While commenting on other blogs and reading comments from others, I've tried to keep in mind the suggestions for making my comments meaningful and providing new ideas to the blogger. This is sometimes hard to do... and in some ways I feel a bit uninformed about what kind of new ideas I would offer. I guess that's all part of this learning process though.
Meanwhile, commenting and observing other blog comments has helped me to see how this type of communication would certainly be helpful for students. Many of my students are accustomed to quick ways of sending comments to each other, particularly through cell phones or social networking sites. But in the context of a blog, they are encouraged to think about new perspectives and develop responses to diverse ideas. Plus, it might help them to learn some form of computer etiquette, in which comments should probably be thoughtful, complete sentences, not just abbreviations and shortcuts. Third, all students should learn the skill of providing constructive criticism, and this skill is often evident in blog comments. Both providing and accepting constructive criticism might help students develop awareness and open their minds.
Thursday, January 28, 2010
Thursday, January 21, 2010
Thing 3
The first blog I read was the first one listed, "What's 'Print'?" I found this one interesting because it relates to the research paper and other assignments that I'm currently planning. I like how it presents a new idea, but then it is also open for comments and a forum to consider the idea.
Next, I read the "dy/Dan" blog about not assigning homework, which was followed by two updates. In the second update, the blogger reverses his previous perspective and admits that he now does assign homework, though not very much of it. Unlike other forms of writing, a blog allows the writer to update and revise his/her opinions. In a way, this indicates that a controversial question, such as whether to assign homework, is not clear-cut at any point, but rather that teachers and other parties go back and forth on such issues based on strategies, students, or schedules.
The next two I read, Teaching Brevity (Students 2.0) and Power Point Reform (NeverEnding Search) show reflection on concepts and strategies. They provide access to new ideas and allow collaboration. They also show application of these ideas, to which the blogger can add details in order to present a complete idea of the concept to readers. This kind of blog is certainly helpful for teachers anywhere.
Lastly, I read "An Open Letter About Cyberbullying" on the learning.now blog. This one provided an example of how blogs can be used to vent frustrations and get a message out to the public without being completely public about it. (For example, if you were not aware of this blog, you would not be aware of the objection the blogger expresses...so it's not quite the same as submitting a Letter to the Editor to a newspaper.) Blogs seem to provide an outlet for this kind of writing as well. And I think I find the aforementioned uses of blogs more helpful and constructive than this one, but since it's from a PBS Teachers site, I'm sure it has more to offer than just complaint letters. Regardless, it's clear from these five examples that blogs can take any number of forms, perspectives, and points-of-view. And of course, perhaps the most unique feature is the form it creates and the comments that are possible. Such conversations simply make us think.
Next, I read the "dy/Dan" blog about not assigning homework, which was followed by two updates. In the second update, the blogger reverses his previous perspective and admits that he now does assign homework, though not very much of it. Unlike other forms of writing, a blog allows the writer to update and revise his/her opinions. In a way, this indicates that a controversial question, such as whether to assign homework, is not clear-cut at any point, but rather that teachers and other parties go back and forth on such issues based on strategies, students, or schedules.
The next two I read, Teaching Brevity (Students 2.0) and Power Point Reform (NeverEnding Search) show reflection on concepts and strategies. They provide access to new ideas and allow collaboration. They also show application of these ideas, to which the blogger can add details in order to present a complete idea of the concept to readers. This kind of blog is certainly helpful for teachers anywhere.
Lastly, I read "An Open Letter About Cyberbullying" on the learning.now blog. This one provided an example of how blogs can be used to vent frustrations and get a message out to the public without being completely public about it. (For example, if you were not aware of this blog, you would not be aware of the objection the blogger expresses...so it's not quite the same as submitting a Letter to the Editor to a newspaper.) Blogs seem to provide an outlet for this kind of writing as well. And I think I find the aforementioned uses of blogs more helpful and constructive than this one, but since it's from a PBS Teachers site, I'm sure it has more to offer than just complaint letters. Regardless, it's clear from these five examples that blogs can take any number of forms, perspectives, and points-of-view. And of course, perhaps the most unique feature is the form it creates and the comments that are possible. Such conversations simply make us think.
Tuesday, January 19, 2010
Thing 2
Watching the "The Machine is Us/ing Us" video did help me understand what Web 2.0 is. I think my original hypothesis in Thing 1 seems kind of correct. I see from the video that Web 2.0 means that the web has become more accessible to the everyday user. It's not just "computer geeks" who can load information or use HTML code or add data to the web. Instead, pretty much anyone can do it; this blog is an example of how easy it is for anyone to have a presence online. Videos, photos, images, logos, articles, information, and opinions are more accessible than ever before, and I like the way that the "The Machine is Us/ing Us" video addresses how Web 2.0 changes not only the way people use the Internet, but also the consequences of using the Internet in these new ways. I think this conversation, about changes in ethics, rhetorics, and privacy, etc. is an important one to have among peers as well as with students. Web 2.0 seems to open limitless possibilities, but it is a freedom to handle with caution and awareness.
Thing 1
I've never had a blog before...though I have a friend who has one and I've read about blogs, and it always seems strange to create a document that it's possible no one is reading. At least with this blog, I know one or two people are definitely going to read it. So it should be interesting to reflect on the 23 Things in this type of space.
As for Web 2.0, it seems to me that there have been two realities of the Internet and Web site. The first reality (1.0) involved finding information online and using email addresses to communicate with others. The second reality (2.0) involves more applications of the Internet, through social networking instead of just emailing, games instead of just research, and tools that teachers can use aside from simply directing students to sites. So, my journey here in the 23 Things is to learn more about these applications and tools so that I can improve my teaching strategies and provide efficient and exciting activities for students. Also, I think 23 Things will help me achieve my 60 hours of the Mobile Tech Program, especially since I can do it on my own time.
As for Web 2.0, it seems to me that there have been two realities of the Internet and Web site. The first reality (1.0) involved finding information online and using email addresses to communicate with others. The second reality (2.0) involves more applications of the Internet, through social networking instead of just emailing, games instead of just research, and tools that teachers can use aside from simply directing students to sites. So, my journey here in the 23 Things is to learn more about these applications and tools so that I can improve my teaching strategies and provide efficient and exciting activities for students. Also, I think 23 Things will help me achieve my 60 hours of the Mobile Tech Program, especially since I can do it on my own time.
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