EDU 6433 Citizenship, Cell Phones, and Credible Sources

Citizenship, Cell Phones, and Credible Sources

ISTE standard four stresses the importance of promoting and modeling digital citizenship and responsibility. The overarching idea of global citizenship encompasses a variety of issues, ranging from engaging students in global literacy skills, to teaching students how to validate the credibility of sources and then use said sources to back and generate new ideas. 

As every year passes by, we are bombarded and indoctrinated with the belief that each new technological gadget is a magical carpet we must jump aboard lest we be left behind in the dust. While some of these technologies are beneficial, certainly not all are as valuable as others, and there lies the importance of understanding the validity of resources, not just those in print form. Therefore, as educators we must teach our students how to navigate the dense technological world in front of them, so they are capable of weeding through those resources and technologies that may not actually serve them. As discussed in the Vialogue this week, the CRAAP test can be used to analyze the veracity of a website or other source of material. Such a system allows the user to analyze the timeliness of information, importance and relevance to their research needs, the source of the information, the reliability of the information, and the reason the information actually exists. 

Figure 1: CRAAP checklist for source veracity.

Similarly, the WWWDOT framework, as discussed by Duke (2016) also provides educators and students with a step-by-step checklist for authenticating the credibility of a website or other source. 

·         W – Who wrote it? What are their credentials?

·         W – Why was it written?

·         W – When was it written/updated?

·         D – Does it help my needs?

·         O - Organization of site

·         T - To-do list for future, including cross-referencing sources cited by website/source

With such frameworks established, which share all the similar features, it should be easy for educators to promote and model good habits for online sourcing etiquette and research strategy. However, what about students that do not use technological resources appropriately, despite teaching? If students are allowed to have and use resources in certain contexts (e.g. perhaps in high school, but not elementary), how should educators handle those students that take advantage of the use of these resources? Taneja et al. (2015) note that students will use technology for distracting purposes if they infer they will not get in trouble for doing so. Therefore it could be suggested that teachers, administration, and even districts in general, should form coherent and collectively-enforced policies about the use of such technology. If it is established as the norm and expectation that technology (cell phones, lap tops, iPads, etc.) is a tool, not a toy, with consequences for the latter, then there would potentially be less cyber-slacking. Regarding technology as a vehicle for cyber-bullying (which could certainly result from idle hands and minds of cyber-slacking) Gimenez Gualdo et al. (2015) note that even though teachers often desire to prevent such attacks, there are often not holistic policies or programs implemented to deal with such issues. With standards in place for teaching technology K-12, perhaps issues such as cyber-slacking and cyber-bullying would become lesser problems? 

To further address the issue of cyber-bullying, teachers need to place continual emphasis on modeling productive and positive global citizenship. They must promote the idea that the rapidly expanding world can only benefit from mutual cooperation, as discussed by Dwyer (2016), and that global literacy is necessary for this. Global literacy includes providing students with enough knowledge of the community and the world that they may begin to have their own discussions, and make their own informed opinions and decisions, both of which would ideally be aimed at the good of the whole. Through promoting global literacy and the idea of promoting the collective good of the planet through use of ever-growing technology, in addition to teaching students proper ways to use technological devices, as well as collect credible sources, we can set them up for success in the increasingly digital world.

Reference List:

Duke, N. (2016). “Evaluating Websites as Information Sources”. https://www.edutopia.org/blog/evaluating-websites-as-information-sources-nell-k-duke

Dwyer, B. (2016). Teaching and Learning in the Global Village: Connect, Create, Collaborate, and Communicate. The Reading Teacher, 70(1): 131-136.

Gimenez Gualdo, A., Hunter, S., Durkin, K., Arnaiz, P., and Maquilon, J. (2015). The emotional impact of cyberbullying: Differences in perceptions and experiences as a function of role. Computers & Education, 82(2015): p. 228-235.

Taneja, A., Fiore, V. , and Fischer, B. (2015). Cyber-slacking in the classroom: Potential for digital distraction in the new age. Computers & Education, 82(2015): p. 141-151.

EDU 6433 Digital Storytelling with Sway and Snow White

https://sway.com/VhCOYif3C7axRNDm

The link above redirects to a Sway digital storytelling presentation titled "Writing a Summary Paragraph for Fiction Selections". The ability to write a clear, coherent, and concise summary paragraph is a middle school literacy standard, and a foundational building block toward writing essays and research reports. The TSWBSW summary strategy presented helps students maintain clear and focused writing.

Previously, this lesson was taught with the aid of a Powerpoint presentation and an accompanying handout with the sentence starter prompts (as seen in the Sway above) for the summary paragraph component sentences. While the adjustment from Powerpoint to Sway is not incredibly significant, and there are benefits and drawbacks to either, the use of Sway does allow for the use of technology to augment instruction, with reference to the SAMR model for technology integration. When used as a teaching tool for the instruction of writing a summary paragraph, that is, the Sway serves to augment; although, if students were able to use Sway to present their summary paragraphs, this could certainly advance to modification and even possible redefinition. Normal practice would be necessary first, obviously; Sway could serve as a vehicle for final publishing.

Regarding the first ISTE technology standard, or the need to facilitate and inspire student learning and creativity, this presentation and associated direct instruction fulfills the standard requirements. While it is a bit ironic to use digital storytelling as a means to present and teach how to summarize fictitious stories, or story-tell, it is also quite engaging for students. Not only does the concept of the narrative captivate audiences and students alike, whether in book, movie, poetry form, etc., the use of technology in conjunction with instruction to further draw attention allows for further student engagement. Furthermore, the presentation is set up to have scaffolded, explicit instruction regarding each component sentence of the summary. Then, there is a practice example that incorporates the use of Disney's Snow White, a well-known story that most students know, thus broadening active engagement through common background knowledge. The final portion of the presentation and associated learning activity allows for students to practice - accompanying direct instruction would emphasize the practice can be with another, well-known Disney movie, another fiction movie, or any fiction book of interest. This choice allows for inspirational and creative thinking, especially since the topic of choice is one actually known and desirable to the student. After students write their own summary paragraphs, they may pair or group share. Alternatively, sharing may also be done sentence by sentence. Either of these sharing strategies adds a final component to the learning experience to incorporate each part of the "I do, we do, you do" sequence.

While I feel the experience I have thus sustained with Sway to still be quite rudimentary, I do feel I could pass this knowledge on to students. As said above though, using Sway to publish work, for example, would be a final step, only after pencil/paper practice. As a digital storytelling aid for use in conjunction with instruction, it does seem useful, and could likely be used in various ways to inspire student learning and creativity.

EDU 6433 "old literacy" vs. "new literacy" and samurai vs. knight

While standard two describes the importance of designing and developing digital age learning experiences and assessments, I feel there is an immense importance to the “old literacy”, even in contrast to the argument for “new literacy” in a day and age of blogs and tweets (Richtel, 2012). Contrary to those, such as Duke Professor Cathy N. Davidson whom suggests the eradication of the term paper in lieu of creative blog writing, a form of the “new literacy”, I strongly advocate for the “old literacy”. Those including Fitzhugh, with the “page a year” solution (one page paper and source per grade level), and Douglas B. Neeves with bold sentiment states, “Writing a term paper is a dying art, but those who do write them have a dramatic leg up in terms of critical thinking, argumentation and the sort of expression required not only in college, but in the job market” support the ideals of the “old literacy”. While technology can certainly aid in learning experiences and differentiation, it should certainly be no substitute for learning how to clearly articulate a written point using standard essay structure, formatting, citation, grammar, conventions, etc., all of which are incredibly important, as Neeves suggests, for upper-level education and beyond. Even if students don’t plan for upper-level education, they still need to know how to write – not blog and tweet –write. There are certain baseline skills that come with essay-writing that are so much more than what they seem. Citing text evidence in an essay as a seventh grader for example, could perhaps help that student, later, as a senior, not spout of unvalidated claims regarding a controversial topic over social media because they know they need to support an argument with evidence and not just spout like an uninhibited geyser. I digress – a little.

A recent unit in my social studies class emphasizes the clear need for continual development of “old literacy” skills, despite arguments for a focus on those pertaining to “new literacy”. After a week of studying Japanese geography and culture, working through three textbook chapters and a mapping activity, students then spent a week rotating through nine stations (three per day for three days) exploring primary and secondary reference material, working through guiding questions, engaging in group discussion, and creating a small art piece related to samurai armor. The third week of the unit included instruction on comparative/contrast writing, with emphasis on transitions to show comparison, as well as re-teaching of strong thesis and plan sentences, incorporation of text evidence, and proper citation (which were concurrently emphasized in ELA with another writing task, as well as previous writing tasks throughout the year). Students were provided three sets of comparative literature on samurai and knights to analyze and incorporate in their essays, and were also encouraged to utilize any of the sources from the previous station work, to compare and contrast the samurai of Japan and knight of Europe. While the essay assignment, and unit in general, were not technologically rich, aside from the link to the variety of sources explored, I feel this is less important that the focus on “old literacy” skills that still hold utmost importance even in the digital age.

The work samples provided below for comparison depict that of a special education student (left) and a regular education student (right). The special education student received some additional, individualized instruction, as he is not part of regular ELA and therefore has not had essay-writing instruction, and differentiated expectations (single body paragraph instead of two to three), including the expectation that only one source needed to be cited. He still incorporated quoted and cited text evidence (scoring 80%), while the regular education student who turned in a two-body paragraph essay (scoring 60%) void of any text evidence, has received regular ELA instruction all year, and has turned in previous essays in which he quoted/cited text, meeting standards. What gives!?!

If the assignment had been to write a blog or tweet about the two warriors, would that have allowed students to deeply engage in the subject matter? I don’t think so - because it honestly would have been bad - they need more practice. Plus, I don't think all my students have access to this at home, and I do not think we would be allowed to do it at school. A basic understanding of writing is still necessary for either, however, and the basics are necessary before moving on to the creativity of Davidson's blogging/tweeting world (Richtel 2012). Clearly, there is still foundational knowledge to re-teach, so there won't be knight tweeting any time soon. And while it would be wonderful for students to use technology, for example posting to a website to respond to questions, as suggested by Clark (2017), they still need to be able to do this correctly, and they can do it on paper first. As a draft. Learning the steps of the writing process, where publishing is last, and could take the form of a blog, tweet, or web post, but must be done correctly, with the "old literacy".

Thus, I posit the question: should students like this continue to be exposed to essay writing until they master it, so then they may blog and tweet coherently and responsibly later in the future, or should they just skip to the creative blogging and tweeting straight off without learning any foundational structure? I would hope the answer is obvious, that students need these foundational skills, however “old literacy” they may be.

Reference List:

Clark, Melissa (2017). Using Technology Tools for Assessment in the Ensemble Setting. National Association for Music Education.

Richtel, Matt (2012). Blogs vs. Term Papers. The New York Times.

 

EDU 6433 Facilitating Learning and Creativity in Research without the Internet

In other classes here at Seattle Pacific University (SPU), and in my internship experience, I have been informed that a key part in teacher evaluation, and often a difficult level to attain, is to have all students actively engaged in learning. For students to take learning into their own hands, and be accountable to themselves for their own learning, however, there should be creative and engaging learning activities for with which students may then express their learning. This implies a need for partnership between teachers and students, where ideas for interesting learning activities come from both parties.  In order to facilitate and inspire student learning and creativity, which lead to engagement and accountability of individualized student learning, there should be input from students.

With my triggering question specific to the notion that my students have no internet privileges (What are other ways for students to conduct research aside from print and online?), it was interesting to begin to explore ways of incorporating technology not related to the internet.  Although I was met with some trouble in my research on the topic, as most articles, such as that by Shiveley (n.d.), suggest that internet use is a necessity for best social studies teaching, I was able to begin to understand how to use teacher-scaffolded internet in the classroom, and then draw some creative ideas from Pickett’s 50 Alternatives to Lecture (n.d.). I found the following alternatives to be both applicable to the idea of internet research alternatives, as well as creative learning experiences for students:

1. Conduct an interview. Not only are students accessing a non-internet source, they may be engaging in conversation with a primary witness/source to an event.

2. Guest speaker. Similar to the interview, students may have the opportunity to engage in first-hand experience from the perspective of a speaker whom experienced an event.

20. Field trip. Taking students to a historic building/place/site could certainly serve as a creative alternative to online research.

21. Film/video. We do not often show videos in class, but when we do, we make them meaningful and students are encouraged to use/reference the source (see image below for emphasis).

Reading through the trigger questions of peers and seeing their research, I am reminded of the importance of finding out what motivates students, as suggested by De Oliveira (2012) and incorporating student input into creating learning activities as described by Hayden (2015). If I were to incorporate any of the above strategies for research and/or lecture alternatives, I would make sure to provide avenues for student input. Students would have choice in interview subjects, they could have a hand in getting a guest speaker to attend in the first place, and they could have specific, but chosen, field trip research goals. While just beginning to scratch the surface on ways to facilitate student learning and creativity, I plan on continuing to implement creative learning experiences, with student input when available. Just recently, for example, we allowed students the opportunity to deepen their understanding of samurai by having them guide their learning through multiple days of various stations that exposed them to primary and secondary sources related to samurai, while also incorporating questioning, group discussion, and a creative art piece. While there was no input as to which stations to do (all were required), there was choice in the direction of discussion that each station prompted, as well as within the art piece. Although the impact and use of technology was minimal, (although we did use the internet to look at some colorized original photos of samurai from the 1880s), it seemed to be an engaging activity for all the students, at least in comparison to simply reading from the textbook.

Reference List:

De Oliveira, Liliane (2015). Building Student Engagement in the Language Classroom Through the use of

Interactive Technology. Master’s Thesis, University of British Columbia, Department of Curriculum and Pedagogy.

Hayden, Michael (2015). Personalized Learning Through Project-Based Music. National Association for      Music Education. http://www.nafme.org/personalized-learning-through-project-based-music/

Pickett, Alexandra M. (n.d.). 50 Alternatives to Lecture. SUNY Learning Network.

Shiveley, James M. (n.d.). Toward Assessing Internet Use in the Social Studies Classroom: Developing an    Inventory Based on a Review of Relevant Literature. Contemporary Issues in Technology and         Teacher Education.