Week 4-- Thoughts on Student Research and the Web

The first question in the reflective journal discussion prompt is What do we want our students and ourselves to know in order to access information effectively on the web. To me, the most important thing I learned this week was the proper use of search engines using the right keywords, boolean operators, upper and lower case letters and specific phrases or quotations to narrow down and get a more precise search. Just learning these simple steps eliminates so much endless sifting and searching. I think the knowledge of the different search engines is just as important as well as learning to recognize credible, legitimate websites. I guess another important lesson learned is never assume students and teachers are at the same level of knowledge in terms of technological use.

We need to learn and teach students(and ourselves) about the issues of credibility and accuracy when researching and using web-based resources. Realizing there is no "web president" or "web police" to set rules, regulations, and guide lines awakens us as readers, to not believe everything we read or see on the internet. Checking credentials and tracing authorship are two important steps students and teachers need to take in order to prove legitimacy of a website.

After reading Kajder, K&L, Grabe and Grabe,.. etc, I saw a few main topics and themes running through all of their writings. They all address the issue of hypertext or hypermedia literacy and the importance of teaching, preparing, and providing the skills needed to sort through all the information on the internet. Some of their answers and solutions were similar too, such as limiting websites use to what is already approved, guiding students in their search, using webquests as a teaching, learning, and researching tool, linking previously researched and approved websites for use. Throughout all the readings, the one subject that seemed to be a continuous problem was how to teach students to "sort" through the ever-changing, always growing, fast-moving, world wide web when their is no realistic way to set guidelines or a" safety net" to prevent students/children from encountering "undesirable" and harmful websites. There is just no way to ensure it doesn't happen and that poses a huge problem for teachers, schools, and parents.

As for the McEneaney article, I had a little problem and couldn't experience what the author wanted his readers to see first hand, "the learner's path". Instead, I had to read the traditional version and click on the links added to the article. McEneaney writes and links together the 'path' he wants his readers to follow, allowing a flowing argument and and specific direction. He eliminates reader 'choices' by blue-printing his writing in the order or level of importance. That way, by the reader won't be jumping from one idea to the next, losing focus on the main idea. McEneaney's "learner's path" encourages coherency and fluency in reading, learning, and researching. I, however, lost focus, my train of thought, and got more frustrated the more pages and links I had to click on to read McEneaney 's article the "traditional" way because I couldn't get to his path-version, so I really don't have the full comprehension of his path-version. I am just imagining how it would work by the way he describes it.

Thoughts on Week #3 --blogs, wikis...

I have been experimenting with wikis (only once) blogs, and discussion boards this past week for the first time. I have to say I've come along way since the first week in gaining confidence using the computer, though I still have a long, long, way to go. I can definitely see the possibilities of using these technological tools in the classroom and how they can benefit and add to classroom assignments. But I do think some would help more than others, for example, emails and discussion boards would help in posting assignments and generating class discussions outside of the classroom. Blogs, if created individually, would be an exciting addition to any writing or critical thinking process, and I agree with so many of the readers this week who say having a larger audience besides just the teacher reading and responding, would change and create "authenticity, uniqueness, thoughtfulness,..." in the student writers.

I also agree with Kajder that "supreme patience" is required for utilizing these tools. I have been frustrated and confused many times in the last few weeks. Having voiced my complaint, I also have to say that Kajder is right in saying it "pushes" people to be thinkers, users, techies,etc...because I've had to use trial and error to find out how things work myself when I've had no one else to ask, forcing me out of my "comfort"level with computers.

As for taking an online course, I am still undecided about whether or not I would do it. I don't think I would be completely comfortable taking one at this point;however, maybe after this class I'll think differently because I am learning so much and its making me feel less anxious about computers and technology. And yes, I know I've got soooooo much more to learn. I see the benefits and usefulness in both face to face and online classrooms, but I think both have to be linked together to work most efficiently. I do think one of the most important possibilities these online tools offer is to open up the discussion to quiet, shy, and less involved students in the classroom. As someone who feels like I have nothing to contribute in classroom discussion because of my lack of expertise in what is being discussed, I certainly find something to say online when I read what others say and I can respond back without any self-consciousness to stop me. Opening up discussions to all and creating a postive, less intimidating format is, to me, the strongest point for using the computer with classrooms.

Day two of the Blogging Experiment

Oh my gosh, after trying unsuccessfully for almost two hours, I finally found my way back here. First I couldn't remember what I used for a username, then I forgot my password, then I tried to remember what email address I used....what a nightmare. I don't have much to say except I learned where "blog" came from. I read it was adapted from "web log", and that most "mainstream internet users" would know this already. Guess that pretty much describes what I am NOT. I have to go get a cup of coffee...

First Time blogging

Today is June 12, 2007. Mark it down on the calendar. This is my first time blogging