Quote: "By sequentially focusing seven increasingly strong lenses on the news media, beginning with a close-up look at a news photo, students learn to apply powerful cross-disciplinary skills of visual, news media, and information literacy to analyze current political issues."
Reaction: After reading about the seven power lens I can see how this would help students a lot in their studies and in everyday life. Being able to break down an article or picture can help determine what is really going on in the story. To see what they want they want you to see and to understand why they want you to see it. By understanding why they want you to what you see makes it to where you can understand their motive. Usually people call these things subliminal messages. They are used to get you to think a certain way without realizing it.
Citation: Abilock, D. (2003). A Seven-Power Lens on 21st-Century Literacy: Instilling Cross-Disciplinary Visual, News Media, and Information-Literacy Skills, 10(6), 30-35.
External Resource: http://www.medialit.org/reading-room/how-analyze-advertisement
Citation: Berger, A. A. (n.d.). How to Analyze an Advertisement | Center for Media Literacy.Center for Media Literacy. Retrieved September 29, 2011, from http://www.medialit.org/reading-room/how-analyze-advertisement
Thursday, September 29, 2011
Tuesday, September 27, 2011
Photo #2 Analysis
The questions that this picture raise are: When was this picture taken? What was he really being told or asked? Is he dressed so casual because he was caught off guard?
The picture that gives me that most confidence in the presidents leadership abilities is the first photo. It shows that he is taking care of business and is ready to correct this error as soon as possible. The second photo makes him seem weak and confused on what he should do.
Photo #1 Analysis
Some questions that this photo raise are: When was this picture taken? What are they walking towards? Where is the ship going?
Thursday, September 22, 2011
Double Journal Entry #5
Quote: "I was watching a 10th grader struggle at his computer to create a multimedia presentation for his language-arts project. He wasn't struggling with the technology-like any infoage kid, he could click around the screen with considerable ease. It was the aesthetics that seemed insurmountable. As I watched him clumsily cramming together scads of video clips, graphics, sounds, buttons, and a few words, it suddenly hit me like a ton of bits: He was trying to create art, and no one had shown him how. In the process of fumbling with the medium, he was losing his sense of what he wanted to communicate in the first place."
Response: This is kind of like my last journal entry because it describes exactly what I had experienced. There are a lot of kids who try too hard to make their presentation look good they forget what they were trying to communicate. This is at fault because I'm sure that the teacher would much rather have a detailed and clear message about the project rather than one with fancy text/slide intros with music. The whole reason for doing the presentation is to tell your fellow classmates about the subject that you picked. It is also important that you display to your teacher that you have mastered the subject that you picked and can explain it to others.
Citation: Ohler, J. (2000, October). Art Becomes the Next R.Educational Leadership Magazine, 58, p. 16-19.
Citation: AlmightyDevin. (2009, May 30). The Worst Powerpoint I've Ever Seen Made By A High School Student... - YouTube .YouTube - Broadcast Yourself.. Retrieved September 22, 2011, from http://www.youtube.com/watch?v=eukwtNNBIus
Response: This is kind of like my last journal entry because it describes exactly what I had experienced. There are a lot of kids who try too hard to make their presentation look good they forget what they were trying to communicate. This is at fault because I'm sure that the teacher would much rather have a detailed and clear message about the project rather than one with fancy text/slide intros with music. The whole reason for doing the presentation is to tell your fellow classmates about the subject that you picked. It is also important that you display to your teacher that you have mastered the subject that you picked and can explain it to others.
Citation: Ohler, J. (2000, October). Art Becomes the Next R.Educational Leadership Magazine, 58, p. 16-19.
Extra Resource:
Digital Story Project
My digital story was based on a this quote by Thomas Carruthers, "A teacher is one who makes himself progressively unnecessary." I did not use the quote in my digital story but with the images and the words I still had the same message. I also used calm but sort of upbeat music in the background, this was just the intro to Simple Man by Lynyrd Skynyrd.
The digital story covers, Design and Develop Digital-Age Learning Experiences and Assessments, because I designed a story to tell the quote by Thomas Carruthers that is above.
They can promote learning because they capture attention and explain things that can sometimes not be explained in lecture or reading. The only downside is if the lights are off while you show the video because that makes students prone to falling asleep.
A lesson plan that could work is that each student could make a digital story about an element on the periodic table. This could contain certain hazards of the element, how it was discovered, who discovered it, its properties, and more.
The digital story covers, Design and Develop Digital-Age Learning Experiences and Assessments, because I designed a story to tell the quote by Thomas Carruthers that is above.
They can promote learning because they capture attention and explain things that can sometimes not be explained in lecture or reading. The only downside is if the lights are off while you show the video because that makes students prone to falling asleep.
A lesson plan that could work is that each student could make a digital story about an element on the periodic table. This could contain certain hazards of the element, how it was discovered, who discovered it, its properties, and more.
Tuesday, September 20, 2011
Thursday, September 15, 2011
Double Journal Entry #4
Quote: "The problem for many students is their focus on the power of the technology rather than the power of their stories. Some students are engaging the medium at the expense of the message, producing a technical event rather than telling a story."
Response: This is really very true, I remember back in elementary school when we had to make powerpoints. We all got so caught up in the spinning of the letters, the way the slides came in, the colors, music, and flashing lights that you could not really tell what the presentation was about because there was so much going on. It may be possible to make a very professional and dramatic story come to life with the power of a powerpoint but most children don't see its potential. The article mentioned a little girl making this elaborate and dramatic story about their life with this sort of technology but it honestly takes a very mature and serious person to make such a presentation. Lets face it, most the children in the 6th grade are more concerned about playing around than their school presentation and will most likely throw it together last minute.
Citation: Ohler, J. (2006). The World of Digital Storytelling. Educational Leadership, 63(4), 44-47.
External resource:http://www.ehow.com/how_8669389_teach-powerpoint-children.html
Citation: Hooser, T. V. (n.d.). How to Teach PowerPoint to Children | eHow.com. eHow | How to Videos, Articles & More - Trusted Advice for the Curious Life | eHow.com. Retrieved September 13, 2011, from http://www.ehow.com/how_8669389_teach-powerpoint-children.html
Response: This is really very true, I remember back in elementary school when we had to make powerpoints. We all got so caught up in the spinning of the letters, the way the slides came in, the colors, music, and flashing lights that you could not really tell what the presentation was about because there was so much going on. It may be possible to make a very professional and dramatic story come to life with the power of a powerpoint but most children don't see its potential. The article mentioned a little girl making this elaborate and dramatic story about their life with this sort of technology but it honestly takes a very mature and serious person to make such a presentation. Lets face it, most the children in the 6th grade are more concerned about playing around than their school presentation and will most likely throw it together last minute.
Citation: Ohler, J. (2006). The World of Digital Storytelling. Educational Leadership, 63(4), 44-47.
External resource:http://www.ehow.com/how_8669389_teach-powerpoint-children.html
Citation: Hooser, T. V. (n.d.). How to Teach PowerPoint to Children | eHow.com. eHow | How to Videos, Articles & More - Trusted Advice for the Curious Life | eHow.com. Retrieved September 13, 2011, from http://www.ehow.com/how_8669389_teach-powerpoint-children.html
Tuesday, September 13, 2011
Thursday, September 8, 2011
My Learning Style
After taking the VARK questionnaire I have discovered that I am multimodal. I had a 10 in Aural and a 9 in both Kinesthetic and Visual. This is what I thought it would be. I notice that I am able to remember things better when some one does a demonstration of what is suppose to be done. These demonstrations have Aural, Kinesthetic, and Visual parts to them which makes sense since they are my three top areas.
Tuesday, September 6, 2011
Double Journal Entry #3
Quote: "She predicts that the number of 'textisms' will stop growing as people continue to develop more proficiency in using handheld devices and as the devices continue to grow more sophisticated than simple telephone touch pads. She adds that part of the appeal of texting shorthands is their novelty, and that that will fade."
Response: For the most part I think that a lot of people use the texting abbreviations just for quickness. If in the future it is just as easy to type it out instead of abbreviating it, they will probably begin to type out the full word. The shorthands also make one seem more ignorant in my opinion and of course no one wants to be found as such. I'm sure people will grow tired of the texting lingo just like most things in this world it too will fade. This as already become apparent in the fact that most young adults have grown out of using the "textisms" and now type out the full word.
Citation: SHEA, A. (n.d.). On Language - The Keypad Solution - NYTimes.com. NY Times Advertisement. Retrieved September 6, 2011, from http://www.nytimes.com/2010/01/24/magazine/24FOB-onlanguage-t.html
External Resource: http://www.flickr.com/photos/jhongosh/3680003795/sizes/z/in/photostream/
Using Wordle/Poll Everywhere in the Classroom
We used Poll Everywhere to ask people in the class something we wanted to know about them. The words that were used in the responses to the poll were used in Wordle to display our responses. We then posted it on our blog for everyone to see. In the class I could use Poll Everywhere to have students give me the second half of a reaction problem or I could have them make a Wordle for the periodic table of elements. In the article about Poll Everywhere it showed how it could be used for open ended questions and to make an on going poll that makes a bar graph to display which options are getting the most votes. These could be used to engage students in real-world issues such as a current event question which could be made as a free response or an on going poll.
Thursday, September 1, 2011
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