When I become a Teacher.

 

My Photo Story.

StoryBoard

My story board.

Ipad Review 2 Apps.

Word with Friends - This good way for student to learn strategies and learn how to spell correctly. The app was very fun and interest because student can keep in touch with each other and send message on the app to each to read. The game in my opinion cause a higher order of think because student are trying to include different areas of the board and they are also trying to use the most letters they can with what they have been given to use.

 

Unblock Me – Now this app may not be the most educational but it is still very good or student to learn how work with thing I confined space. The game student will have to use strategies on how to free the red block to get out from the rest of the normal blocks. This will make student think on how to deal with problem that has to be fix with what they have at hand. I believe student will enjoy this game greatly and is it also addicting to play.

Created Webquest.

My webquest I created DmartinWebquest.

Product of webquest

Webquest on Prezi

Evaluating WebQuests

Lost in the Woods

	Beginning	Developing	Accomplished	Score
Overall Aesthetics (This refers to the WebQuest page itself, not the external resources linked to it.)
Overall Visual Appeal	0 points There are few or no graphic elements. No variation in layout or typography. OR Color is garish and/or typographic variations are overused and legibility suffers. Background interferes with the readability.	2 points Graphic elements sometimes, but not always, contribute to the understanding of concepts, ideas and relationships. There is some variation in type size, color, and layout.	4 points Appropriate and thematic graphic elements are used to make visual connections that contribute to the understanding of concepts, ideas and relationships. Differences in type size and/or color are used well and consistently. See Fine Points Checklist.	0 The page use the same colors over and over and there is a lack of images.
Navigation & Flow	0 points Getting through the lesson is confusing and unconventional. Pages can't be found easily and/or the way back isn't clear.	2 points There are a few places where the learner can get lost and not know where to go next.	4 points Navigation is seamless. It is always clear to the learner what all the pieces are and how to get to them.	4 The pages seem to get through the work in a good working matter.
Mechanical Aspects	0 points There are more than 5 broken links, misplaced or missing images, badly sized tables, misspellings and/or grammatical errors.	1 point There are some broken links, misplaced or missing images, badly sized tables, misspellings and/or grammatical errors.	2 points No mechanical problems noted. See Fine Points Checklist.	2 All the links work and there seem to be on error in spelling or over grammer.
Introduction
Motivational Effectiveness of Introduction	0 points The introduction is purely factual, with no appeal to relevance or social importance OR The scenario posed is transparently bogus and doesn't respect the media literacy of today's learners.	1 point The introduction relates somewhat to the learner's interests and/or describes a compelling question or problem.	2 points The introduction draws the reader into the lesson by relating to the learner's interests or goals and/or engagingly describing a compelling question or problem.	2 The intro is very catching trying to gain interest of the read to motivate them into seeing if the can complete the task.
Cognitive Effectiveness of the Introduction	0 points The introduction doesn't prepare the reader for what is to come, or build on what the learner already knows.	1 point The introduction makes some reference to learner's prior knowledge and previews to some extent what the lesson is about.	2 points The introduction builds on learner's prior knowledge and effectively prepares the learner by foreshadowing what the lesson is about.	1 The intro doesn't go in depth about what each normal may kow about surviving int he wood.
Task (The task is the end result of student efforts... not the steps involved in getting there.)
Connection of Task to Standards	0 points The task is not related to standards.	2 point The task is referenced to standards but is not clearly connected to what students must know and be able to do to achieve proficiency of those standards.	4 points The task is referenced to standards and is clearly connected to what students must know and be able to do to achieve proficiency of those standards.	4 Its very clear on what the students need to do inorder to adchieve the task.
Cognitive Level of the Task	0 points Task requires simply comprehending or retelling of information found on web pages and answering factual questions.	3 points Task is doable but is limited in its significance to students' lives. The task requires analysis of information and/or putting together information from several sources.	6 points Task is doable and engaging, and elicits thinking that goes beyond rote comprehension. The task requires synthesis of multiple sources of information, and/or taking a position, and/or going beyond the data given and making a generalization or creative product. See WebQuest Taskonomy.	6 The student must use several different source ti present information and the students must create a drawingor some type of diagram.
Process (The process is the step-by-step description of how students will accomplish the task.)
Clarity of Process	0 points Process is not clearly stated. Students would not know exactly what they were supposed to do just from reading this.	2 points Some directions are given, but there is missing information. Students might be confused.	4 points Every step is clearly stated. Most students would know exactly where they are at each step of the process and know what to do next.	4 The process is very clear on how the students need to work in complete the project.
Scaffolding of Process	0 points The process lacks strategies and organizational tools needed for students to gain the knowledge needed to complete the task. Activities are of little significance to one another and/or to the accomplishment of the task.	3 points Strategies and organizational tools embedded in the process are insufficient to ensure that all students will gain the knowledge needed to complete the task. Some of the activities do not relate specifically to the accomplishment of the task.	6 points The process provides students coming in at different entry levels with strategies and organizational tools to access and gain the knowledge needed to complete the task. Activities are clearly related and designed to take the students from basic knowledge to higher level thinking. Checks for understanding are built in to assess whether students are getting it. See: Process Guides A Taxonomy of Information Patterns Language Arts Standards and Technology WebQuest Enhancement Tools Reception, Transformation & Production Scaffolds	6 Some of the site used require the student to search through the site to gain knowledge.
Richness of Process	0 points Few steps, no separate roles assigned.	1 points Some separate tasks or roles assigned. More complex activities required.	2 points Different roles are assigned to help students understand different perspectives and/or share responsibility in accomplishing the task.	0 This is self webquest which on student can be him or herself.
Resources (Note: you should evaluate all resources linked to the page, even if they are in sections other than the Process block. Also note that books, video and other off-line resources can and should be used where appropriate.)
Relevance & Quantity of Resources	0 points Resources provided are not sufficient for students to accomplish the task. OR There are too many resources for learners to look at in a reasonable time.	2 point There is some connection between the resources and the information needed for students to accomplish the task. Some resources don't add anything new.	4 points There is a clear and meaningful connection between all the resources and the information needed for students to accomplish the task. Every resource carries its weight.	4 The studnet must use the information found in order to have correct infromation and product.
Quality of Resources	0 points Links are mundane. They lead to information that could be found in a classroom encyclopedia.	2 points Some links carry information not ordinarily found in a classroom.	4 points Links make excellent use of the Web's timeliness and colorfulness. Varied resources provide enough meaningful information for students to think deeply.	2 not very color source but there lot of information not found in a classroom.
Evaluation
Clarity of Evaluation Criteria	0 points Criteria for success are not described.	3 points Criteria for success are at least partially described.	6 points Criteria for success are clearly stated in the form of a rubric. Criteria include qualitative as well as quantitative descriptors. The evaluation instrument clearly measures what students must know and be able to do to accomplish the task. See Creating a Rubric.	3 The webquest id lacking group work and a varity of colors to entertain readers.
Total Score				38/50

My Webquest

Lost in the Woods

WebQuest

_ _Efficiency Expert

_x_Affiliator

___Altitudinist

___Technophile

Your Impressions

WebQuest	Strengths	Weaknesses
Gorillas	Want students to work together in class.	The use of many different sites the students must find.
Shakespeare	The students will perform a task in front of the class.	The language of Skit might be hard to understand.
Earthquake	Groups of three and role assigned.	Small groups.
Foreign Country	Will present information to entire class.	Really doesn’t say anything about group work or collaboration.
Waves & Sound	Fun and interactive.	Very blank page not state how work is to get done.

Bernie Dodge, Department of Educational Technology, SDSU

StoryBird

The wiggly moving dog. by Dmartin26 on Storybird

Entry 15

1. What is the purpose of this chapter?
     
    To gain the understanding the Digital Natives are not just students or kids.


2. What is the major finding from a review of studies that have looked at technology adoption of young people?. Does this finding seem to reflect your own use of technology?
   
    It say that we the Natives don't jump right in on new technology. Personal I like having the latest thing to stay ahead.


3. How do the authors define Information Literacy?

   "The set of skills and knowledge that allows us to find, evaluate, and use the info. we need, as well as to filter out the info. we don't need."

4. What is the "clear message" from a review of the studies focused on college students information seeking behavior? Do these findings relfect your own information seeking behaviors?

   It says that sometimes students may be efficient and persistent while researching. However, they often tend to get bored and frustrated whenever they can't find something quickly. I agree.

5. What does the term "satisfcing" in the area of decision making mean? It is a term that reflects acceptability.

    It meaning justifing the decison and it is acceptable

6. What are the differences to deep and surface level approaches to a learning task?

    Deep concerns looking into the meaning of some material. Surface level just involves the main concept and it doesn't go into the meaning.

7. What should educators aim to do to improve the scripts student have for sophisticated online information seeking?

   Educators should train students to do better research and how to do it efficiently.

8. Why is Google's page rank system problematic for information seeking?

   Google pick out term in what you ask and usually  bring back Wiki as the top result.

9. Are you "digitally wise" when it comes to information seeking? Give an example of how you approached an information seeking task for one of your academic courses this semester (do not include this class).

    I haven't done a lot of research yet this semester but i consider myself to be good a finding which site not to use. Lately i have been the library site to look u information for a paper.

10. Has the popularity of the Internet and the information contained on the Web created a new problem for undergraduate students research skills? Why of Why not?

   Yes, becasue there is so much out we have trouble knowing what it correct and what is false.

Entry 14

Chapter 7: Citizens Navigating in Literate Worlds: The case of digital literacy.

Read the introduction through to the sub heading "Studying Digital Youth" on page 102.

1. What is the purpose of this chapter?

 

      To farther explain "digital literacy" and how young people relate to the digital world that they live in, and how education can enhance their skills.

2. Why did the author choose to focus on your people in the Nordic countries?

 

        Most of his research came from there.

3. How does education differ in Nordic countries from education in other parts of the world including the United States?

     

    Theirs is more group active with opportunity to use technology

4. Why is more research needed about how young people use digital media in their lives outside of school?
 

   There are some many different ways to use technology there is now way in tell how students use it outside the classroom.  

 

 

 

 

Then begin reading again on p. 110 Digital Literacies and Educational Practices

1. Why is it important for there to be more opportunities for young people to use Digital Media in school?

 

    Digital Media is something that we now use everyday, and student need to know how identify what is out there and what may be false or true. The skill is how doing this will come from use of the technology and it will become basic skills.

2. What skills do people need in order to be considered digitally literate?

   To be digitally literate, one needs to have the basic skills to operate technology, while being able to take the information given to them and apply it to build a better knowledge of the subject.

Poem

Good-bye, Falling snow .
Good-bye, Glar off the snow .
Good-bye, winter.
Spring's ahead!

Good-bye, Piles of snow .
Good-bye, melting snow .
Good-bye, winter.
Spring, hello!

Hello, Warm Sun .
Hello, Green trees .
Good-bye, winter.
Spring's in sight!

Hello, Blooming Flowers .
Hello, My good Freind .
Good-bye, winter!
Hello, spring!

Entry #13

Chapter 12: Sharing Our Planet

Find a resource on online that offers a solution to one of these problems.


Deforestation:

GreenPeace 

 

This site offers  many solution to solve the deforestation. The site list way that large companies and consumers can cut back on the use of many material in which we use trees for or remove them to place other items needs to live.





Value

Issue: Are environmental regulations the cause of decreased coal production in West Virginia?

Site: "Pollution Issues"




  
Was the page worth visiting? Does the site offer anything informative, substantial, or insightful? Is the site free of spelling and grammatical errors?

   The site does seem worth visiting because i gain knowledge of why use of coal is harm to the environment. The site did not hav any error that I found thus this farther leads me to believe the information is correct. However, this site didn't change my point of view on the use of coal.

Coverage

Issue: Are environmental regulations the cause of decreased coal production in West Virginia?

Site: "Pollution Issues" 
 
 
 
Is your topic being addressed? Is the information basic and cursory or detailed and scholarly? Explain the major argument being made.
     On this page the information in mainly about how coal is bad and why it has been cut back in the Unted States. The information does get very detailed in what checimal an other harmful substance are being polluted into the environment.

Currency

Issue: Are environmental regulations the cause of decreased coal production in West Virginia?

Site: "Pollution Issues" 



When was the information on the page originally written? Has the site been kept up-to-date?
 

       The information is copyrighted for 2012 therefore, the site seem to be up to date with its information. However I don't know when in 2012 the information was posted but I can tell it as recent as this year.


 

Objectivity

Issue: Are environmental regulations the cause of decreased coal production in West Virginia?

Site: "Pollution Issues" 

 

Objectivity: What is the author's point of view? Summarize the argument being presented. What is the purpose of the site?

• What is the author's / speaker's socio-political position? With what social, political, or professional groups is the speaker identified?
• Does the speaker have anything to gain personally from delivering the message?
• Who is paying for the message? Where does the message appear? What is the bias of the medium? Who stands to gain?
• What sources does the speaker use, and how credible are they? Does the speaker cite statistics? If so, how were the data gathered, who gathered the data, and are the data being presented fully?
• How does the speaker present arguments? Is the message one-sided, or does it include alternative points of view? Does the speaker fairly present alternative arguments? Does the speaker ignore obviously conflicting arguments?
• If the message includes alternative points of view, how are those views characterized? Does the speaker use positive words and images to describe his/her point of view and negative words and images to describe other points of view? Does the speaker ascribe positive motivations to his/her point of view and negative motivations to alternative points of view?

           The speaker is trying to get other to understand the use of coal is harmful and that we should stop the use of it. From a political view this looks like a he is for Obama who putting harsh new laws and rules on the coal indtrusty. I feel that the main purpose is mainly to inform us on the environmental isssue of global warming maybe coming from the use of coal which has powered our country for years!

Entry #12

 

1. Why do educators need to be careful about terms like "Digital Native"?

 

     It may "lead to an understanding of a whole generation as a homogeneous group." which may end up not being a good thing.

2. What outcome occurs when young people are encourage to transform their understanding of particular topics by designing a multimodal text?

    It's a good thing "supports the notion that digital transformations and designing can enhance the learning process."

3. You may skip the section titled "Context for the Project".

4. What was the goal of the project in terms of product?

 

     "The goal in terms of product was to track the development of the participants’ multimodal literacies over a two-year period by comparing two multimodal products created at the beginning and end of the period ."

5. What was the goal of the project in terms of process?

   "The goal in terms of process was to gain a deeper understanding of how multimodal texts were created, especially when the students were working in pairs at the computer."

6. How were the participants for the study selected?

 

    "Initially chose to focus on a small group represented by one school. Then, from this group, we selected the students who fulfilled the following three criteria: they had worked collaboratively in pairs, they had fully completed the task, and the video screen data recordings were intact and complete.

7. Describe the task students engage is for the purpose of this study?

    "The 2004 task required students to evaluate possible solutions in response to the environmental threats posed by plastic bags; the 2006 task followed a similar pattern, but with global warming as the topic. Each task was carefully structured and divided into three phases of development: researching, designing, and reflecting. Part of the research process required the student to complete two templates: first, a concept map to organize information acquired from web sources; and second, a decision-making matrix to facilitate transformation of the ideas in their concept map into a preferred solution, as required for their multimodal text."

8. Explain how the researchers compared the student created multimodal texts?

    • the first slide/page in the set (title slide/page)

    • the choice and shape or wording in the headings of individual slides/pages throughout the set (headings)

    • the quality of knowledge revealed in each slide/page and the complete set (knowledge representation)

9. What differences in Jenny's PowerPoint presentation do you find the most interesting?

 

      Her position on the topic went from directness to neutral.

10. How is working together on a computer unlike working together using a pencil and paper?
    

      There is no messy writing to look for techers to grade. Plus this allows use to think less on few things.

11. What was interesting about student's behavior as they collaborated on a task at the computer?

      "and the computer response acts as a cueing device for the users to resume their onscreen work."

12. What can teachers learn about designing learning activities that involve the creation of multimodal texts from this study?

     
"beneficial to develop in students’ time management skills and a sense of priorities in relation to the task at hand." Also, that the technology needs to work effectively and efficiently and in a timely manner" because the temptation to become off-task increases while having to wait for results or the technology to work properly.

13. According the the conclusion of this study, what do student need to learn in order to successful complete a multimodal text construction?
   
     It "should include a range of skills that are required for task completion and include ICT skills; cognitive skills such as analysis, synthesis, summation, and logical organization of ideas; and focus and time management skills."

14. Are you surprised by the conclusions drawn in this study?
   
   "Students still require traditional skills for successful task completion."
It's not so much that I am surprised by this actual statement, but more surprised that people didn't believe or assume that traditional skills are not necessary.



Source:

Thomas, Michael (2011-04-29). Deconstructing Digital Natives: Young People, Technology and the New Literacies (p.83-95). Taylor & Francis. Kindle Edition.

Accuracy

Issue: Are environmental regulations the cause of decreased coal production in West Virginia?

Site: "Pollution Issues"


Accuracy: Do you have good reason to believe that the information on the site is accurate? Are the facts documented? Give an example.

This site does give a reason to believe that the information is accurate with several different sources that have been linked to the posting. On the sites linked to the article I did have to do some digging to find the information on my topic question. On paged that is linked can no longer be found which does make wonder the information from that site. There also a few book resoureces where information has come from so I can now look up this info in the library or search for it online.

Authority

 
Issue: Are environmental regulations the cause of decreased coal production in West Virginia?

Sited: "Pollution Issues"
 

 Authority: Who are the authors, or who is responsible? What gives them their authority or expertise?         
                        This site has no author listed for the article but I can tell the site is owered by JRanks and is the title of the site is "Pollution Issues". However, this site does have a bio  that will help to me to see who is sponsoring this page. 

Bibliography:
ASTM. "Standard Classification of Coals by Rank," Standard D388. In Annual Book of ASTM Standards, Vol. 05.05. New York.
ASTM. "Standard Terminology Relating to Megascopic Description of Coal and Coal Seams and Microscopic Description and Analysis of Coal," Standard D2796. In Annual Book of ASTM Standards, Vol. 05.05. New York.

 Internet surces:  

U.S. Environmental Protection Agency. "Clean Air Act of 1970" and "1990 Amendments to the Clean Air Act." Available from http://www.epa.gov .

U.S. Office of Surface Mining. Public Law 95-87, "The Surface Mining Control and Reclamation Act of 1977 (SMCRA)." Available from http://www.osmre.gov/smcra.htm .

Heinz H. Damberger

From this I can now tell where the infromation has been pulled from, and now I can check the creditability of the information. I have found out that JRank is an online encyclopedia that we use to power different pages to credit work.

Are environmental regulations the cause of decreased coal production in West Virginia? 2

Title of web page:  Energy & Environment
URL of the web page:  http://topics.nytimes.com/top/news/business/energy-environment/coal/index.html
What can you tell about this web page from the URL?  That is an article from the New York Times and it is about coal.

Authority
Is there an author of the document or web page? Yes.
If yes, who is the author? A New York Times unknown author.
Are his/her affiliations and qualifications given?
If yes, list them.  None
Is contact information provided (address, phone
number, email)? New York Times.
Who is the publisher or sponsoring organization
for this web page? New York Times.

Accuracy
Do you trust the information given on the web
page? Seems to be reasonable true.
 Is it reliable and valid? I would say to  a point it is.
Does the web page document its sources? In
other words, does it tell you where the
information comes from? Yes it has clickable links to other pages.
How does the information on the web page
compare with what you already know? It seem to go along with what is already out ther for others to know.

Currency
Does the web page tell you when it was created
and last  revised? May 30,2012
Are there outdated (dead) links? None all work.

Coverage
What is the depth and breadth of the information
on the webpage? Goes through history on how relugation and presidents to allow other to know who done what.
Does it contain original information or just links
to other sources? Mostly infromation from other sources.
Does the information have real value? Explain. Kind of because some information is true will some it false it seems like.

Objectivity
What is the web page's purpose or intent? Why
was it created? To entertain reader about the presidental race this fall, and who is to blame for the coal indrustrie trouble.
• inform/facts/data
• explain
• persuade
• sell/advertise
• share/disclose
• others
Is the information biased? Is it designed to sway
opinion? From whose perspective is it given?  It seem to me to be very baised the Romney will fix thsi and that Obama will farther kill coal.Want poeple to vote for Romney