E-422: Blog 6

Designing Effective Global Collaborative Projects

            This was a very informative article of how to use internet and computer technologies in a globally collaborative way. “The opportunity to collaborate with others around the globe is highly motivating for both teachers and students, promotes diversity and cultural awareness, and allows students to write for and share their ideas with a distant peer audience for a very specific purpose.” After a brief introduction, the bulk of the article defined the suggested guidelines for collaborative projects, which includes: topic, goals, information and communication technology (ICT), collaboration, exchange, designated participants, students’ roles, teacher’s role, activities, assessment, technological requirements, and resources.

            At first I was interested in this article based on its title and topic—I thought it would be interesting to read about global projects. I quickly discovered though that the article was written more like a how-to list and contained no examples, real life or proposed, and did not recommend any websites. Ultimately, it was a dry article to read, though it did provide a good list of how to create guidelines in a project.

            Because this article was so information dense, it provided examples of several ISTE NETS for both students and teachers. For students it exemplified NETS-S 2.Communication and Collaboration, 3. Research and Information Fluency, 4. Critical Thinking, Problem Solving, and Decision Making and 5. Digital Citizenship. For teachers, it exemplified NETS-T 3. Model Digital-Age Work and Learning and 4. Promote and Model Digital Citizenship and Responsibility.

           

Manso, M. and  Garzon, M. (2011). Designing Effective Global Collaborative Projects. Learning & Leading with Technology, 39(3), 32-35. Retrieved from http://www.learningandleading-digital.com/learning_leading/201111/?pg=14&pm=2&u1=friend#pg34

Blog 5: Grow Creativity!

E-422: Blog 5

Grow Creativity!

            This was an interesting and informative article defining steps that students and teachers can follow to achieve higher creativity. It centers around “J.P. Guilford’s FFOE model of divergent thinking from the 1950’s” and offers four dimensions for creativity: fluency, flexibility, originality, and elaboration. The article defines each dimension, describes use in a classroom setting, and provides examples for each of the subjects of math, science, social studies, and reading or language arts. Fluency is considered the first step to creativity because it provides many possibilities to choose from, it is “the ability to generate lots of ideas, which loosens up the creative wheels” and includes processes such as lists, concept maps or idea bubbles. Flexibility is “the ability to look at a question or topic from a different angle…shifting to an opposing viewpoint, angle, direction, time, place or modality, or by putting yourself into someone else’s shoes.” Originality is “the quality that generates unique or unusual products, unexpected ideas, or the first of a kind.” Lastly, elaboration is defined as involving “adding details, filling in gaps, embellishing, and completing a creative idea.” These four steps combined can help lead to new ideas, greater creativity and improved projects. The article also provides an extensive list of web-based tools that further assist students (and teachers) with practicing fluency, flexibility, originality, and elaboration.

            I enjoyed this article very much because I myself work through a “creative process” every time I do something—which it turns out is very similar to FFOE. When I begin something, whether it is a school assignment or a sewing project, I begin by brainstorming the possible ideas or ways I can do the project. Next, I try to consider different aspects to my project—what will materials cost, will it fit into the environment I intend, or will it be accepted by the person it is intended for. I always like to incorporate some form of originality in all that I do because I like everything to have an element of uniqueness. The final step in the process is probably my favorite—adding the details. I think life is in the details—the little things that make something beautiful, unique, or a one of a kind memory. I also like that this article lists so many potential websites to use in this creativity process and I look forward to trying some of them out in future projects.

            I feel this article is a good example of ISTE NETS-S 1. Creativity and Innovation, 2. Communication and Collaboration, and 3. Research and Information Fluency. I also feel that this article represents well ISTE NETS-T 1. Facilitate and Inspire Student Learning and Creativity.

Shively, C. (2011). Grow Creativity. Learning & Leading with Technology, 38(7), 10-15. Retrieved from http://www.learningandleading-digital.com/learning_leading/201105/?pg=26&pm=2&u1=friend#pg12

E-422: Blog 4

Reading Redefined For A Transmedia Universe

          This was an informative article regarding the way in which reading and books have changed over the years—from the very definitions and the physical characteristics. For many decades, even centuries, reading involved printed word and images on books of bound paper. Now however, as we advance further into a world dominated by technology, reading is being redefined. Lamb suggests that books can now be defined as, “a published collection of related pages or screens” and reading can now be defined as, “the process of constructing meaning from symbols”. Lamb presents five electronic reading types: e-books, interactive storybooks, hypertext and interactive fiction, reference databases, and transmedia storytelling. Lamb describes how each of these new reading environments work along with some of their pros and cons. Pros may include: cues to important events, audio that helps struggling readers, and the potential to promote comprehension. Cons include the potential to become over-reliant on digital features or distracted by the “eye candy” of images and videos encompassed within the reading. There is also the fear that it may become more difficult for children, as well as adults, to decipher whether information is non-fiction, fiction, or even fake—as there are many websites available and not all present information accurately. Ultimately, Lamb points out that “one-third of young people in the study stated that they would read more books for fun if they had access to e-books”. 

          I found this article intriguing because I am of the “old fashioned” sort who would rather physically hold a paper book in my hand and have that connection. I have always loved books—the feel of them, the stories and information contained within, the trips to the library or bookstores to find new books, trading books with friends. I worry that too much technology may begin to create younger generations who lose in-person social interaction skills. When I read something in a book that I didn’t understand, whether a word or concept, I would ask an adult or a friend for help or their opinion. With digital books, children omit the assistance of another person and instead gain assistance from the technology itself. I agree that having these technologies at our disposal can present many advantages, but I caution becoming too reliant on them.

          I feel this article is a good representation of ISTE NETS for students, especially indicator 3: Research and Information Fluency. In this indicator, “students apply digital tools to gather, evaluate, and use information.” I think the use of digital technology for reading, pleasure or research based, is a clear example of NETS-S 3.

Lamb, A. (2011). Reading Redefined For A Transmedia Universe. Learning & Leading with Technology, 39(3), 12-17. Retrieved from http://www.learningandleading-digital.com/learning_leading/201111/?pg=14&pm=2&u1=friend#pg14

E-422: Blog 3

Girls Save the World Through Computer Science

          This was an intriguing article that combined learning computer science with helping a community—combining classroom learning with real world experience. The author of the article is a technology specialist at Columbus School for Girls in Columbus, Ohio. In the school year of 2010-2011, Murakimi had an idea that she hoped would help encourage girls to learn about computer technology by giving them a greater goal—to help others, specifically to help children who live in a poorer area. Inspired by a “buy one donate one” computer program, Murakimi put together a ground-breaking program at her school. In the program, the girls chosen for the independent study class would collect laptops for donating and would learn enough about the hardware and software of the computers so that when they donated them the students would then be able to teach the recipients. Through the school year, the high school juniors and seniors learned, “hardware, software, maintenance, troubleshooting, and networking as well as have a working knowledge of the variety of ‘activities’, including four different scripting languages, that come with the XO.”. By keeping the goal focus on the service trip in which the girls would be able to help younger, less privileged students, Murakimi was able to encourage her students to learn computer applications that they might not have otherwise had the drive or interest to learn. At the end of the school year, twelve students made the trip to St. John in the U.S. Virgin Islands where they spent ten days between three different schools—giving the computers they collected to students ranging from 3^rd to 5^th grade and teaching them all that they had learned. The Ohio teenagers felt it was the most fulfilling part of their year and many continued after that school year in the computer science field.

          I especially liked this article because I thought it was wonderful that Murakimi took a subject that attracts few females to it (computer science) and applied it with a goal that does attract girls—helping others. I enjoy that the program was able to both teach students in one country while helping and teaching students in another country. I think it goes to show that a handful of people can make some difference in the world and that the world itself is not as large as we think it is.

          I think this article highlights many indicators from the ISTE NETS for both teachers and students. On the teacher side, this article encompasses parts of ISTE NETS-T 1: Facilitate and Inspire Student Learning and Creativity, 3: Model Digital Age Work and Learning, and 5: Engage in Professional Growth and Leadership. Some of the highlights of these indicators include: promote, support, and model creative and innovative thinking and inventiveness (1); engage students in exploring real-world issues and solving authentic problems using digital tools and resources (1); collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation (3); and participate in local and global learning communities to explore creative applications of technology to improve student learning (5). There were also several indicators from the students side of the ISTE NETS represented, including: 2: Communication and Collaboration and 4: Critical Thinking, Problem Solving, and Decision Making. These included students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others (2). This article was a wonderful example to better visualize many of the ISTE NETS.

Murakami, C. (2011). Girls Save the World Through Computer Science. Learning & Leading with Technology, 38(7), 29-24. Retrieved from http://www.learningandleading-digital.com/learning_leading/201105/?pg=26&pm=2&u1=friend#pg26