Wednesday, July 1, 2009
Tuesday, June 30, 2009
Sunday, June 28, 2009
Employing the Information
There are three things I appreciated about this chapter.
#1. I like that fact that Warlick addressed some literacies that are not yet "basic" (data scraping, mashups, etc.) but are still in need of consideration. Though it seems nearly impossible at times, sometimes a view of the "Big Picture" of technology is useful -- even if it's not all comprehendible.
#2. His discussion on music was interesting, and I thought his point about activating all senses was important. How does Muzak play into all of this? : )
#3. I really liked his "Action Items" at the end of the chapter. Not only did I find some useful tips for media specialists, but I also found what he had to offer other educational participants helpful as well.
#1. I like that fact that Warlick addressed some literacies that are not yet "basic" (data scraping, mashups, etc.) but are still in need of consideration. Though it seems nearly impossible at times, sometimes a view of the "Big Picture" of technology is useful -- even if it's not all comprehendible.
#2. His discussion on music was interesting, and I thought his point about activating all senses was important. How does Muzak play into all of this? : )
#3. I really liked his "Action Items" at the end of the chapter. Not only did I find some useful tips for media specialists, but I also found what he had to offer other educational participants helpful as well.
A Day in the Life of School 2.0 -- 2015
I thought Warlick's statement that we need to add "futurist" to our job descriptions was intriguing. Not something I would have thought of (can one major in futurism?!), but I think his point that we are preparing students for a future that we know almost nothing about is significant. It really is mindblowing to think about how much the world has changed in just the last 5 years, not to mention the last 20, 30, 40. A little daunting (but exciting!) to say the least.
I also thought the point he made about computer access (who would ever think of asking students to share a textbook? Though, that unfortunately happens, too) and the fact that the tools we use to communicate with students "...should not have to be checked-out from the media center" were both strong statements about the value that school districts need to start placing on technology. Finally, I liked his concept about creating some kind of universal profile so that people can network across sites like MySpace, Facebook, and beyond. How cool.
I also thought the point he made about computer access (who would ever think of asking students to share a textbook? Though, that unfortunately happens, too) and the fact that the tools we use to communicate with students "...should not have to be checked-out from the media center" were both strong statements about the value that school districts need to start placing on technology. Finally, I liked his concept about creating some kind of universal profile so that people can network across sites like MySpace, Facebook, and beyond. How cool.
Remember the Time?
Reportedly, more people first heard about Michael Jackson's death online than from any other news source. This should come as no surprise, though I was glad I happened to hear it from Brian Williams first. There is something very cold about reading about someone's death in a brief headline link, which I've been doing a bit too much of lately. Somehow, that personal voice does make a difference.
Fun With Flickr: Creating, Publishing, and Using Images Online
I am very much looking forward to finding ways to use Flickr as a teaching/learning tool. Ideas like the Jane Goodall project and connecting photos to actual places via Google Earth are amazing. I had no idea the potential held in Flickr!
I tried to link to "The Great Flickr Tools Collection" via the link offered by Richardson and had no luck. However, I think I did find the site he was referring to and can't wait to start trying out some of these unique tools!
I would be interested to know, how many people in class regularly use Flickr? Snapfish? Some other photo service? How many of you have done something with these tools in class? It would be nice to compare notes.
I tried to link to "The Great Flickr Tools Collection" via the link offered by Richardson and had no luck. However, I think I did find the site he was referring to and can't wait to start trying out some of these unique tools!
I would be interested to know, how many people in class regularly use Flickr? Snapfish? Some other photo service? How many of you have done something with these tools in class? It would be nice to compare notes.
The Social Web: Learning Together
One of these days I'm just going to have to suck it up and join Facebook. Too many of my friends are after me to get an account, and I'll admit, I do feel a little out of the loop without one. Just a little.
The other day a friend of mine said to me, "The only people I know who don't have Facebook accounts are teachers!" Of course, this could be a sad comment on how out-of-touch teachers are when it comes to social networking technology, but that's not what she was driving at. Another teacher friend of hers had commented, "Why would I want a fake social life when I don't even have time for a real social life?" Though I initially hesitated to join Facebook for privacy/security issues, my real excuse now is time, or, the lack thereof.
That being said, the ability for social networking sites like Diigo and del.icio.us to save time is incredible. Though a newbie to both, I am looking forward to finding ways to use them with colleagues and students. I love the idea of being able to help students (and staff) organize their work throughout the year, and I think the idea of having students collect information using something like Diigo helps create a real atmosphere of academia that perhaps is difficult to simulate in other ways (like a high school locker, for example).
Something I definitely need more help in comprehending is tagging. I get the basic concept, but I think I need more concrete examples and practice.
I appreciated Richardson's discussion of Twitter. I think the situation in Iran has really brought to light its importance (and sort of turned the Big Brother fear on its head; though, unfortunately, the technology is still being used against the people after the fact). Does Twitter have a "serious news" versus "fluff" option? I know that would be hard to control, but social networking sites do have a history of working to control the environment to a high level, a la Wikipedia. It seems to be where that technology needs to go.
The other day a friend of mine said to me, "The only people I know who don't have Facebook accounts are teachers!" Of course, this could be a sad comment on how out-of-touch teachers are when it comes to social networking technology, but that's not what she was driving at. Another teacher friend of hers had commented, "Why would I want a fake social life when I don't even have time for a real social life?" Though I initially hesitated to join Facebook for privacy/security issues, my real excuse now is time, or, the lack thereof.
That being said, the ability for social networking sites like Diigo and del.icio.us to save time is incredible. Though a newbie to both, I am looking forward to finding ways to use them with colleagues and students. I love the idea of being able to help students (and staff) organize their work throughout the year, and I think the idea of having students collect information using something like Diigo helps create a real atmosphere of academia that perhaps is difficult to simulate in other ways (like a high school locker, for example).
Something I definitely need more help in comprehending is tagging. I get the basic concept, but I think I need more concrete examples and practice.
I appreciated Richardson's discussion of Twitter. I think the situation in Iran has really brought to light its importance (and sort of turned the Big Brother fear on its head; though, unfortunately, the technology is still being used against the people after the fact). Does Twitter have a "serious news" versus "fluff" option? I know that would be hard to control, but social networking sites do have a history of working to control the environment to a high level, a la Wikipedia. It seems to be where that technology needs to go.
RSS: The New Killer App for Educators
I am very excited about my Google Reader, and though I doubt I'll be able to realize even a modicum of its potential for awhile, I am already thankful for the blog feeds I'm getting for this class. How much easier to follow my three blogs than by having to link to them each time (which, admittedly, is how I started -- I have so many new habits to develop -- and really isn't all that difficult in itself)!
I think this is an amazing tool to get into the hands of students (and teachers). Which begs the question: when? As I look to start a new library position, I can see this as something that every student should start the year with (or maybe we should start small with just the 9th graders and build from there?). But, how does one go about this effectively? Any thoughts?
Richardson makes a point of having Google Reader (or whichever aggregate) become a part of one's daily routine. For me, this is going to be essential. Right now, I have four things I do every time I go online. I check my nephew's blog, I check the Lakers website, and I check both of my email accounts (I am so happy I'm only working with two right now...once school starts, I'm back to three again -- ugh!). So, my first goal is to get my nephew and the Lakers "aggregated"; then I will build professionally (and probably personally) from there. Are there any email aggregates out there?
I think this is an amazing tool to get into the hands of students (and teachers). Which begs the question: when? As I look to start a new library position, I can see this as something that every student should start the year with (or maybe we should start small with just the 9th graders and build from there?). But, how does one go about this effectively? Any thoughts?
Richardson makes a point of having Google Reader (or whichever aggregate) become a part of one's daily routine. For me, this is going to be essential. Right now, I have four things I do every time I go online. I check my nephew's blog, I check the Lakers website, and I check both of my email accounts (I am so happy I'm only working with two right now...once school starts, I'm back to three again -- ugh!). So, my first goal is to get my nephew and the Lakers "aggregated"; then I will build professionally (and probably personally) from there. Are there any email aggregates out there?
Weblogs: Get Started!
So, the second paragraph of this chapter tells us that the best way to understand the potential of blogging is to start doing it. Indeed! As mentioned before, I am a somewhat reluctant blogger, but as I engage more and more in the process, I am definitely thinking about new ways to use this in the classroom and in the library. But, I will say, there is a difference between teachers who teach writing, writing, and teachers who teach reading, reading (isn't that all teachers!)...blogging is public and the other two need not be. That, of course, is the radical shift that I am still wrapping my mind around.
And, because of that, I think that is the radical shift that other teachers, administrators, and parents will need to wrap their minds around. Especially as there are still parents who will not even grant their students school Internet access. Clearly, this needs to be a well-planned and articulated process to get all parties enthusiastically on board.
Also, I am very excited about the "Blogger for Word" tool and have already downloaded it (though I have not had much of a chance to play with it yet). If anyone has any experience with it, I'd love to hear from you.
And, because of that, I think that is the radical shift that other teachers, administrators, and parents will need to wrap their minds around. Especially as there are still parents who will not even grant their students school Internet access. Clearly, this needs to be a well-planned and articulated process to get all parties enthusiastically on board.
Also, I am very excited about the "Blogger for Word" tool and have already downloaded it (though I have not had much of a chance to play with it yet). If anyone has any experience with it, I'd love to hear from you.
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