Today we created a digital story in class. What fun it was! The class was buzzing with excitement as we experimented with the features of Microsoft Photostory 3. If we exhibited so much enthusiasm, imagine the thrill and pleasure our students will feel when we begin to use digital stories in the classroom. Adding pictures, effects, transitions, audio and music are all very ‘cool’ features.
According to Ohler (2006) digital storytelling can be used to ‘enhance students’ skills in critical thinking, expository writing and media literacy.’ However, one thing we have to guard against is the fact that many students might focus on ‘the power of the technology rather than the power of their stories’ (Ohler, 2006). (Rather like we did in this our initial exposure to digital storytelling). The most important thing is actually the story the students are telling. They need to be taught that they must create a story map followed by a story board or at least be able to tell the story orally or in written form before attempting to turn it into a digital story.
Having said that, I think digital storytelling will be a very inspirational and motivational tool for getting students to write and create stories. Definitely, I will be using it in my classroom.
Wednesday, July 28, 2010
Tuesday, July 20, 2010
Website Evaluation
Today in class we discussed how we would go about evaluating websites. It’s frightening to think that there are so many millions of sites on the internet which children can easily access if we as parents and educators are not vigilant. Sites showing pornography and violence are prevalent; internet predators are a threat – one of my friends had an internet stalker who followed her activities on every site she went to (she eventually had to change her email address, passwords etc).
At school we definitely need to set out rules and guidelines for internet usage. We can also plan our instruction in such a way that we direct their activities specifically. I especially like the idea of using ‘social bookmarking’ and ‘webquests’.
One crucial aspect of students using the internet however, is that of they being able to evaluate websites themselves. We must teach them to be able to detect bias; figure out if information presented is accurate and correct; determine the purpose and authority. I had previously done a course on information technology where I had to design a website evaluation checklist. I would like to share this checklist with you. Let me know what you think about it.
Student Website Evaluation Checklist
Name of Page: ……………………………………………………...
URL of Page: ……………………………………………………….
Date & Time Page Was Accessed: …………………………………
PURPOSE
The main purpose of this site is to:
Inform or explain
Parody
Persuade/ promote/ sell
The source of information in this site is:
Personal
Commercial
Government
Organization
AUTHORITY
YES NO The author is listed on the page or a connecting page.
YES NO The author's credentials are stated.
YES NO The author appears to be knowledgeable and has good credentials.
YES NO The author cites his own sources.
YES NO The sponsor (if any) of the site is listed.
YES NO There is a reputable organization affiliated with the site or author. (Look
for .edu .gov .org .net in the domain).
ACCURACY
YES NO The information is error free and reliable.
YES NO There is an editor or someone who verifies the information.
YES NO The author provides an email or contact address or phone number.
YES NO The purpose of the information is stated.
CONTENT
YES NO The site covers the topic comprehensively.
YES NO The information is easy to read and understand.
YES NO The page clearly identifies the sources of information.
YES NO The information provided can be verified.
YES NO The information is in a useful form (eg. words, pictures, charts, sounds).
YES NO The page is an advertisement or promotional material to persuade readers.
YES NO The links are relevant and appropriate for the site.
YES NO Books or the encyclopedia could provide better information.
BIAS
YES NO The information is objective and factual.
YES NO Different views and perspectives are presented.
YES NO Information seems to be purposely omitted.
YES NO The author seems to be trying to change our opinion.
YES NO The site is sponsored.
YES NO There is advertising on the page.
YES NO The advertising might influence the way content is read.
NAVIGATION/DESIGN
YES NO The information is well organized (has a table of contents, index or menu)
YES NO Navigation buttons are consistent throughout the site (eg. all to the left).
YES NO A sufficient number of links are provided.
YES NO The links are clearly and accurately described.
YES NO The graphics and art are useful and not merely decorative.
YES NO The user can get information with just a few clicks on the links.
CURRENCY
YES NO The date the information was written/published/revised is stated.
YES NO The page is current and updated regularly (as stated on the page).
YES NO The links work and do not lead to dead ends.
YES NO The information on the page seems to be outdated.
COVERAGE
The method of viewing information is:
Free
By paying a fee
Special software needed (eg Adobe Acrobat reader or Java)
B Special browser requirements are necessary for better viewing
CONCLUSIONS: I would / would not recommend using this web page because ………………. .….………………………………………………………………………………………………..........................................................................................................................................................................................................................................................
………………………………………………………………………………………………………
………………………………………………………………………………………………………
……………………………………………………
Student’s Signature
At school we definitely need to set out rules and guidelines for internet usage. We can also plan our instruction in such a way that we direct their activities specifically. I especially like the idea of using ‘social bookmarking’ and ‘webquests’.
One crucial aspect of students using the internet however, is that of they being able to evaluate websites themselves. We must teach them to be able to detect bias; figure out if information presented is accurate and correct; determine the purpose and authority. I had previously done a course on information technology where I had to design a website evaluation checklist. I would like to share this checklist with you. Let me know what you think about it.
Student Website Evaluation Checklist
Name of Page: ……………………………………………………...
URL of Page: ……………………………………………………….
Date & Time Page Was Accessed: …………………………………
PURPOSE
The main purpose of this site is to:
Inform or explain
Parody
Persuade/ promote/ sell
The source of information in this site is:
Personal
Commercial
Government
Organization
AUTHORITY
YES NO The author is listed on the page or a connecting page.
YES NO The author's credentials are stated.
YES NO The author appears to be knowledgeable and has good credentials.
YES NO The author cites his own sources.
YES NO The sponsor (if any) of the site is listed.
YES NO There is a reputable organization affiliated with the site or author. (Look
for .edu .gov .org .net in the domain).
ACCURACY
YES NO The information is error free and reliable.
YES NO There is an editor or someone who verifies the information.
YES NO The author provides an email or contact address or phone number.
YES NO The purpose of the information is stated.
CONTENT
YES NO The site covers the topic comprehensively.
YES NO The information is easy to read and understand.
YES NO The page clearly identifies the sources of information.
YES NO The information provided can be verified.
YES NO The information is in a useful form (eg. words, pictures, charts, sounds).
YES NO The page is an advertisement or promotional material to persuade readers.
YES NO The links are relevant and appropriate for the site.
YES NO Books or the encyclopedia could provide better information.
BIAS
YES NO The information is objective and factual.
YES NO Different views and perspectives are presented.
YES NO Information seems to be purposely omitted.
YES NO The author seems to be trying to change our opinion.
YES NO The site is sponsored.
YES NO There is advertising on the page.
YES NO The advertising might influence the way content is read.
NAVIGATION/DESIGN
YES NO The information is well organized (has a table of contents, index or menu)
YES NO Navigation buttons are consistent throughout the site (eg. all to the left).
YES NO A sufficient number of links are provided.
YES NO The links are clearly and accurately described.
YES NO The graphics and art are useful and not merely decorative.
YES NO The user can get information with just a few clicks on the links.
CURRENCY
YES NO The date the information was written/published/revised is stated.
YES NO The page is current and updated regularly (as stated on the page).
YES NO The links work and do not lead to dead ends.
YES NO The information on the page seems to be outdated.
COVERAGE
The method of viewing information is:
Free
By paying a fee
Special software needed (eg Adobe Acrobat reader or Java)
B Special browser requirements are necessary for better viewing
CONCLUSIONS: I would / would not recommend using this web page because ………………. .….………………………………………………………………………………………………..........................................................................................................................................................................................................................................................
………………………………………………………………………………………………………
………………………………………………………………………………………………………
……………………………………………………
Student’s Signature
Wednesday, July 14, 2010
Why I Want to Become a Reading Specialist
As a teacher I have always been concerned with the fact that many children pass through the school system and leave unable to read. I have wondered why this is so: is there something wrong with them mentally, have their parents not been stressing the importance of education or have we as teachers been unable to teach them to read? From my own experience, I have discounted mental problems in the majority of cases and I think parents' attitude contributes towards literacy/illiteracy. However, although many teachers do make the attempt, there are also many who are unable to cater to the decoding, fluency, comprehension etc. needs of the struggling readers in their classes.
This is where we, as reading specialists can attempt to make a difference. Hopefully, by the time this course is completed, we would have gained knowledge and strategies to motivate and assist struggling readers, as well as teachers.
I also firmly believe that reading specialists need to be placed firstly in the primary schools. As Lyon (2003) declares “failure to develop basic reading skills by the age nine predicts a lifetime of illiteracy.” If we wait until students enter the secondary school to make a reading intervention, it may well be too late. They will have already experienced reading failure and be demotivated to learn. Lubliner (2004) concurs when she asserts that “when children enter the upper grades unable to read proficiently, their academic performance rapidly spirals downward.”
This is where we, as reading specialists can attempt to make a difference. Hopefully, by the time this course is completed, we would have gained knowledge and strategies to motivate and assist struggling readers, as well as teachers.
I also firmly believe that reading specialists need to be placed firstly in the primary schools. As Lyon (2003) declares “failure to develop basic reading skills by the age nine predicts a lifetime of illiteracy.” If we wait until students enter the secondary school to make a reading intervention, it may well be too late. They will have already experienced reading failure and be demotivated to learn. Lubliner (2004) concurs when she asserts that “when children enter the upper grades unable to read proficiently, their academic performance rapidly spirals downward.”
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