Chapter 1
Chapter 1 discussed the Read/Write Web, referring to it as a more collaborative way of using the Internet. “Blogs are the first widely adopted easy publishing tool of the Read/Write Web, which people use to create personal journals of their lives, build resource sites with colleagues, or filter the news of the day for audiences large and small with no need to know how to code pages or transfer files (Richardson, pg 2).” I think the use of blogs can be useful but can also be dangerous, so I think it is important to learn about keeping our students safe on the Internet, as shown toward the end of Chapter 1. It’s extremely important to keep our students safe on the Internet, and the only way as teachers we will know how to keep them safe is to search unsafe websites for ourselves; we will need to find appropriate website for the students to be on to do research as well as what to do when inappropriate sites are found, if they aren’t already blocked by the school system. I liked the idea of sending a letter home to parents explaining plans for using the Internet in class and asking the parents’ permission for students to participate in certain projects where their works will get published, as shown on pg 13. On page 14, I liked the quote that says, “With blogs, the ability for people to leave comments can be a very powerful and positive learning tool.” When I was doing my undergraduate work at Cortland, I took an online politics course and a lot of our work was done on the discussion boards. It allowed us to post our work and then leave comments, letting us learn from others as well as the professor. I think that discussion boards can be very useful in classrooms as it allows the students to see other peoples’ opinions and ideas.
Chapter 1 discussed the Read/Write Web, referring to it as a more collaborative way of using the Internet. “Blogs are the first widely adopted easy publishing tool of the Read/Write Web, which people use to create personal journals of their lives, build resource sites with colleagues, or filter the news of the day for audiences large and small with no need to know how to code pages or transfer files (Richardson, pg 2).” I think the use of blogs can be useful but can also be dangerous, so I think it is important to learn about keeping our students safe on the Internet, as shown toward the end of Chapter 1. It’s extremely important to keep our students safe on the Internet, and the only way as teachers we will know how to keep them safe is to search unsafe websites for ourselves; we will need to find appropriate website for the students to be on to do research as well as what to do when inappropriate sites are found, if they aren’t already blocked by the school system. I liked the idea of sending a letter home to parents explaining plans for using the Internet in class and asking the parents’ permission for students to participate in certain projects where their works will get published, as shown on pg 13. On page 14, I liked the quote that says, “With blogs, the ability for people to leave comments can be a very powerful and positive learning tool.” When I was doing my undergraduate work at Cortland, I took an online politics course and a lot of our work was done on the discussion boards. It allowed us to post our work and then leave comments, letting us learn from others as well as the professor. I think that discussion boards can be very useful in classrooms as it allows the students to see other peoples’ opinions and ideas.
Chapter 10
I think one very important fact in Chapter 10 was brought up on page 148: “But today, anyone with an Internet connection can now publish without any prior review. Although this is good in terms of creating a wider body of knowledge to draw from, it obviously requires that we teach our students to become more active consumers of that information rather than passively accepting it as legitimate. Editing, then, means being a critical reader and viewer, not simply accepting what is presented.” I think this is relevant with such websites as Wikipedia. Although it gives information about a certain subject, teachers need to reiterate to students that it is edited constantly by people, and that the information presented may not always be accurate. I definitely think that the Internet is taking on a different way we think about the content taught in classrooms. During my student teaching experience, I used the smartboard to not only project presentations to show during class, but could also show websites from the Internet (usually CNN or other news websites) to show relevant information pertaining to the information I presented. I thought Big Shift 5: Know “Where” Learning was an important topic; during the online course I was talking about above, it wasn’t so much the answer to the question presented by where the information was found. I’ve heard of texting a questions to CHACHA, but not GOOGL; it shows that we’re constantly learning more information about the Internet and ways to use it, even at your fingertips.
I think one very important fact in Chapter 10 was brought up on page 148: “But today, anyone with an Internet connection can now publish without any prior review. Although this is good in terms of creating a wider body of knowledge to draw from, it obviously requires that we teach our students to become more active consumers of that information rather than passively accepting it as legitimate. Editing, then, means being a critical reader and viewer, not simply accepting what is presented.” I think this is relevant with such websites as Wikipedia. Although it gives information about a certain subject, teachers need to reiterate to students that it is edited constantly by people, and that the information presented may not always be accurate. I definitely think that the Internet is taking on a different way we think about the content taught in classrooms. During my student teaching experience, I used the smartboard to not only project presentations to show during class, but could also show websites from the Internet (usually CNN or other news websites) to show relevant information pertaining to the information I presented. I thought Big Shift 5: Know “Where” Learning was an important topic; during the online course I was talking about above, it wasn’t so much the answer to the question presented by where the information was found. I’ve heard of texting a questions to CHACHA, but not GOOGL; it shows that we’re constantly learning more information about the Internet and ways to use it, even at your fingertips.
Article: What is New About the New Literacies of Online Reading Comprehension
On page 40, I agree with the statement “the Internet has rapidly appeared in the workplace; it permits access to the information required to increase productivity.” My mom works in an accounts payable department at her workplace and is constantly on her computer and the Internet while talking with venders and customers to ensure the job has been done right and to research payment histories with the company. There is another statement on page 40 I found to be true, that Internet usage is especially frequent among adolescents. This may be a positive attribute to the classroom, as their knowledge can guide the teacher and others on using the Internet and the computer to do different things in the classroom. However on page 41, it says that “increasing Internet access does not necessarily mean that students are being taught the skills necessary to locate, read, and think critically about online information.” I think this goes along with what was said in chapter 1 of the Richardson book; students find information online but that doesn’t necessarily mean that it’s true. I think the informational literacies do require new skills, strategies, and dispositions for their effective use, as stated on page 42. In order to use them in the classroom, we as teachers need to know how to look for information that is true about a certain topic. I think it’s also important that as teachers, we need to recognize that the Internet isn’t always the most useful way to teach a topic; it can be used as a supplement, as I have done such as in my student teaching experience. When I was teaching a unit on geology, I wrapped up the unit by doing several things, and one of the activities was having the students do a project on a recent geological disaster (earthquake, tsunami, volcanic eruption, etc). After explaining the project to the students and going over the requirements, I used the Internet to show the students an example of a recent geological disaster using cnn.com. The videos and articles on the website helped me get my point across to the students, and I was glad I was able to utilize the Internet in a way like that.
On page 40, I agree with the statement “the Internet has rapidly appeared in the workplace; it permits access to the information required to increase productivity.” My mom works in an accounts payable department at her workplace and is constantly on her computer and the Internet while talking with venders and customers to ensure the job has been done right and to research payment histories with the company. There is another statement on page 40 I found to be true, that Internet usage is especially frequent among adolescents. This may be a positive attribute to the classroom, as their knowledge can guide the teacher and others on using the Internet and the computer to do different things in the classroom. However on page 41, it says that “increasing Internet access does not necessarily mean that students are being taught the skills necessary to locate, read, and think critically about online information.” I think this goes along with what was said in chapter 1 of the Richardson book; students find information online but that doesn’t necessarily mean that it’s true. I think the informational literacies do require new skills, strategies, and dispositions for their effective use, as stated on page 42. In order to use them in the classroom, we as teachers need to know how to look for information that is true about a certain topic. I think it’s also important that as teachers, we need to recognize that the Internet isn’t always the most useful way to teach a topic; it can be used as a supplement, as I have done such as in my student teaching experience. When I was teaching a unit on geology, I wrapped up the unit by doing several things, and one of the activities was having the students do a project on a recent geological disaster (earthquake, tsunami, volcanic eruption, etc). After explaining the project to the students and going over the requirements, I used the Internet to show the students an example of a recent geological disaster using cnn.com. The videos and articles on the website helped me get my point across to the students, and I was glad I was able to utilize the Internet in a way like that.
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