed about liking another for who they are and now what they are. I think that was a great introduction to this digital story!
What did you learn from the digital story?
I learned that people have the strength to look past appearance and religion, it just takes the desire to discover who someone is and not judge a book by its cover.
How can digital storytelling promote critical media literacy? I encourage you to Google digital storytelling and critical media literacy to answer this question.
Digital story helps students and participants learn how to incorporate audio and visual elements to create a multimedia product. It allows the student to be more expressive in their presentations and find new and creative ways of getting their message across to the audience. It allows a change for students to combine their digital knowledge with personal experiences to create a meaningful message.
http://www.blogger.com/img/blank.gif
What do you like about the digital story?
I like the message that the digital story is sending across. Here is two students that should hate each other based on the current situation in the US (the twin tower attack) and based on the conflicts between the Islams and Muslims, but yet they are best friends. The beginning of this digital story opened with a play the two boys had participated in, and the meaning was discussed about liking another for who they are and now what they are. I think that was a great introduction to this digital story!
What did you learn from the digital story?
I learned that people have the strength to look past appearance and religion, it just takes the desire to discover who someone is and not judge a book by its cover.
How can digital storytelling promote critical media literacy? I encourage you to Google digital storytelling and critical media literacy to answer this question.
Digital story helps students and participants learn how to incorporate audio and visual elements to create a multimedia product. It allows the student to be more expressive in their presentations and find new and creative ways of getting their message across to the audience. It allows a change for students to combine their digital knowledge with personal experiences to create a meaningful message.
Journal Entry # 7
Measuring the Acquisition of Media Literacy Skills
Why did the authors do this study?
The authors wanted to determine if Media-Literacy Instruction would improve students comprehension skills, writing skills, and analysis skills between print, audio, and video forms.
How did the authors do the study?
The study was conducted for the course of one year with 11th grade media/communication teachers and students. To have a local comparison the authors chose a school about 50 miles away from the treated school. There were many differences between size, race, and other key factors - making this a Quasi-experimental design. Students were exposed to reading a print news magazine
article, listening to a U.S. National Public Radio (NPR) audio news commentary, and viewing a television news segment targeted at teenagers. Each of the skills was measured using these mediums. Comprehensions skills were measured through written responses and open ended questions. Writing skills were measured through the open ended question response text (word count, quality, spelling/grammar errors. Analysis skills were measured with both open ended questions and checklist items to see if students could identify purpose, target audience, construction techniques, values and point of view, omitted information,and comparison-contrast.
What data/results emerged from the study?
The treatment group had higher reading comprehension skills than the control group.
The students in the control group had higher listening skills than the treatment group.
There were significant differences between the control group and treatment group in the ability to identify main idea from video, but no differences in other details.
Students in the treatment group wrote longer paragraphs that those in the control group.
There were significant differences between the control group and treatment group in analysis skills.
Overall Conclusion
The students in the treatment group were better able to complete the tasks. As quoted from the text "The students ability to identify main ideas demonstrated improvement in reading comprehension skills. Longer paragraphs and fewer spelling errors are signs of continuing development in writing skills."
What do the authors conclude from the data analysis?
The authors discovered that media comprehension literacy can increase students comprehension skills, writing skills, analysis skills, and overall literacy skills.
As quoted from text
What is the significance of the study?
This study shows that teachers/educators should not fear teaching students how to media literate. Just because we teach our students how to media literate does not mean that we are devaluing print or even trying to eliminate it. We are finding additional ways of helping out students grasp a deeper understanding through the power of increasing their literacy skills. Print will also be a part of literacy, we are just in the process of adding some other types of forms.
How do these findings influence your position on media literacy and school curriculum?
I think that this study shows educators the importance and benefit of teaching media literacy in the school systems. The students learn more and are more motivated through the use of media, so why shouldn't we use it as an instructional aid?
Why did the authors do this study?
The authors wanted to determine if Media-Literacy Instruction would improve students comprehension skills, writing skills, and analysis skills between print, audio, and video forms.
How did the authors do the study?
The study was conducted for the course of one year with 11th grade media/communication teachers and students. To have a local comparison the authors chose a school about 50 miles away from the treated school. There were many differences between size, race, and other key factors - making this a Quasi-experimental design. Students were exposed to reading a print news magazine
article, listening to a U.S. National Public Radio (NPR) audio news commentary, and viewing a television news segment targeted at teenagers. Each of the skills was measured using these mediums. Comprehensions skills were measured through written responses and open ended questions. Writing skills were measured through the open ended question response text (word count, quality, spelling/grammar errors. Analysis skills were measured with both open ended questions and checklist items to see if students could identify purpose, target audience, construction techniques, values and point of view, omitted information,and comparison-contrast.
What data/results emerged from the study?
The treatment group had higher reading comprehension skills than the control group.
The students in the control group had higher listening skills than the treatment group.
There were significant differences between the control group and treatment group in the ability to identify main idea from video, but no differences in other details.
Students in the treatment group wrote longer paragraphs that those in the control group.
There were significant differences between the control group and treatment group in analysis skills.
Overall Conclusion
The students in the treatment group were better able to complete the tasks. As quoted from the text "The students ability to identify main ideas demonstrated improvement in reading comprehension skills. Longer paragraphs and fewer spelling errors are signs of continuing development in writing skills."
What do the authors conclude from the data analysis?
The authors discovered that media comprehension literacy can increase students comprehension skills, writing skills, analysis skills, and overall literacy skills.
As quoted from text
"This study finds that students who received
media-literacy instruction were more likely to
recognize the complex blurring of information,
entertainment, and economics that are present in
contemporary nonfiction media. Students who received
media-literacy instruction appeared to have a
more nuanced understanding of interpreting textual
evidence in different media formats to identify an
author’s multiple purposes and intended target audiences."
What is the significance of the study?
This study shows that teachers/educators should not fear teaching students how to media literate. Just because we teach our students how to media literate does not mean that we are devaluing print or even trying to eliminate it. We are finding additional ways of helping out students grasp a deeper understanding through the power of increasing their literacy skills. Print will also be a part of literacy, we are just in the process of adding some other types of forms.
How do these findings influence your position on media literacy and school curriculum?
I think that this study shows educators the importance and benefit of teaching media literacy in the school systems. The students learn more and are more motivated through the use of media, so why shouldn't we use it as an instructional aid?
Monday, October 10, 2011
Journal Entry # 6
“Teachers who recognize the goal of teaching thinking rather than just imparting knowledge help students make connections beyond the content of the coursework”
Teaching thinking, that says it all. As educators we need to teach our students how to analyze the world around and be prepared to take action. Our students must understand how to interpret surroundings, text books, videos, and media to gain a deeper understanding of the material. If we just pound facts and information into our students, they are bound to forget it in a matter of time. To many educators are concerned with helping the students memorize information so that they may remember the facts on a Standardized test; however if we are able to teach our students how to think about the problem and find the answer, not only will they perform better on the standardized test we are teaching the student a life long skill. This is how the education system should be teaching our students how to think rather than how to memorize.
As a current teacher I have noticed how my students have struggled through, what I call application problems. I teach the students the skills and we practice the skills, then I assign application problems. These application problems are a list of attributes students must apply to a project using the knowledge and skills we have learned through the unit. My students complain that it is too hard, that they can't do this hard of work. I believe this is because I expect the students to think and discover, and they are not use to this. My class is not simple memorization, but they are required to learn the material and use that knowledge to create projects - they find this very difficult. I want to prepare my students for the future, not for a test.
Ok I found a great video. Please watch this, it says so much about our educations system today!
A vision of K-12 Students Today
bjnesbitt (Producer). (2007). A vision of k-12 students today . [Web Video]. Retrieved from http://www.youtube.com/watch?v=_A-ZVCjfWf8
Teaching thinking, that says it all. As educators we need to teach our students how to analyze the world around and be prepared to take action. Our students must understand how to interpret surroundings, text books, videos, and media to gain a deeper understanding of the material. If we just pound facts and information into our students, they are bound to forget it in a matter of time. To many educators are concerned with helping the students memorize information so that they may remember the facts on a Standardized test; however if we are able to teach our students how to think about the problem and find the answer, not only will they perform better on the standardized test we are teaching the student a life long skill. This is how the education system should be teaching our students how to think rather than how to memorize.
As a current teacher I have noticed how my students have struggled through, what I call application problems. I teach the students the skills and we practice the skills, then I assign application problems. These application problems are a list of attributes students must apply to a project using the knowledge and skills we have learned through the unit. My students complain that it is too hard, that they can't do this hard of work. I believe this is because I expect the students to think and discover, and they are not use to this. My class is not simple memorization, but they are required to learn the material and use that knowledge to create projects - they find this very difficult. I want to prepare my students for the future, not for a test.
Ok I found a great video. Please watch this, it says so much about our educations system today!
A vision of K-12 Students Today
bjnesbitt (Producer). (2007). A vision of k-12 students today . [Web Video]. Retrieved from http://www.youtube.com/watch?v=_A-ZVCjfWf8
Lesson Plan - Week 6
Authoring With Video
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by Barbara K. Strassman, Ed.D. and Trisha O'Connell
Here are the some of the CSOs that would be met for this course in a Digital Imaging Course:
BE.S.DIM1.8 Students will create digital videos.
BE.O.DIM1.8.1 operate digital video cameras.
BE.O.DIM1.8.2 use digital video software to cut, edit, apply effects, add titles, and transitions to video clips.
BE.O.DIM1.8.3 convert video for specific projects to correct file format such as QuickTime, RealPlayer, Windows Movie Maker.
BE.S.DIM1.9 Students will produce and present a digital imagining/multimedia business presentation.
BE.O.DIM1.9.1 critique the components of an effective presentation.
BE.O.DIM1.9.2 develop and design a digital imaging/multimedia project.
BE.O.DIM1.9.3 edit and proofread a digital imaging/multimedia project
BE.O.DIM1.9.4 enhance a digital imaging/multimedia project with features (color, backgrounds, transitions).
BE.O.DIM1.9.5 apply visual elements using digital photography, graphics, scanned images, and video images into a digital imaging/multimedia project.
BE.O.DIM1.9.6 apply audio digital audio elements, such as voice/sound clips and music into a digital imaging/multimedia project.
Can integrating media literacy into your classroom activities help prepare your students for taking the WestTest?
This is a difficult question to answer, as I do not teach a core class students are not learning the same material that they are tested on during the west test; however there are a variety of ways that I can incorporate necessary curriculum into my curriculum. For instance through studying different text and creating videos, you are helping students grasp and understanding of the text they are reading or creating to acquire a deeper understanding. Other ways of meetings these needs are using math in projects, and basing projects around historical events to help the students focus on that material, or teaching across the curriculum to meet CSOs of other courses as well as your own. Even though my class curriculum is not geared to the content the West Test is based on their are a variety of ways that I can help the students improve their knowledge in that area.
http://www.blogger.com/img/blank.gif
by Barbara K. Strassman, Ed.D. and Trisha O'Connell
Here are the some of the CSOs that would be met for this course in a Digital Imaging Course:
BE.S.DIM1.8 Students will create digital videos.
BE.O.DIM1.8.1 operate digital video cameras.
BE.O.DIM1.8.2 use digital video software to cut, edit, apply effects, add titles, and transitions to video clips.
BE.O.DIM1.8.3 convert video for specific projects to correct file format such as QuickTime, RealPlayer, Windows Movie Maker.
BE.S.DIM1.9 Students will produce and present a digital imagining/multimedia business presentation.
BE.O.DIM1.9.1 critique the components of an effective presentation.
BE.O.DIM1.9.2 develop and design a digital imaging/multimedia project.
BE.O.DIM1.9.3 edit and proofread a digital imaging/multimedia project
BE.O.DIM1.9.4 enhance a digital imaging/multimedia project with features (color, backgrounds, transitions).
BE.O.DIM1.9.5 apply visual elements using digital photography, graphics, scanned images, and video images into a digital imaging/multimedia project.
BE.O.DIM1.9.6 apply audio digital audio elements, such as voice/sound clips and music into a digital imaging/multimedia project.
Can integrating media literacy into your classroom activities help prepare your students for taking the WestTest?
This is a difficult question to answer, as I do not teach a core class students are not learning the same material that they are tested on during the west test; however there are a variety of ways that I can incorporate necessary curriculum into my curriculum. For instance through studying different text and creating videos, you are helping students grasp and understanding of the text they are reading or creating to acquire a deeper understanding. Other ways of meetings these needs are using math in projects, and basing projects around historical events to help the students focus on that material, or teaching across the curriculum to meet CSOs of other courses as well as your own. Even though my class curriculum is not geared to the content the West Test is based on their are a variety of ways that I can help the students improve their knowledge in that area.
Saturday, September 24, 2011
Journal Entry #5
Research implies that most teens do not choose healthy methods of weight loss; they take diet pills, force themselves to throw up, and restrict daily caloric intake to dangerously low levels (Thomsen et al., 2001; Thomsen et al., 2002). These behaviors can result in development of disorders such as anorexia and bulimia. These eating disorders typically manifest in adolescent girls because these are the years when they are particularly sensitive to cultural pressure to be thin (Thomsen et al., 2002)
When I was in my freshman year in college I had to create an informative paper for English focusing on persuasive types of media. I chose to write my paper about the negative influences media can have your young girls, particularly focusing on their body image. In our society, girls "should" be skinny, average height, long neck, and clear skin to be considered beautiful. This is the message that the media sends to our society. What young girls do not understand is that these models are beautiful, but their are altercations to the picture to make them look even better. Many times airbrushing is used to coverup blemish or appearances of cellulite. Models are placed in positions that make them look skinner than they are, as backgrounds are used to create this effect as well. But this article talks about how it is only affecting young girls which is false, think of how many celebrities are suffering from these same symptoms because of the pressure they are under to look a certain way. It is interesting to think that historical cultures used to want a woman that was filled out with big hips - this meant she was a child bearing woman and today it is the opposite. As educators I think it important for us to show our students particularly our young girls the truth about how these images are modified to lhttp://www.blogger.com/img/blank.gifook better. I think that we have so many children that try to look the opposite of these models because they do not believe they are beautiful - so they dye their hair multiple colors, put holes in their face, and where large baggy clothes - to hide their true appearance. The media influences identity crisis and makes our young girls believe they are "suppose" to look a certain way. It is a delicate area and a hard one to fix.
Reference Article
The Media's Influence on Body Image Disturbance and Eating Disorders: We've Reviled Them, Now Can We Rehabilitate Them?
This article is a scholarly article which has studied the influence media has on body image and eating disorders.
Heignburg, L. J., & Thompson, K. J. (1999). The media's influence on body image disturbance and eating disorders: we've reviled them, now can we rehabilitate them?. Unpublished manuscript, School of Medicine , University of South Florida and John Hopkins University , Flordia. Retrieved from http://jkthompson.myweb.usf.edu/articles/The%20Media%27s%20Influence%20on%20Body%20Image%20Disturbance.pdf
People Magazine Cover
I misunderstood the assignment a little. I was so focused on the quote about having a voice and really saying something through a project like this, I didn't read the actual assignment. I think that this is a great way for our students to focus on what they want to say through a project. It allows our students to express their self. I guess to put a swing towards the assignment you could consider Ben Stiller to be the person of the year, as he is not afraid to admit who he is and where he came from. Even though I don't quite know him. Hope this still works.
References
(2011). The jewish star . (2011). [Web Graphic]. Retrieved from http://thepulpit.freedomblogging.com/2010/09/03/creating-a-jewish-scroll/7005/
(n.d.). Ben stiller celebrity profile. [Web Photo]. Retrieved from http://grokzone.com/gallery/Actors/Ben-Stiller/Pictures/List/index.shtml
(n.d.). Albert einstein. [Web Photo]. Retrieved from http://www.scientificpsychic.com/search/famous-jews.html
(n.d.). Retrieved from http://www.anunews.net/blog/?tag=jewish-supremacism
(2009). The bar code, which changed retailing, turns 35 – nytimes.com.. (2009). [Web Photo]. Retrieved from The Bar Code, Which Changed Retailing, Turns 35 – NYTimes.com.
Alber Einstein Wikipedia . Wikipedia. Retrieved from http://en.wikipedia.org/wiki/Albert_Einstein
Journal Entry #4
One major irony in American education is that no philosophy or pedagogy has been developed to take into account the role of visual representation in instruction, while at the same time increasingly large portions of the education budget are being spent on iconic technologies such as computers, video recorders, and video cameras.
I found this quote to be very interesting, and something I had never taken into consideration before. We base our instructional methods on past theories and ideas. The education system is hesitant to accept new instructional ideas and methods of teaching. We still have our students sit in a classroom at desks while we stand up and lecture them. Some educational systems are beginning to make efforts to change they way we teach our students but for the most part it still follows the traditional method of education. Education systems fear change and want to continue using the traditional method of teaching. Many say it has been successful for many years so why should we change it now. But while these educational systems fear removing traditional instruction methods they ask teachers to incorporate 21st Century Learning styles into the curriculum. They purchase all of the latest technologies to help increase learning in the classroom. But even though educational systems are buying technological items are they really changing their instruction methods. A PowerPoint uses a computer but isn't it still a lecture? Response clickers are great, but are the students still answering questions from a standard format and choosing a letter. Are the students really making the decisions and finding the correct path, or are they just choosing form a list of answers and memorizing facts? Yes technology is being incorporated but are we using technology in ways to improve critical thinking or are we just adjusting our traditional methods?
Great quote!
Reference Article -Using Technology as a Learning Tool, Not Just the Cool New Thing
Click Here to Read
I copied a section of the article that really emphasizes my point. Please see the quote below.
Interaction
Third, technology must be relevant and interactive to the coursework. A faculty member who uses PowerPoint in a lecture is not using technology interactively. Students need a practical use for technology, whether to manipulate data or to explore the inner recesses of the human body without cutting up cadavers. Students need to communicate quickly with each other, but in a centralized manner. That is why message boards are great. Members-only message boards allow students and faculty to communicate with each other. Plus, faculty members can use the course lockers during lectures and provide information outside lecture for students to explore at their own pace.
Relevance
Fourth, technology must be used for a practical purpose—that is, taking the fundamentals and technology learned over a semester and applying it to a final project, where creativity and uniqueness is required and rewarded. In my technical document design class, we had to create a useful technical document: write the text and design a technical document using Pagemaker. My group designed an instruction booklet for a video game. Chris Reynolds used his sound-editing software to help a friend with a music project. They wrote a short piece of music, recorded and edited it, and burned it to a CD for the professor to evaluate. Chris was excited because it gave him a chance to "play" with his software. While he doesn't use his music software in his business courses, he is learning skills that could be marketable after college. Plus, his friend got an "A" on the project.
Using technology for some practical purpose, and not for the sake of using technology, must be the clear objective. "Students are often the guinea pigs in 'IT-enabled' classes as faculty test out whether the latest innovations actually help learning," Assa said. "Some faculty, in an effort to use the latest buzzword or receive the next big grant, are testing technology simply for the sake of technology, rather than using technology as a tool for learning, such as paper and pencils. When people focus too much on technology, they lose sight of the true purpose of technology, which is to facilitate learning in the classroom."
McNeely, B. (n.d.). using technology as a learning tool, not just the cool new thing. Unpublished manuscript, North Carolina State University, North Carolina. Retrieved from http://www.educause.edu/Resources/EducatingtheNetGeneration/UsingTechnologyasaLearningTool/6060
Magazine Cover Deconstruction
1. What do you think about this person based on the cover of the magazine? How does he look? How does he make your feel?
This man appears to be very athletic and concerned with his body, possibly he is a body builder. He seems to be very tough. The image instantly makes me think of a setting from an action movie. From the surrounding titles and words on the page you can see that this magazine cover was intended to persuade an audience that is concerned with body, appearance, and specifically muscles. If you notice the lighting on his muscle this could be considered the focal point of this magazine cover as the lighting directs your eye to his muscle. His arm is also centered in the middle of the page again pulling your eye to the page. This magazine follows a pattern which is also known as the Z Pattern. Your eyes see the title going across the top of the Magazine cover your eyes are then pulled to the title "GET LEAN", notice how get is in a darker font to really attract the viewer's eye. You are then pulled towards the image of his arm and then again back to the title "20 INCH ARMS". This creates a Z pattern as your eyes are moving in the shape of a Z as you look down the page. They want you to grasp the title of their magazine, then create a mood about muscles, enforce that mood with an image and finish that mood with a specific saying.
2 What is the main purpose of this magazine?
As described above the main purpose of this magazine is to encourage the customer to buy this magazine to learn more about their muscles and how to increase their muscle size and improve their overall body image. They used a very well known actor to encourage the results.
3. Describe who you believe is the magazine's intended readership.
This magazine is directed at males probably between the ages of 16 and 50 who want to improve their muscle mass and overall appearance. This is directed to an audience that is interested in building muscle mass, most likely an audience who already has a gym membership and lifts regularly.
4. What lifestyles, values, points of view are represented or omitted?
It seems to address muscle increase, however I do not see anything about nutrition or health improvement, mainly appearance and muscle size.
1. What do you think about this person based on the cover of the magazine? How does he look? How does he make your feel?
This magazine shows success most likely in the business world or in politics. I think this image represents a high class man with many persuasive skills. It represents power and encouragement. Arnold is pointing at you to make you think like he is directing this magazine personally to you. What throws me off about this magazine is the girl on the right hand side in under garments. You are first under the impression this is a magazine about success, leadership, and business; however after your eyes are drawn to the woman it seems to make you think Arnold is saying if you are successful you can be like this and have any girl you want. That might be a little to much but that is an honest opinion of how the cover makes me feel. It goes onto to add a title about her being British, does this mean if you are in politics you get foreign women. I do not understand the purpose of that image. This cover has an asymmetrical design creating balance on both sides of the cover with different elements. Arnold and his success is the center of the page and the main focal point of this magazine. The titles are varied but seem to all speak about successful people or results. You have words like legend, next governor, and achievement which all represent success. But you still have your other titles which seem to be areas of interest rather than success stories: rock'n'roll, whats good-what blows, fiction, science, and American music. This magazine seems to mix success and interests together to draw in more customers.
2 What is the main purpose of this magazine?
The main purpose of this magazine appears to be informative to give you information about topics related to success and interests such as music or politics. It is persuasive in some areas but basically it seems to be an informative magazine. It might be persuasive in trying to change your opinions about certain topics but this magazine is not trying to get you to buy anything, other than the magazine itself.
3. Describe who you believe is the magazine's intended readership.
The magazine is most likely directed to males between the ages of 25 and 60; however it may also be directed to women between the ages of 25-35. It is directed to individuals who are interested in success, music. politics, and whats happening in the world around us.
4. What lifestyles, values, points of view are represented or omitted?
I think this represents a higher lifestyle and provides information about the famous people or politicians it is not related to the everyday life of an average citizen.
1. What are the differences between the two covers? What techniques are used to attract your attention? Pay attention to body language, clothing, camera angle, lighting, color, eye contact ect. How do the difference influence what you think and feel about the person.
In the first one about Muscles they creator uses very warm colors to give you a powerful and hot look. It is bringing up the intensity levels and making you feel very anxious. Arnold represents a very tough and muscular person. Arnold is wear very fitted clothes that represent a workout style and emphasize his muscles. The color scheme includes warm colors, white, and black. The white is creates a good contrast against the warm colors really making the titles pop or stand out. The yellow in the font is used as a reinforcement color reenforcing those main points in white. The atmosphere they are creating makes one feel the need to be tough and strong. The mood created is one of hope of being powerful and reaching your goals. It brings the audience in with the question how to I get there, how do I become powerful and strong. In the second magazine the creator has used cool colors to make the reader seem at ease and secure. They are speaking about Arnold being governor so they want to create a mood that is relaxed, comfortable, and a feeling of security. Notice that there are not many contrasting colors that really make the titles pop, rather darker shades of blue are used along with white and black. They use a Maroon to standout with Arnold's name, notice that this is the only text on the page in maroon, and it matches his tie interconnecting the name and the person. He is dressed for success and power again giving you that feeling of security. I think that the image of the woman throws the feeling off and gives a mixed or confused feeling about the image though.
1. What do you find appealing or not appealing about the cover of the magazine?
I think in each magazine the colors were represented well with the combination of the fonts and title colors. On the second magazine I did not see how the image of the girl fit into the purpose of the magazine.
2. What elements in the design make it appealing or not appealing?
As I spoke about in earlier comments the use of colors, contrast, asymmetrical design, and the Z patter where represented very well in both covers.
3. What elements are included on the cover to sell this magazine? Consider title, imagery, sensationalized headlines, exclusive articles, secrets, gossip, free gifts, and celebrity news.
The titles grasp the interest of the reader's. Arnold is used since he is very well known and famous.
4. Describe the type of content in one issue.
I think that I described this is very good detail in the parts above for the first question. The first magazine really directs its attention to image and muscle size. I think the layout of this cover along with the lighting and colors is a success.
5. What products or services are advertised in the issue?
In the first magazine there seems to be some type of product or workout they are trying to get you to look in the magazine for.
6. What lifestyle, values and messages are being promoted by the contents in the issue?
Again this was mentioned in detail above. The first magazine is directed toward those who are interested in their appearance and muscle mass where the second magazine is directed towards those who are interested in success, leadership, politics, and music.
7.Describe the demographics for what you think may be the magazine’s intended target readership. Consider age, sex, interests and socioeconomic status.
This is specified for each magazine above.
8. What features of the magazine indicate to you that this is the intended readership?
Colors, appearance and topics.
9. What personalities or celebrities are used to promote this magazine?
Successful personalities, athletic or powerful personalities. Arnold is used.
10. Are these personalities or celebrities promoting or challenging stereotypical messages? How?
I think they are promoting well for each topic. They each seem to represent the focus and the message successfully.
Monday, September 12, 2011
Double Journal Entry #3
OK Its a long quote:
This information was just to great and I could not find a good stopping spot so I just decided to use it all as my quote. Media is a part of our every day lives and it is the way we communicate with the world around us. Through media we can discover new people and new cultures we can decrease the prejudices and racism that exist in our society with the connections. I remember when I was a student having a pen-pal in England. We wrote each other about once a month or every other month. It was great I really learned alot about her; however I communication only lasted about a year because it was drug out and took so long to receive a response that we lost interest. Today students have the capability to instantly communicate with someone across the world and learn about them. Through the use of media we have connection we once thought were never possible. We can meet real people hands on and learn about them and their cultures rather than reading about how they are in a textbook.It is important for educators to use the media tools as an aid in education rather than look at them as a problem
http://www.blogger.com/img/blank.gif
Kellner, D, & Share, J. (2005). Toward critical media literacy: core concepts, debates, organizations, and policy. Unpublished manuscript, University of California, Los Angeles, US. Retrieved from http://gseis.ucla.edu/faculty/kellner/essays/2005_Kellner-Share_TowardsCriticalMediaLiteracy.pdf
Related Resource:
This is a research article discussing how media influences our thoughts on other cultures and racism. Click Here.
Petrozza, J. (n.d.). Critical multicultural education and the media. Unpublished manuscript, Research Room , D, Retrieved from http://www.edchange.org/multicultural/papers/media.html
In the evolving multimedia environment media literacy is arguably more important
than ever. Cultural studies and critical pedagogy have begun to teach us to recognize
the ubiquity of media culture in contemporary society, the growing trends toward
multicultural education, and the need for media literacy that addresses the issue of
multicultural and social difference.3 There is expanding recognition that media
representations help construct our images and understanding of the world and that
education must meet the dual challenges of teaching media literacy in a multicultural
society and sensitising students and the public to the inequities and injustices of a
society based on gender, race, and class inequalities and discrimination.
This information was just to great and I could not find a good stopping spot so I just decided to use it all as my quote. Media is a part of our every day lives and it is the way we communicate with the world around us. Through media we can discover new people and new cultures we can decrease the prejudices and racism that exist in our society with the connections. I remember when I was a student having a pen-pal in England. We wrote each other about once a month or every other month. It was great I really learned alot about her; however I communication only lasted about a year because it was drug out and took so long to receive a response that we lost interest. Today students have the capability to instantly communicate with someone across the world and learn about them. Through the use of media we have connection we once thought were never possible. We can meet real people hands on and learn about them and their cultures rather than reading about how they are in a textbook.It is important for educators to use the media tools as an aid in education rather than look at them as a problem
http://www.blogger.com/img/blank.gif
Kellner, D, & Share, J. (2005). Toward critical media literacy: core concepts, debates, organizations, and policy. Unpublished manuscript, University of California, Los Angeles, US. Retrieved from http://gseis.ucla.edu/faculty/kellner/essays/2005_Kellner-Share_TowardsCriticalMediaLiteracy.pdf
Related Resource:
This is a research article discussing how media influences our thoughts on other cultures and racism. Click Here.
Petrozza, J. (n.d.). Critical multicultural education and the media. Unpublished manuscript, Research Room , D, Retrieved from http://www.edchange.org/multicultural/papers/media.html
Saturday, September 3, 2011
Deconstructing corporate media's assault on the American workforce 2
The Force: Volkswagen Commercial
1. Whose message is this? Who created or paid for it? Why?
This is a message from volkswagen.
I assume that volkswagen paid for it because they are advertising a new car with its new keyless start option.
2. Who is the “target audience”? What is their age, ethnicity, class, profession, interests, etc.? What words, images or sounds suggest this? This commercial was made for a middle class family.
At first you are focusing in on the child's interest in being Dark Vader off of a popular movie - Star Wars. But you find the focus is really on making the child gain confidence and succeed in feeling that he has mystical powers (as his dad uses the keyless entry to start the car).
3. What is the “text” of the message? (What we actually see and/or hear: written or spoken words, photos, drawings, logos, design, music, sounds, etc.)
The all new 2012 Passat. Starting at $20,000. We hear the Star Wars music and see the child dressed up as Dark Vader to remind us of the star wars. The child unleashes the force when he discovers the all new 2012 Volkswagen Passat. We see a middle class family owning the car.
4. What is the “subtext” of the message? (What do you think is the hidden or unstated meaning?)
That the car is affordable and that it is the best car for every family. It will make the kids happy and satisfy the parents needs.
5. What kind of lifestyle is presented? How?
Middle class family living in the suburbs of a quite nice neighborhood. The surrounding of out side show you this as the way the mother is dressed she does not appear to be high maintenance.
6. What values are expressed?
Family, Caring about your child, Happiness
7. What tools of persuasion are used? See "The language of persuasion"
The use of a familiar seen and relation to a popular movie.
8. What positive messages are presented? What negative messages are presented?
Positive is the quite solitude of the neighborhood, the quality and cleanness of the home, the mother cooking for the child, and the unity of the family. The most positive image is when the boy appears to have used the force to start the car. The negative images are when the boy fails to use the force on all of the other objects in the house.
9. What groups of people does this message empower? What groups does it disempower? How does this serve the media maker's interests?
White Middle Class are empowered. Upper Class is disempowered. The price of the car and the affordability of the car is part of the point of this commercial, they don't want it to appear you have to be rich to own the car.
10. What part of the story is not being told? How and where could you get more information about the untold stories?
Maybe why the child is dressed up as Dark Vader in the first place. I am not sure where you could get more information on the untold story.
1. Whose message is this? Who created or paid for it? Why?
This is a message from volkswagen.
I assume that volkswagen paid for it because they are advertising a new car with its new keyless start option.
2. Who is the “target audience”? What is their age, ethnicity, class, profession, interests, etc.? What words, images or sounds suggest this? This commercial was made for a middle class family.
At first you are focusing in on the child's interest in being Dark Vader off of a popular movie - Star Wars. But you find the focus is really on making the child gain confidence and succeed in feeling that he has mystical powers (as his dad uses the keyless entry to start the car).
3. What is the “text” of the message? (What we actually see and/or hear: written or spoken words, photos, drawings, logos, design, music, sounds, etc.)
The all new 2012 Passat. Starting at $20,000. We hear the Star Wars music and see the child dressed up as Dark Vader to remind us of the star wars. The child unleashes the force when he discovers the all new 2012 Volkswagen Passat. We see a middle class family owning the car.
4. What is the “subtext” of the message? (What do you think is the hidden or unstated meaning?)
That the car is affordable and that it is the best car for every family. It will make the kids happy and satisfy the parents needs.
5. What kind of lifestyle is presented? How?
Middle class family living in the suburbs of a quite nice neighborhood. The surrounding of out side show you this as the way the mother is dressed she does not appear to be high maintenance.
6. What values are expressed?
Family, Caring about your child, Happiness
7. What tools of persuasion are used? See "The language of persuasion"
The use of a familiar seen and relation to a popular movie.
8. What positive messages are presented? What negative messages are presented?
Positive is the quite solitude of the neighborhood, the quality and cleanness of the home, the mother cooking for the child, and the unity of the family. The most positive image is when the boy appears to have used the force to start the car. The negative images are when the boy fails to use the force on all of the other objects in the house.
9. What groups of people does this message empower? What groups does it disempower? How does this serve the media maker's interests?
White Middle Class are empowered. Upper Class is disempowered. The price of the car and the affordability of the car is part of the point of this commercial, they don't want it to appear you have to be rich to own the car.
10. What part of the story is not being told? How and where could you get more information about the untold stories?
Maybe why the child is dressed up as Dark Vader in the first place. I am not sure where you could get more information on the untold story.
Deconstructing corporate media's assault on the American workforce 1
Century 21 Deconstruction
Is this commercial an example of corporate media's attack on the American workforce? How?
Yes, this is an attack on the American Workforce. To answer the question how we examine first the merger of this company with quest. Due to this merger jobs were lost as well as competition was decreased. Due to the lack of competition the company can charge higher prices and decrease the value of their service and customers will have no other option to turn to. This company is taking hard working American and taking their money for a product that truly is not worth the cost, but the only other option these hard working American's have is to give up the service.
Is this commercial an example of corporate media's attack on the American workforce? How?
Yes, this is an attack on the American Workforce. To answer the question how we examine first the merger of this company with quest. Due to this merger jobs were lost as well as competition was decreased. Due to the lack of competition the company can charge higher prices and decrease the value of their service and customers will have no other option to turn to. This company is taking hard working American and taking their money for a product that truly is not worth the cost, but the only other option these hard working American's have is to give up the service.
Double Journal Entry #2
Explicit teaching of 21st-century literacy
metaskills can position students to analyze
and evaluate news reporting in today’s
visually drenched world.
I chose this quote truly due to the last four words: "today’s
visually drenched world." This is very true about our world today. Media is not just a benefit to our way of life it is a crucial element to our way of life. Think http://www.blogger.com/img/blank.gifof our students today - they think they are dying when they go to school and they can not look at their phone for 8 hours or check their social networks. Our students live and function in a digital world. As a new educator I have found the more visual aids and visual instruction I use the more motivated and engaged my students are in the classroom. Today our students learn and understand deeper concepts through a visual or virtual example. As educators we must recognize this and adjust our instructional methods to meet the needs of our students.
Abilock, D. (n.d.). A seven power lens on: 21st century literacy. Retrieved from http://www.noodletools.com/debbie/literacies/newsmedia/PowerLensSingle.pdf
Click Here to watch No Future Left Behind
I have to say this is a great video, it really touched me and wanted to help me help the students in my classroom. If you have the time please watch this video.
Suffern Middle School, Students (Writer). (2007). No Future Left Behind [Web]. Available from http://www.youtube.com/watch?v=kra_z9vMnHo
The Son of a Citation Machine would not allow me to add additional authors the page would not display.
Friday, August 26, 2011
Animoto Video
Check out my Animoto Video - Teach the Future - Enjoy!
Create your own video slideshow at animoto.com.
Journal Entry #1
“We are immersed from cradle to grave in a media and consumer society and thus it is important to learn how to understand, interpret, and criticize its meanings and messages”
I think this quote says it perfect. Media is a part of our everyday lives, it affects how we live. Technology is developing at an exceptional speed, and we are introducing it to our children at younger and younger ages. Many of our students are learning their ABCs, how to read and how to write through the use of technology instructional aids. Each generation is more technologically advanced than the previous generation. The use of technology is a way of life, without the knowledge of how to use it, it is nearly impossible to accurately function in society.
“Developing a critical understanding of how texts position individual students must always extend to helping them understand how others might read texts, construct and/or resist textual meanings” (33).
This is such an important quote! Each person can read into media and hidden ideologies differently. Students must be able to analyze media and understand the different meanings and interpretations that others might get from the production. Many of our students are unaware of messages that can be represented in multimedia whether they are intentional or unintentional. This is a major concern about cyber bullying; students might make a post that they believe is harmless and funny; however the targeted student might feel differently about the post. This can even be associated with post about race or other cultural references – they might see their intentions as harmless – however others might be highly offended. It is important for students to understand this possibility so they don’t get involved in a situation that can escalate and become sever.
In many ways, the recent focus on standardized testing, teaching to tests, and widespread use of uniform curricula leave little room for cross disciplinary approaches to media education. In addition, the history of media education in the US has traditionally been under-funded and ignored by policy makers and educators alike (Goodman 2003).
I agree with this quote when we are considering the use of technology availability in our core and required classes; however I disagree with the overall statement. Our schools are offering opportunities for students to explore areas of media education. I teach Web Design, Desktop Publishing, and Digital Imaging which focus on media, its development, and its use in real life situations and business. These courses are offered in our school systems; however they are not required for our students to take, they are rather a career cluster. Our education system is teaching the cohttp://www.blogger.com/img/blank.gifurses that are necessary for the media education; however it becomes the students responsibility to be placed in these classes, unless they are “stuck” in the class by chance. Our schools do lack in the funding of technology; however I believe that is an area that is being addressed and improved as much as possible.
When concerning the differences between Media Literacy and Critical Literacy one of the major differences is that critical media literacy focuses on schooling and curriculum to support “instructional reasoning”. Critical Media Literacy emphasize the importance of media production in aid with education to develop skills necessary for surviving in society.
Click here to see a YouTube Video related to this discussion.
About Me
Hi! My name is Sarah. I just graduated from Fairmont State University and I am now pursuing my Masters Degree in Digital Media and New Literacies. I am starting out as a First Year Teacher at Buckahnnon Upshur High School. I am the new business teacher and I focus on the E-Business Career Cluster. Some of the classes I teacher are - Keyboarding, Basic Computers, Business Computer Applications, Web Design, Digital Imaging, and Desktop Publishing. I am a strong believer of education and the fundamentals of creating an effective learning environment for all students. I love technology and I am looking forward to finding new ways to incorporate it into my classroom instruction! :)
Saturday, July 30, 2011
Journal Entry #10
Quote 1
I love this quote because it explains what we did in our blog and throughout this classes. There is not really much else to say because this quote explains it all.
Quote 2
I fond this quote to be very interesting and confusing at the same time. This quote explains the confusion and boundaries the internet is dangerously playing with. It talks about private space and public space and the importance of each. In addition to this focus it talks about how we are making our personal and private lives very public within these spaces.
Quote 3
I find this quote very interesting because I believe that people are becoming to public with their lives. I also believe that our students do not understand the dangers of posting this information on the internet and on twitter. I work with high school students in my summer employment and they find it very difficult to go one hour with out checking their phone - each one of these students has twitter, facebook, and ect linked to their cell phones for immediate information on the content. I think that our students need to understand these self- checks and think about them.
The text 1) exists within public space, 2) includes elements of the personal, 3) is a form of publishing, and 4) is characterized by connections between text fragments within the blog and to other online texts.
I love this quote because it explains what we did in our blog and throughout this classes. There is not really much else to say because this quote explains it all.
Quote 2
This phenomenon is one aspect of what Agger (2004) described as the breakdown of boundaries between public and private space as well as the “dematerialization” of the line between text and the world.
I fond this quote to be very interesting and confusing at the same time. This quote explains the confusion and boundaries the internet is dangerously playing with. It talks about private space and public space and the importance of each. In addition to this focus it talks about how we are making our personal and private lives very public within these spaces.
Quote 3
To answer his question, he interviewed the creators of Twitter and Tumblr about how they distinguish between what should be public and what should be kept private and were told by each of a set of self-determined guidelines they use before posting online. Croal also informally polled members of his online social network and found that all had similar types of self-checks including “the Mom test” which involves asking themselves whether their posting was suitable for their mother to see.
I find this quote very interesting because I believe that people are becoming to public with their lives. I also believe that our students do not understand the dangers of posting this information on the internet and on twitter. I work with high school students in my summer employment and they find it very difficult to go one hour with out checking their phone - each one of these students has twitter, facebook, and ect linked to their cell phones for immediate information on the content. I think that our students need to understand these self- checks and think about them.
Tuesday, July 26, 2011
WebQuest Product
For the Spring Break WebQuest one of the assignments my students were to complete was an Itinerary in Gloster.
View my Gloster Itinerary for a Cedar Point Trip.
View my Gloster Itinerary for a Cedar Point Trip.
Monday, July 25, 2011
Journal Entry #9
Quote 1
This quote is of a student reflecting on the assignment completed. I found this very inspiring to here a student say such a thing. It shows how beneficial project based learning assignments can be. It allows the student to create a product and really develop a very deep understanding of what they are doing thus learning more than they would with traditional methods of instruction.
Quote 2
This quote is another quote made by a student and it truly shows how important educating the student for the current world and the future is. Students may not like to admit it but they are interested in what is going on around them, especially when it involves new types of technology. I think that educators could use this information to their benefit. If educators find intriguing new topics in the world and incorporate them with the use of technology they will be successful in engaging more students in the learning process.
Quote 3
Ok, I know that this is a long quote. But WOW it says it all. I love this quote. It really shows the importance of using up to date information, incorporating technology and media, improving literacy, and helping the student to have a deeper learning experience. I agree with this quote 100%, and I think it says it all, so there is not much for me to reflect on.
I believe that this view was instilled even deeper in me by my work on this project and from what I learned by completing it.
This quote is of a student reflecting on the assignment completed. I found this very inspiring to here a student say such a thing. It shows how beneficial project based learning assignments can be. It allows the student to create a product and really develop a very deep understanding of what they are doing thus learning more than they would with traditional methods of instruction.
Quote 2
We are the future of our world. We therefore need to fully understand what is going on in it.
This quote is another quote made by a student and it truly shows how important educating the student for the current world and the future is. Students may not like to admit it but they are interested in what is going on around them, especially when it involves new types of technology. I think that educators could use this information to their benefit. If educators find intriguing new topics in the world and incorporate them with the use of technology they will be successful in engaging more students in the learning process.
Quote 3
Although teaching students to interpret and evaluate the flux and flurry of messages surrounding them is certainly a challenging and formidable objective in itself, the projects described in this article suggest that production activities can serve as a logical extension of the objectives of media literacy and should be incorporated into media literacy classes. The result can be an enhancement rather than diminution in critical analysis skills, particularly when media products are developed in response to assignments that require critical analysis.
Ok, I know that this is a long quote. But WOW it says it all. I love this quote. It really shows the importance of using up to date information, incorporating technology and media, improving literacy, and helping the student to have a deeper learning experience. I agree with this quote 100%, and I think it says it all, so there is not much for me to reflect on.
Monday, July 18, 2011
Journal Entry #8
I found what he was saying about the left side and the right side of the brain very interesting. David Pink was then able to intertwine those theories with out economy and life today. He talked about how we are going from a labor built economy where logical and sequential abilities were the very important to an economy where artistic, inventive, and creative abilities are the new focus. I can completely understand what he is trying to say here. If you think about education in general, we are asking our students to express their creativity, to invent or create through project based learning, and to express themselves through their work. As educators we are changing our style of teaching and what we teach to better prepare our students for the future! He continues throughout his speech making this point speaking about how "routine" work is on its way out of the economy. This makes sense as we are our broadening horizons and demanding more complex factors when it comes to services, products, and our economy in general.
I think David's perspective on our life and our economy if very interesting. He speaks of everything from factors and influences in our life to the cost of higher education. I like how we showed the differences and increases of technology used over the decades. He shows and speaks about how the amount of people increase in the use of technology. He speaks more from a business perspective explaining how one's reasoning behind buying the new advanced services and products.
I think that David's claim through his speeches is that as our scientist create new technologies and learn more about the human brain and so forth, the more our economy develops. He speaks about how we have changed in both our thinking and our way of life over the past decades. I think he does an excellent way of presenting these ideas.
I think David's perspective on our life and our economy if very interesting. He speaks of everything from factors and influences in our life to the cost of higher education. I like how we showed the differences and increases of technology used over the decades. He shows and speaks about how the amount of people increase in the use of technology. He speaks more from a business perspective explaining how one's reasoning behind buying the new advanced services and products.
I think that David's claim through his speeches is that as our scientist create new technologies and learn more about the human brain and so forth, the more our economy develops. He speaks about how we have changed in both our thinking and our way of life over the past decades. I think he does an excellent way of presenting these ideas.
Sunday, July 10, 2011
Friday, July 8, 2011
Journal Entry # 7
Quote 1:
Although I still believe that social networks has allowed our student to lose a crucial communication factor (face-to-face communication skills), I can understand how it is beneficial for the student. Part of growing up is discovering who you are and making a place for your self in this world. Places such as myspace or the creation of web pages have allowed individuals to do this. As educators we know that students go through many stages when expressing their-self, through the creation of these pages student are developing and identity and learning about their own values, whether they realize it or not. I believe that this development is a crucial life skill. Concerning academics they are using a variety of different types of literacies to explain or represent who they are from basic text to multimodal technologies.
Quote 2:
I guess I never thought of social networking in this way. This quote proves how social networking can be very beneficial to the student, and how it can help communication skills, academics and future success.
Quote 3:
Although I can understand the importance and benefits of social networking I cannot disagree with the items presented in this quote. That online communication last the non-verbal features which help us to understand another true feelings. Someone can easily hide behind the text on a computer screen, and this is my only negative thoughts to towards the subject. I feel that both types of communication are beneficial in their own way but that their must be a balance between then - thus one type of communication should not be used more than the other. As educators we should attempt to find a balance of communication in the classroom as well.
Although I still believe that social networks has allowed our student to lose a crucial communication factor (face-to-face communication skills), I can understand how it is beneficial for the student. Part of growing up is discovering who you are and making a place for your self in this world. Places such as myspace or the creation of web pages have allowed individuals to do this. As educators we know that students go through many stages when expressing their-self, through the creation of these pages student are developing and identity and learning about their own values, whether they realize it or not. I believe that this development is a crucial life skill. Concerning academics they are using a variety of different types of literacies to explain or represent who they are from basic text to multimodal technologies.
Quote 2:
I guess I never thought of social networking in this way. This quote proves how social networking can be very beneficial to the student, and how it can help communication skills, academics and future success.
Quote 3:
Although I can understand the importance and benefits of social networking I cannot disagree with the items presented in this quote. That online communication last the non-verbal features which help us to understand another true feelings. Someone can easily hide behind the text on a computer screen, and this is my only negative thoughts to towards the subject. I feel that both types of communication are beneficial in their own way but that their must be a balance between then - thus one type of communication should not be used more than the other. As educators we should attempt to find a balance of communication in the classroom as well.
Finding a Web Quest
Web Quest
As I will be teaching Business Education in the Fall I chose to research web quest that focused on business content. The Web Quest that I found is called Spring Break. This is a scenario in which students have a given amount of money and the must plan out their spring break vacation to anywhere in the world. Many links are provided to direct students in the correct directions for obtaining this information. I really liked this web quest because it teaches students about how to create a budget and use that budget wisely. Too many of our students do not understand the value of money because they just swipe a card. I believe this web quest could help students be able to manage their money better. This web quest focuses on Business (budgeting), Math (calculating numbers), and life skills (managing personal money).
Evaluation of Web Quest
Visual Appeal - The web quest is OK, but could use some more graphics and visual aids to grasp the students attention better.
Navigation and Flow - The navigation is easy to follow from the navigation bar located to the left hand side of the site. The process moves through an organized format in a number sequence. The flow is very easy to follow. As well there is not to much text to confuse the student.
Motivational Effectiveness of Introduction - This web quest is very based/created around the interests of students. Students are getting to plan their OWN spring break trip. They have room for choice and creativity in this web quest!
Cognitive Effectiveness of the Introduction - The introduction could provided more information about budgets, to provide more background information.
Connection to Standards - The standards are listed and the skills learned through the web quest are explained, however the standards are not directly connected to the process of the web quest.
Cognitive Level of the Task - The task is accomplishable and able to do with the provided resources. It is also engaging and interesting for the students.
Clarity of Process - All of the steps are clearly stated and provided with a link.
Scaffolding of Process - This is excellent each step builds on the first.
Richness of Process - No different roles are assigned.
Relevance and Quantity of Resources - There are not to many but enough resources to aid the students through the process.
Quality of Resources - Links are good for content and all links appear to work correctly.
Clarity of Evaluation Criteria - There is a rubric provided for the entire completion of the project and it is well explained.
Ideas for Modification of Web Quest
I would like to begin by changing the appearance of the Web Quest. I feel that the color scheme is to dark - we are talking about spring break this means that warm colors need to be used. By using the correct color scheme I will be able to get the students in the mood for spring break. I would also like to add additional images and graphics to make the visual appeal greater. If you have to much text on a page the students' minds will begin to wander. I really liked the links that the creator included, however I might add a few extra links and change the link name from "click here" to more descriptive names. I think it is also important for students to understand how these website are being found for future reference. As far as the final projects for the students I think I would use other forms of technology. I would like to use gloster for the student to create a visual aid about the place the are going to visit possibly to make their itinerary this way and then to create a PhotoStory- instead of the PowerPoint to show the place they will be visiting. I might even have the students pull the highlights of their trip and create a voki. I would like to then take the classes ideas together and do a class project of creating a magazine called spring break - in which the students place all of their trips as a collection, for this part I would use OpenZine.
As I will be teaching Business Education in the Fall I chose to research web quest that focused on business content. The Web Quest that I found is called Spring Break. This is a scenario in which students have a given amount of money and the must plan out their spring break vacation to anywhere in the world. Many links are provided to direct students in the correct directions for obtaining this information. I really liked this web quest because it teaches students about how to create a budget and use that budget wisely. Too many of our students do not understand the value of money because they just swipe a card. I believe this web quest could help students be able to manage their money better. This web quest focuses on Business (budgeting), Math (calculating numbers), and life skills (managing personal money).
Evaluation of Web Quest
Visual Appeal - The web quest is OK, but could use some more graphics and visual aids to grasp the students attention better.
Navigation and Flow - The navigation is easy to follow from the navigation bar located to the left hand side of the site. The process moves through an organized format in a number sequence. The flow is very easy to follow. As well there is not to much text to confuse the student.
Motivational Effectiveness of Introduction - This web quest is very based/created around the interests of students. Students are getting to plan their OWN spring break trip. They have room for choice and creativity in this web quest!
Cognitive Effectiveness of the Introduction - The introduction could provided more information about budgets, to provide more background information.
Connection to Standards - The standards are listed and the skills learned through the web quest are explained, however the standards are not directly connected to the process of the web quest.
Cognitive Level of the Task - The task is accomplishable and able to do with the provided resources. It is also engaging and interesting for the students.
Clarity of Process - All of the steps are clearly stated and provided with a link.
Scaffolding of Process - This is excellent each step builds on the first.
Richness of Process - No different roles are assigned.
Relevance and Quantity of Resources - There are not to many but enough resources to aid the students through the process.
Quality of Resources - Links are good for content and all links appear to work correctly.
Clarity of Evaluation Criteria - There is a rubric provided for the entire completion of the project and it is well explained.
Ideas for Modification of Web Quest
I would like to begin by changing the appearance of the Web Quest. I feel that the color scheme is to dark - we are talking about spring break this means that warm colors need to be used. By using the correct color scheme I will be able to get the students in the mood for spring break. I would also like to add additional images and graphics to make the visual appeal greater. If you have to much text on a page the students' minds will begin to wander. I really liked the links that the creator included, however I might add a few extra links and change the link name from "click here" to more descriptive names. I think it is also important for students to understand how these website are being found for future reference. As far as the final projects for the students I think I would use other forms of technology. I would like to use gloster for the student to create a visual aid about the place the are going to visit possibly to make their itinerary this way and then to create a PhotoStory- instead of the PowerPoint to show the place they will be visiting. I might even have the students pull the highlights of their trip and create a voki. I would like to then take the classes ideas together and do a class project of creating a magazine called spring break - in which the students place all of their trips as a collection, for this part I would use OpenZine.
Web Quest Activity - Step 1
I chose the role of The Technophile: You love this internet thang. To you, the best WebQuest is one that makes the best use of the technology of the Web. If a WebQuest has attractive colors, animated gifs, and lots of links to interesting sites, you love it. If it makes minimal use of the Web, you'd rather use a worksheet.
The two best web quests I found in this activity were: The Diary of John Wilkes Booth and Creative Encounters. I felt that both of these websites were successful in the creation of the webquest and the activities associated with the webquest. Both of these webquest seemed to provide a great learning environment in which the students were engaged. Each website was also successful in providing links to additional pages to explain concepts and material being used. I think these were great webquests. After getting the Acient Egypt Webquest to load - I also found it very similar to that of the ones listed above and felt that it provided a variety of links on the internet that were valuable to the conent being studied. I know I was only suppose to chose two but all three of these were sucessful for me.
The two worst webquests were: The Problem with Landfills and War Poetry. I do not feel that the Landfill webquest provided enough links to aid in the learning process. I felt the navigation through the War Poetry webquest was difficult and confusing to follow - it had multiple links but I did not like the way the navigation or flow through the webquest was set-up.
The two best web quests I found in this activity were: The Diary of John Wilkes Booth and Creative Encounters. I felt that both of these websites were successful in the creation of the webquest and the activities associated with the webquest. Both of these webquest seemed to provide a great learning environment in which the students were engaged. Each website was also successful in providing links to additional pages to explain concepts and material being used. I think these were great webquests. After getting the Acient Egypt Webquest to load - I also found it very similar to that of the ones listed above and felt that it provided a variety of links on the internet that were valuable to the conent being studied. I know I was only suppose to chose two but all three of these were sucessful for me.
The two worst webquests were: The Problem with Landfills and War Poetry. I do not feel that the Landfill webquest provided enough links to aid in the learning process. I felt the navigation through the War Poetry webquest was difficult and confusing to follow - it had multiple links but I did not like the way the navigation or flow through the webquest was set-up.
Friday, July 1, 2011
Friday, June 24, 2011
Journal Entry Post # 5
What is significant is that kids are able to create and sustain new private social worlds through the use of messaging and blogging, worlds that are separate from, yet overlapping with, institutions such as family and school. Emerging kids’ cultures encompass, and perhaps predict, new definitions of public and private space that sometimes transcend the boundaries that govern adult life – age and sex, institutional rules, national boundaries, and so forth.
As educators this has made our task slightly more difficult. To properly educate our student we must be able to understand the world with which they are living in. That is easy enough when we are talking about our current world, but when we examine the life of our students “additional worlds” – such as social networks and through other forms of technology it becomes difficult to truly understand what our students are being exposed to, as these worlds are basically “private”. On the contrary to making our lives more difficult this opens a new way of education our students. We can use these forms of technology that have grasped our students and apply them in education ways to gain the child interests and create a safe and exciting learning environment or a learning world.
Some software encourages innovative participation in extending design and experience, or teaches cognitive skills through software and media design activities.
I chose this quote as it pertains to my area of concentration. Through my classes as a Business Education Teacher – I have access to multitudes of technology and try to incorporate as much as possible in each lesson. I like to teach the students how to use the technology and test them through an application process in where the product the create serves as their test, or evaluation of skills learned. – Cognitive Skill
The mobile phone and the Internet are changing the scale and scope of kids’ worlds -- from small local face-to-face relations to potentially very large technology-mediated social networks that can cross many social boundaries, including age, class and race.
I find this quote to be very important as it obtains to social relationships, which play a crucial role in student’s development and personality. Students today tend to use technology as a shield. For instance kid’s will now bully each other through the internet, social networks, and text messaging, students will now discuss important matters with friends through these multitudes as well. The horrifying result of this interaction is the results during adult hood, when the kid (now an adult) is unable to handle face-to-face confrontation or interactions in the work place – usually these adults will tend to hide behind e-mail communications. While these new advances are great and I strongly encourage them, I believe there needs to be an equal balance between face-to-face communication and technological communication.
Monday, June 20, 2011
Wikipedia Activity - Global Warming Post #2
Under Construction
Step Six:
I really don't understand what this is saying. But I think that this is discussing how people can make edits to the information to the article; however the information may be rejected by administrators. But I thought the description was very confusing and I cannot relate on it more than that.
Step Seven: This was very confusing and intense discussion about the process of how the information in the article was obtained. I felt that the other authors were not satisfied with the citations and sources that "Uncle Ed" was using to obtain the information. From my understanding Uncle Ed was providing information from all sources even those scientist that questioned how much global warming is caused by Human Activities. The problem seems to be a disagreement of some of the information that was presented about Human Activities being the most significant factor in global warming, rather than the increase in anthropogenic greenhouse gas concentrations.
Step Eight:
It appears that Uncle Ed is a civilian such as myself that likes to read through wikipedia, and correct mistakes within the articles. He finds wikipedia a valuable source but not well-written. Uncle Ed also seems to be against women having equal rights. He seems to believe that man is the stronger and better gender. He seems to believe highly in politics and that they are the superior no matter the situation. He also seems to have strong feelings about scientist and believe that scientist are withholding information from the public? This theories are obtained by examining the articles and clips he took from various articles.
It appears that Setphan Shultz seems to have a well rounded background as well as a good educational background. He has obtained a variety of awards for his patience and determination during the use of wikipedia. He is the type of person that is able to stay calm and reasonable through a disagreement. He seems to be very interested and have positive thoughts about wikipedia however he agrees there are errors in the articles.
Step Nine: Prior to this activity I was aware that multiple people had access to edit and make comments about information on Wikipedia. This fact makes me nervous about obtaining information from the site because I worry about the information validity. But I was unaware about the specific people and the discussion area.
How do think Wikipedia could be integrated into classroom activities.
Wikipedia is a good source to obtain information as long as you are willing to do additional searches about that information. It is a great way to introduce ideas and new pathways for researching the information. I think this would be great for a classroom lesson about validity and deciding which sites to trust, other types of activities could be determine two things you like in an article and find additional information about those topics. That is just a few of the ideas, but even though the information should not be used alone it is a valuable starting place.
What you think about using Wikipedia instead of textbooks?
I am not sure that I would like to use Wikipedia instead of textbook, although the textbook process is not a valuable one. I might use a combination of the two and I am not against using Wikipedia but I would prefer to use a variety of valuable sources. One of the positives about Wikipedia is that it is more current and stays up to date, with out spending hundreds of dollars each year on textbooks. So yes it will be a valuable source for information.
Post an image that represents your views on Global Warming.
Step Six:
I really don't understand what this is saying. But I think that this is discussing how people can make edits to the information to the article; however the information may be rejected by administrators. But I thought the description was very confusing and I cannot relate on it more than that.
Step Seven: This was very confusing and intense discussion about the process of how the information in the article was obtained. I felt that the other authors were not satisfied with the citations and sources that "Uncle Ed" was using to obtain the information. From my understanding Uncle Ed was providing information from all sources even those scientist that questioned how much global warming is caused by Human Activities. The problem seems to be a disagreement of some of the information that was presented about Human Activities being the most significant factor in global warming, rather than the increase in anthropogenic greenhouse gas concentrations.
Step Eight:
It appears that Uncle Ed is a civilian such as myself that likes to read through wikipedia, and correct mistakes within the articles. He finds wikipedia a valuable source but not well-written. Uncle Ed also seems to be against women having equal rights. He seems to believe that man is the stronger and better gender. He seems to believe highly in politics and that they are the superior no matter the situation. He also seems to have strong feelings about scientist and believe that scientist are withholding information from the public? This theories are obtained by examining the articles and clips he took from various articles.
It appears that Setphan Shultz seems to have a well rounded background as well as a good educational background. He has obtained a variety of awards for his patience and determination during the use of wikipedia. He is the type of person that is able to stay calm and reasonable through a disagreement. He seems to be very interested and have positive thoughts about wikipedia however he agrees there are errors in the articles.
Step Nine: Prior to this activity I was aware that multiple people had access to edit and make comments about information on Wikipedia. This fact makes me nervous about obtaining information from the site because I worry about the information validity. But I was unaware about the specific people and the discussion area.
How do think Wikipedia could be integrated into classroom activities.
Wikipedia is a good source to obtain information as long as you are willing to do additional searches about that information. It is a great way to introduce ideas and new pathways for researching the information. I think this would be great for a classroom lesson about validity and deciding which sites to trust, other types of activities could be determine two things you like in an article and find additional information about those topics. That is just a few of the ideas, but even though the information should not be used alone it is a valuable starting place.
What you think about using Wikipedia instead of textbooks?
I am not sure that I would like to use Wikipedia instead of textbook, although the textbook process is not a valuable one. I might use a combination of the two and I am not against using Wikipedia but I would prefer to use a variety of valuable sources. One of the positives about Wikipedia is that it is more current and stays up to date, with out spending hundreds of dollars each year on textbooks. So yes it will be a valuable source for information.
Post an image that represents your views on Global Warming.
Sunday, June 19, 2011
Wikipedia Activity - Global Warming
Step One: Click Here to go to link
Step Two: Read
Step three: What stance on Global Warming does the article appear to take?
I think that this article is based on the assumption that Global Warming is caused primarily by human activities, however it does not seem to deny that natural causes are attributing to the problem. It focuses its attention on how severely human activities contribute to the problem based on scientific findings. This article also believes that the results can be devastating and effect life forms that are crucial to human existence.
Step Four:
Step Five:
Supporting the claim
Against the claim
Step Two: Read
Step three: What stance on Global Warming does the article appear to take?
I think that this article is based on the assumption that Global Warming is caused primarily by human activities, however it does not seem to deny that natural causes are attributing to the problem. It focuses its attention on how severely human activities contribute to the problem based on scientific findings. This article also believes that the results can be devastating and effect life forms that are crucial to human existence.
Step Four:
The popular media and the public often confuse global warming with the ozone hole, i.e., the destruction of stratospheric ozone by chlorofluorocarbons.[57][58] Although there are a few areas of linkage, the relationship between the two is not strong. Reduced stratospheric ozone has had a slight cooling influence on surface temperatures, while increased tropospheric ozone has had a somewhat larger warming effect.
Step Five:
Supporting the claim
Web Page Evaluation Checklist
Name of page: Ozone Hole & Global Warming FAQ – Union of Concerned Scientist
Address/URL: http://www.ucsusa.org/global_warming/science_and_impacts/science/ozone-hole-and-gw-faq.html
Date Accessed: June 19, 2011
How did you find the page? Linked from a goole search engine. Searched for Ozone hole and global warming
DOMAIN
What is the domain of the page? .org
Do you feel that the domain type helps add to or lessen the page’s credibility? I think it helps add to the page's credibility because it is a .org
AUTHOR/AUTHORITY
Is the author of the page identified?
Is the author of the page an individual? No
If no individual author is identified, is the corporation, institution, organization or group responsible for the web site clearly identified? Yes – Union of Concerned Scientist
If the author is a corporation/institution/organization or other group:
Does the organization have a reputation for credibility? N/A
Does the organization explain its purpose, mission, goals, or guiding principles? Yes on their «About Us Page»
Does the organization provide the names of its officers, editors, staff or other major participants? Yes under a staff list link
Does the organization provide contact information Yes
Does the organization appear to filter the information appearing under its name? Yes
Does the organization display any obvious signs of bias? Yes – Scientif Bias but that is a proven research
In conclusion, do you think that this organization is qualified to present the information found on its web page? Yes
INTENT
Is the purpose of the page clearly stated?
Yes – through a mission statement
What is or appears to be the purpose of the page?
For example, to:
Mostly Inform – to inform people of problems but also to persuade you to become a part of the organization. But it is a more informative website.
Does the page contain advertisements? Do the ads distract from the page’s content, affect the page’s reliability, or appear to be the main focus of the page? Might they be necessary to support the organization responsible for the page? No Advertisments
INTENDED AUDIENCE
Who appears to be the intended audience for this information/page?
Enthusatics, Scientist, Researchers, Citizens, High School and College Students
Does the level or complexity of information provided, the vocabulary used, and the overall tone of the information/page match your needs? Yes
CURRENTNESS
When was the information on the page created or last updated? July 19, 2009
Are the dates of articles, news stories, newsletters, reports and other publications given? Yes
Is the page properly maintained or does it have broken links, outdated events calendars or other signs of neglect? Maintained
RELIABILITY
Is the content peer-reviewed, authenticated by experts, or subject to some sort of editorial scrutiny?
It appears to be input from its staff members – scientist who are qualified.
Does the page display any awards given by reliable sources, or link to favorable site reviews by reliable sources? Yes as references
Considering your answers to the previous questions, other observations you’ve made, and your overall sense of the page, how reliable does this source seem?
The page appears to have valuable information and be credible.
CONCLUSIONS
Do you feel that this source is appropriate for your current assignment or information need? Yes
Would you recommend this source to a friend doing similar research?
What reservations, if any, do you have about the source? Yes
Against the claim
Web Page Evaluation Checklist
Name of page: Watts Up With That
Address/URL: http://wattsupwiththat.com/2011/04/21/ozone-hole-caused-a-great-deal-of-the-climate-change-thats-been-observed/
Date Accessed:
How did you find the page? Linked for a google site - searched "ozone hole is the cause of global warming"
DOMAIN
What is the domain of the page? .com
Do you feel that the domain type helps add to or lessen the page’s credibility? Yes I think a .com is less credible because it is easy for anyone to create a .com website
AUTHOR/AUTHORITY
Is the author of the page identified?
Is the author of the page an individual? Yes - Anthony Watts
If the author is an individual:
Is the author clearly affiliated with a corporation, institution, organization or group? N/A
If so, does this affiliation lend credibility to the author? N/A
Are the author’s educational, occupational or other credentials identified? Yes Clearly and Credible
Is the author a professional in the field or a layperson interested in the subject? Meteorologist and Business Owner Studying the Area being questioned
Does the author present any other evidence that supports his/her ability to accurately present the information that he/she is presenting? Yes Research published in a Science Magazine Columbia University’s School of Engineering and Applied Science
Does the author display any obvious bias (religious, political, commercial or other)? Not really
Is the author the original creator of the information presented? Yes
Does the author provide his/her contact information (usually an e-mail address)? No provides a form in which he will respond to you by email
In conclusion, do you feel that the author is qualified to present the information found on his/her web page? I think he had an understanding of what is happening, but no i do not feel that he is fully qualified.
INTENT
Is the purpose of the page clearly stated? No
What is or appears to be the purpose of the page?
For example, to:
Inform to talk about new ideas and ideas the author is passionate about or has educational background to comment on or talk about
Does the page contain advertisements? Yes
Do the ads distract from the page’s content, affect the page’s reliability, or appear to be the main focus of the page? Not really Might they be necessary to support the organization responsible for the page? No
INTENDED AUDIENCE
Who appears to be the intended audience for this information/page?
I think anybody researching the idea with questions. High School and older.
Does the level or complexity of information provided, the vocabulary used, and the overall tone of the information/page match your needs? N/A
CURRENTNESS
When was the information on the page created or last updated? April 12, 2011
Are the dates of articles, news stories, newsletters, reports and other publications given? Yes
Is the page properly maintained or does it have broken links, outdated events calendars or other signs of neglect? Maintained
RELIABILITY
Is the content peer-reviewed, authenticated by experts, or subject to some sort of editorial scrutiny?
No
Does the page display any awards given by reliable sources, or link to favorable site reviews by reliable sources? Not really quotes from institutions and journals
Considering your answers to the previous questions, other observations you’ve made, and your overall sense of the page, how reliable does this source seem? It seems like a good page to visit for an opinion and reflection on research. But I would not base all of my findings on this page I would want to continue researching other pages. The author has the ability to post what he wants without others review prior and he can be bias if he chooses.
CONCLUSIONS
Do you feel that this source is appropriate for your current assignment or information need? Not really
Would you recommend this source to a friend doing similar research?
What reservations, if any, do you have about the source? No
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