Digital Thoughts

Digital Literacy: "the ability to locate, organize, understand, evaluate, and analyze information using digital technology."  -Wikipedia

While that is concise definition of digital literacy, it fails to illustrate that people can use their digital literacy in different ways (for evil, or for good! well.. not quite) For example, in my own family I see how different we are in terms of how we use our digital literacy. 

I apologize in advance for the... random nature of this posting. I had a lot of ideas that kind of flowed into each other to create this...product.

First there are my parents. My father uses his cell phone mostly for work, sending e-mails and participating in phone conferences. And while I rarely see him use it, he is more than capable of navigating his laptop. My mom on the other had is just as literate, but in a different way. She can be found talking to friends and family through the means of text messages, e-mails, facebook and instant messaging. While at first she was opposed to using the internet for something such as looking up a phone number for a store or restaurant, now she seems to think of nothing else. (To think it took me 5 years to convince her that the Internet is your friend.)

Then I've got myself and my siblings. To keep something that can be long and drawn out, nice and simple, let me say this. My older sister uses technology for research, school work, socializing and having a laugh. My younger sister uses it for those same reasons, though there seems to be an emphasis on the socializing aspect. (Maybe this has something to do with the age group? She's 18.) And finally my brothers who are now seven years old are capable of using technological to research (they love looking up astronomical facts) and for entertainment purposes (it is hard to tear them away from the Kinect or their Nintendos).  

While all of my family members were capable of locating and understanding information using digital technologies, we put an emphasis on different aspects. Does this have anything to do with our varying environments or when we were born, or simply what we value? Maybe...but moving on.

My use of my skills with technology are much like those of my older sister. (Though sometimes I enjoy the entertainment aspect more than I should) But those sentiments aside, I must say thatI like to consider myself digitally literate. I have always been fascinated with technology (and games.. who didn't love oregon trail?) but I know for sure that I'm still learning. There is always some shortcut key I didn't know about (or simply refuse(or forget) to use) or some website that someone introduces to me that blows my mind. 

This idea of constant learning makes me take a step back and think of myself as a future educator and member of the teaching field. No matter how much I like to believe that one day I'll have the majority of the answers, I know that there is always something for me to learn. "The only true wisdom is in knowing you know nothing." -Socrates ....  I love that quotation because when it comes to today's world, you have to be open to almost anything. And most of the time, you are being taught even though you are supposedly the teacher. While we hope we can teach our students what they need to know, we need to be aware that are some things they just know more about. For example, I had a class full of 8 year olds explaining how a certain feature of a SMART board worked. Me, the obviously older individual who considers herself digitally literate learned something from her students. I think the one thing that this course taught me most was that in order to be digitally literate...you need to open your mind to the wonders that are technology, and be prepared to ask a lot of questions, and search for a lot of those answers.

In The.. Not So Distant...Future?

I have recently come across videos and articles about various technologies. Some of them are already in the prototype stage, and others still an idea, but a freakishly feasible idea. I think of what technologies were available when I was in elementary schools and compare it to today and become overwhelmed. Now there are things that could be coming up that are even more…unbelievable.

The first technology is one being produced by the ever expanding Google. Something called Project Glass. This refers to a pair of augmented reality glasses. In other words, it puts images that you would normally view on a computer screen, right in front of your eyes. Scary, right? Or incredibly cool, take your pick. Part of me worries that this could be one step in the wrong direction. We already have some concerns about children and teens not being able to socialize face to face. (Sadly I’ve seen this in action. A room full of teenagers supposedly hanging out, all glued to their cell phones hardly interacting) Wouldn’t it make it harder to talk to the person next to you when you essentially have the internet attached to your eyes? Perhaps we need to be better about how we use (not abuse!) technology to begin with. Either way, these may not be the ideas of the future envisions by out past (I’m still waiting for my mass produced hover board, Back to the Future… you’ve got three years), but they are amazing nonetheless.

The second and final technology I have heard about is perhaps a little more farfetched than the augmented reality glasses (augmented reality is something that already exists today in things like Nintendo 3DS), but it doesn’t make it more innovative. In my opinion, it’s something that would actually be a step forward in terms of the possibilities. I honestly cannot find the words to describe this idea for a greener world in the future, other than amazing. But to help me, I have the video right here. It’s over five minutes long, but it’s worth it. When I first watched it, I was in so much awe that I wrote off the entire concept. However, watching it a second time, I caught all of the benefits for education. Kids interacting with children from other countries, learning languages, sharing ideas. Parents checking on what their kids were learning, as they learned it in school. It’s like interactive whiteboards, but at a whole new level. Do you think this is a technology you’d want in your classroom if it were available now? Is it something you think we should devote some of our resources towards achieving? In my opinion? I say yes. Yes yes yes. It makes me think about how we as teachers may be preparing our students for jobs that don’t exist yet. In a way, we are also preparing them for creating innovative technologies that are simply ideas or dreams at the moment. It is our job to make sure our students are digitally literate, so they can take what we have now, and make it better. So perhaps I’ll be accessing the internet on a simple sheet of glass…in the not so distant future.

Diary of A Seed

Hey there, I've been working on a curriculum page on the topic of the plant life cycle, and I would greatly appreciate you checking it out! My latest addition is my example for digital story telling.

Any feedback on the example as well as what I have so far, would be very helpful!
(Please keep in mind that is a work in progress, and after switching around some things,
it looks a bit worse for wear.)

What I would really love some feedback on in particular is whether or not the 3rd Grade is
an appropriate grade level for this curriculum page (so far). (In terms of the links, I'm working on
finding more/better/easier to navigate websites, so bear with me) I was originally going to stick with
second grade, but after checking out the Sunshine State Standards for Science (as you may or may
not know, I'm originally from NY, so I'm not as familiar with the standards here), I decided to up it to
3rd grade. While I have student taught in kindergarten and second grade, I have never had a classroom
of my own. Any thoughts/suggestions/questions are welcome!


The wiki/curriculum page can be found here

Thank you so very much =)

Involve Me

Storytelling is something that has existed in our world since before written history. It was a way of passing on knowledge to generations. Today, storytelling exists in a variety of forms. When you read a newspaper, each article tells a story of some topic, telling you a factual account of what is going on in today’s world. When you listen to your grandmother tell you what it was like growing up in the depression, you experience another form of storytelling. An author, carefully construction a word and scenario to be combined into a novel for readers to enjoy, partakes in the act of storytelling. Elementary school students, working diligently to put together their first ‘published’ creative writing piece, are also participating in the wonders of storytelling. Now, in the digital age, these stories, whether factual or fictional in nature, can be brought to life in a completely different way.

“Tell me and I’ll forget, show me and I’ll remember, involve me and I’ll understand.”

–Chinese Proverb

This well-known quotation is one I constantly think about when I am involved in a classroom. While I do not have a classroom of my own just yet, I have had many opportunities to see how my role as a teacher can impact students. It is not a new idea in education that children are not simply empty vessels to be filled with whatever knowledge we decide, but living, breathing, thinking young minds, who have a lot to bring to the table. While ‘hands on’ activities may seem desirable, they often fall under the “show me” portion of the proverb. The idea of hands on, minds on learning provides students with the opportunity to become actively involved. Digital storytelling, whether the teacher is leading or the students themselves create their own ‘stories’, is a prime example of hands on, minds on authentic involvement.

While I had never heard this term until I started graduate school and the University of Central Florida, I knew immediately it was something I wanted to incorporate into my curriculum once I had a classroom of my own. I recently began thinking about how one of my unit plans during my internship could have been improved with the addition of digital storytelling into its framework. I designed and implemented, in a second grade classroom, a unit plan on plants. I was already thinking outside of the box and used the required curriculum for this particular topic as a foundation for the differentiated unit plan I designed. I created learning stations, SMART board presentations, and authentic assessments that provided the students with choices and also attended to their individual needs and learning styles. My SMART board presentations, like the one on fruit, could have been brought to life with digital storytelling and the integration of video, audio, student work, and other digital resources. While my students remembered with the presentation, the engaging digital story could have provided them with a better opportunity to understand.

For the final assessment of the unit, I asked my student to choose from one of four writing projects. Each student could have written an acrostic poem, a song, a non-fiction ‘text’ or a “Diary” fiction tale, about the life cycle of a plant. Many of my students chose to do the “Diary of a Plant” (This option was inspired by my noticing their enjoyment of the “Diary of a _____” books by Doreen Cronin.) Now looking back on this assessment through the lens of digital storytelling, I could have guided the students in the creation of their own digital stories about plant lifecycles. The results from the original assessment were fantastic. Students really showed their creativity and what ideas they took away from the unit. (There was one story about a seed who didn’t want to “grow up” to be a rose written by a particularly clever second grader that was quite entertaining.) But thinking about how that story could have gone further with the incorporation of real images of plants, music and sound effects, as well as even video, makes me wish I could do the unit plan all over again. Children have so much creativity waiting to be released, and introducing students, yes even second graders, to digital storytelling can have such positive and memorable results.

How would YOU use it?

Digital Storytelling on Prezi

STEM...CS

"Just because I'm getting my PhD Computer Science doesn't mean I know everything about fixing computers. "

This is a statement I've heard uttered by my boyfriend on more than one occasion. Family members and friends alike upon hearing his chosen course of study often associate Computer Science with the ability to fix computer hardware and software. Each time he cordially explains that he'll see what he can do. Computer Science is more about the programming that goes into computers, though knowing that basics about hardware and software seem to be a must. Over the past few years I've been exposed to certain terminologies and experiences as a result of dating a "computer scientist". I helped put together my own PC, I've tested flash games, and even was recently introduced to the basics of computer science and coding. In terms of its benefits to me as an educator, knowing about computers and coding may seem a little excessive. However, as I think about teaching in a digital age, the benefits of knowing about computers are obvious. For one, when you understand how something works, you are more likely to use it efficiently. Another benefit is that some coding and be helpful in website design and could be used to make an aesthetically pleasing and useful teacher/classroom website. Finally, simply being knowledgeable about computers makes the process of purchasing one more efficient. While it may not directly affect the curriculum, exuding confidence with technology sets an example for students to become acquainted as well.

While I was thinking of my own connections with computer science, I came across an interesting article entitled, "Educators, Innovators Call for Earlier Introduction to Computer Science" written by Bobby Kerlik(found here) The article discussed the demand for individuals with their area of expertise being computer science, an idea I am quite familiar with. As I read on however, I came across a statement that I initially found absurd.

"We have to incorporate computer science at the K-12 level. It's not easy to do, but this is what is needed."

Computer science, in kindergarten? Most people I know who study computer science were only introduced in college, or their senior year of high school at the earliest. I hadn't even been aware that my high school offered computer science. But then I thought for a moment and two things came to mind. 1.My own experience with computer science has proved to me that many of the basics of computer science are logical and common sense. For example, to test a study my boyfriend was completing, he asked me to answer some basic questions about coding and computer science. One of the questions asked what the statement of code that can be used multiple times, over and over, if needed. Of the four multiple choice options, a loop made the most sense. There are obviously more difficult concepts that require higher level thinking but things like patterns and basic problem solving is something students in kindergarten already do. There just needs to be a computer science twist. The second thing that came to mind is simply, STEM, which we all know is Science, Technology, Engineering and Math. Computer science and engineering are often coupled together, and perhaps computer science should be considered a part of STEM.


So what do you think? Is emphasizing computer science early a stretch in today's world or is it something doable and worthwhile? I personally think incorporating the ideas of computer science in earlier years could help prepare today's students for the technological world of tomorrow. What I really know is that I would love to read more on this topic.

Science Technology Engineering Math...Computer Science

If You Can't Beat 'Em...Join 'Em.

I have emphasized previously that children (of all ages) are quite involved in the technological world. During some of my reading this week for my technology in Education course, I learned about the potential good and bad of the use of cell phones in schools. On one hand, since many students have them, they serve as a great tool in an emergency; however, the downside is since many of these new cellular devices(smartphones) have access to the internet, students may be tempted to cheat. Cell phones hold the promise of benefits that may outweigh the flaws, such as using SMS in order to have in class polls and conduct quick and efficient assessments of student learning. This got me thinking about other technologies that seem to come as a blessing and a curse in the lives of children and teens…video games.

I recently became very interested in video games and information regarding how many children and teens play them. I read an article posted on the Fox New Webpage, found here. One of the most interesting statistics stated in the entire article was that of the sample of 1,102 kids age 12-17, 97% played video games. When you really think about it though, it makes sense. Games include things like First Person Shooters (aka the ‘violent’ ones), casual ones like Guitar Hero, games played on handheld devices like the Nintendo DS and even the cell phone applications like Angry Birds that have become oh-so-popular. While the study mentioned only discussed kids in the preteen and teenage group, I know for a fact that there are many kids under 12 that play video games. Who hasn’t seen a seven year old clutching their handheld device like it was their life support? In other words, while having the numbers to back it up is great, the evidence is there. Kids play video games. And I have a confession; I love video games as well. I’ve played Pokémon, Mario Bros, Angry Birds and even yes, the ones involving shooting like Halo (aliens) and Left 4 Dead (a zombie one). But we all know the bad side of gaming. The arguments against playing not just violent games, but any games, are numerous and have been made often. Childhood obesity and bullying and things of that nature. But guess what; kids still like to play them. So the question I ask myself is… why? What draws them into the game and holds their attention when sometimes, a book can’t even manage the same task? So as a self-proclaimed gamer, I decided to ask myself why I like playing video games.


For me, video games go beyond the simple task of entertainment. They give me a sense of achievement when I accomplish tasks within the games. For example, after spending try after try attempting to knock those dastardly green pigs off their smug wooden, ice and stone perches, finally being able to solve the puzzle gives me a sense of pride. I also like the fact that before the achievement, there is a challenge, which makes the achievement that much sweeter. (See statement about angry birds for example) I also mentioned I enjoyed First Person Shooters (FPS for short), but not because I’m a war lover who’s thirsty for blood. It’s more of a social thing, and many of these games provide opportunities for you to play with friends. Additionally, FPS are objective based meaning small goals are set in order to reach the final goal (completing the game). A lot of these games also provide rewards like virtual badge, points, upgrades, new things to use and so on, giving the player a sense of joy in their achievement, even though many of them know that the points are essentially meaningless. I like casual games like the Sims and Guitar Hero because they allow for things like practice and learning from one’s mistakes. For example, in the Sims if you accidentally set your Sims’ house on fire by putting a couch near a fireplace, you realize your mistake and take that knowledge with you when you continue on. There is no penalty or punishment because it is all reversible (as long as you remembered to save). In guitar hero you decide to play your favorite song and are hit in the face with a guitar solo that seems far to impossible for your slow fingers, but if you mess up, you can practice. Finally, in many of these games you are given the choice to differentiate your gaming experience by choosing a hard, medium or easy/beginner level. I like this because I am better at some types of games, than I am at others and this allows me to enjoy them all.


So wait..

Challenge

Sense of Achievement

Objectives

Socializing

Rewards

Learning from Mistakes

Differentiation

Sound familiar? They should. These are all things that seem to be evident (in varying levels) in schools. Most of the time we only see objectives and rewards with attempts at using things such as challenge, objectives, and differentiation. But what does this all mean? I am by no means saying we should teach our games using solely video games themselves, or saying that we should discourage video game use by children entirely. What I am implying is that we, as educators, should take a look at the technologies that kids use, such as video games, and use what makes them so appealing to our advantage. Instead of focusing on just the main objective (aka beating the game), put emphasis on the challenge, achievement and even the socializing. Kids need to be able to work with one another, because they will be expected to do so in “real life”. When kids know they have the opportunity to learn from their mistakes with no harsh repercussions they may be more likely to do it in the first place. Also, by understanding that kids don’t fall into one level for all subjects (just like many don’t have the same ability level in particular video games), their education needs to be differentiated accordingly. I guess this is just something to think about as parents, educators and adults in general and help us remember that kids are usually good at telling us what they like, and we should pay attention.

If you can't beat 'em...

Join 'em.

YouTube: Not Just For Cat Videos

"Mom, what happened to the cursor?”
“Google VY Canis Majoris, Patrick.”
“Click that next video, Sean.”
"Let's make a video."

These are just a few snippets of phrases that have been uttered, without prompt, by my nearly seven year old brothers. (Note: some of the things they said were when they were four and five.) Ever since my brothers could talk they’ve been immersed in two distinct languages: English and the Digital Language.

The video above is one that my brothers made, unbenknownst to me, on my Apple MacBook. Imagine my surprise finding this on Photo Booth. They were either four or five. Though the content is typical of a five year old being silly, the fact that they are able to not only open, but use the program, without aid. The incredible thing is that most kids of this generation have the digital literacy! Imagine what kids born 5 years from now will be able to do?!

When they were four they were drawn to the computer, curious about all the possibilities that existed at their fingertips. And what does a four year old do when he finds something he likes and wants to know more about? Well aside from getting peanut butter everywhere, these two boys ask questions… lots of them. After learning the name of the “little arrow” on the screen, then began to experiment with what exactly the little guy to do. The explorations escalated and when they were five, nearly six, their fascination with space collided with the wonders of technology. One day, when I finished listening to an onslaught of their questions, I decided to show them, rather than tell them the answer to “what would happen if two galaxies crashed into each other” (they actually asked me this, no joke.) So using my oh-so-fabulous technology skills… I went on YouTube and looked for a video that I had seen when taking an astronomy class, and lo and behold, using a varied combination of search terms, I found it. My brothers were mesmerized, and decided to play the video again, and again, and again. After watching the video more times than anyone would deem necessary, the two rascals made a discovery. They could click on links to related videos. Before I knew it they were talking excitedly. “Sean, Sean click the one about the supermassive black holes!” My brothers at the age of six, had become YouTubers; however, instead of using it for non-educational purposes (aka endless amounts of funny cat videos..) they were using it to answer questions and even generate more questions in their minds. They were learning, and not only that they were learning to love learning.



I know that was a very long story that seemed to have no point, but I swear, there was one: YouTube and other media hosting sites are a wonderful tool that, if used properly, can really benefit students. In some of the reading we have done for this class, social media sites such as YouTube were discussed. I thought back to a unit I had implemented in a second grade classroom: Plants. In particularly I was teaching a lesson on fruit, and as I was coming up with a SMART board presentation to use as a supplement (NOTE: simply throwing information on a SMART board is not integrating technology), I couldn't think of a way to explain how fruit come from flowers, in a language that was appropriate for second graders. Instinctually I found myself typing in a search on Google, and was surprised to find a time-elapsed video of strawberries growing. It was perfect. It showed what words could not explain, and displayed images that would take a lot of time for students to view via an experiment of some kind. I think that was truly the moment I understood the impact that a tool such as the Internet could have on classrooms today. I have to remind myself that kids today have grown up with these tools and probably know how to use them; however, as a teacher it is my job to make sure they are used for good (not evil!) In my opinion, kids are natural problem solvers, and we need to give them the tools they need to explore, to build upon that innate ability. So, while my brothers are able to find out a lot on their own, it is my responsibility to guide them. This goes the same for me as my roll as an educator.


Children are not empty vessels, but they are, even more so now, critical thinking machines that have the potential to do things we haven't even imagined yet, crazy right?

Take the Leap

“Are we doing what is best for our students, or are we doing what is most convenient for us?”

Time. When we don’t need more of it, we have it in excess but when we couldn’t get enough, it seems to slip through our fingers. The essence of this very thought-provoking question is strongly linked with time. But shouldn’t 180 days of school be enough time to teach kids what they need to know and move on? Maybe, maybe not. So perhaps the issue isn’t how much time we have, it’s what we do with it.

The question asked on Dr. Scott McLeod's blog, listed at the top of this post, is not an easy one to answer, particularly because a simple yes or no won’t suffice. The way I decided to approach this loaded question was to divide it into two manageable parts that have relatively easy answers.

First I take a look at the initial portion of the question, “Are we doing what’s best for students?” Well, obviously defining what would be best for students is a good place to start. It is also something that I, as a hopeful educator fresh from an undergraduate education, can answer. It was established in McLeod’s video (found here), that children need critical thinking problem solving skills, rather than simple fact recall, in order to succeed in today’s world. Sadly, the way many people teach today, despite what they learned in college, is to cover information a mile wide, but only go an inch deep. Students are more likely to develop these more meaningful skills if the informational holes we dig go down deeper. In other words, students need relevant information covered in depth and in ways that make sense to them.

So that said, what’s best for us, the educators and adults of the world that the fate of the world depends on? (Okay, so maybe it’s not that dramatic, but the children are our future, so technically how we approach education affects our children and the paths they may take.) We are teaching in an age of accountability: how our students perform determines our outcomes as teachers. So thinking about this part of the question, in my opinion, what’s best for us as educators is students that do well on the various defining tests. Good scores? Yay for us. Bad scores? Uh oh. In these cutthroat circumstances it makes sense that teachers might throw all of their knowledge about student learning out the window just to make sure what’s tested is taught. But as educators we have a choice: teach to the test, or make what we teach prepare the students for the test as a result. But when thinking about convenience again and that ever so pressing issue of time, it is easier and therefore more convenient for teachers to teach to the test.

I may have babbled a bit in this open heart surgery that I performed on such a seemingly simple question, but my point comes down to this: as of now, as a whole, we are not doing what’s best for the children. However; just because we do what’s convenient for us does not necessarily mean we’re not going to be doing the best for our students. The two parts can overlap. Compromise is not only a wonderful idea, but it is also a plausible one. Ideally, the standardized tests of our societies would be rearranged to test what we wanted students to actually get out of their education (hint: that would be problem solving and critical thinking skills that are relevant to the lives of our students.) However in a world where education policies are determined by people who rarely have classroom experience other than their own education, it is best to think of an alternative. So if we can’t change the test, we change our approach. If we teach with “the test” in mind rather than to it, the students can gain those necessary critical thinking skills that allow them to be successful in life and on those dreaded tests. A win-win. I’m not saying it’s easy, but it doesn’t have to be difficult either. Educators have a wonderful resource: other teachers. Standards say that students need to have collaboration skills, but so do we. Every student is unique and by association every classroom is different. This implies that every teacher has diverse experiences in their classrooms. These multitudes of experiences include varying problems and solutions that teachers encounter. By sharing with the educational community what works and what doesn’t and why, teachers have a broader expanse of knowledge in which to help them with their curriculum development.

Very long story short: the only thing standing between us and our students getting what they need out of school, is our own desire to do what’s necessary. Don’t let doubt hold you back...

...take the leap.