Archive+6261+Discussion+Boards

[|Blackboard Discussion Assignments] Hello Course Participants, This is the place to post your reflections on the readings. You might
 * **Disagree** with the authors and provide another perspective on the issue. Take a stand.
 * **Comment on** a new insight you have as a result of the reading.
 * Note something you **did not understand** and what you did to try to make sense of it.
 * **Link** a specific idea to other readings or ideas we have addressed in this or other classes.

Course Discussions: Henry, L. (2006). Searching for an answer: The critical role of new literacies while reading on the Internet.

 * Author:** Jessica Muenz
 * Date:** Thursday, May 22, 2008 4:27:48 PM EDT
 * Subject:** article # 1

This article really made some good points about incorporating technology into the classroom, especially for research purposes. Anyone can make a web page these days, but the information is not always correct. Teachers need to help their students learn that not all websites contain valid information because students don't realize that, they see a website and just take the information from it. I like this quote Henry states, "Students require new reading comprehension strategies o effectively use the Internet and other information communication technologies." (p. 615) I definitely agree with this statement before even attempting to use computers for research in your classroom a teacher needs to have a several mini lessons on on the do's and don'ts of the internet. I was lucky because my class has computer time and I asked the computer teacher to help me with this. This article gives some great questions that students can follow when trying to figure out if a website is valid or not, for example is the information current? or where is the copyright date? (p.621) I know many teachers in my school complain because they do not have time to incorporate mini lessons on technology because of their other curriculum. I think it's one of the best teaching opportunities for students because you are teaching them skills that will help them for the rest of their life and will improve their research information. I think many teachers do not feel completely comfortable with technology and that is why they don't want to teach it. Before researching on the computer teachers have to realize that this can be difficult for students and using KWL charts or modeling can be a great help and make everyone's lives that much easier. Reading skills on the computer are very different from reading a book and I don't think I realized that until reading this article. I don't know how I learned to research on the internet, I think just by experimenting. Reading is an essential component of college and workplace readiness. Low literacy skills often prevent students from mastering other subject areas. One of the most commonly cited reason for drop out rates is that students do not have the literacy skills to keep up with the curriculum. Laurie A. Henry discusses how to develop literacy skills in the 21st century. I am a Kindergarten teacher at a catholic school in Stamford, Connecticut.I have three computers in my classroom. My students use the computer o a daily basis. I have educational software, such as phonemic awareness games, alphabet games and various picture books. In addition my students learn basic Microsoft skills. Even though we have wireless Internet access at our school, my students are not using the Internet. I do not feel comfortable allowing my students to surf the World Wide Web. I fell that they are too young to differentiate between appropriate and inappropriate information on the internet. However, after reading the article “Searching for an answer: The critical role of new literacies while reading on the Internet” by Laurie A. Henry I have become to realize that they are a number of instructional activities I can teach mystudents before they access the internet. Henry explains in her article that we to provide students with tools, so they can locate information on the internet and evaluate this information with a critical eye. I especially liked the strategy of activating prior knowledge before students search for a particular topic. Activating prior knowledge is an important part of reading because it activates our schema. I agree with Henry that “students who possess prior knowledge of a topic before attempting to locate related information in traditional texts have increased success” (p, 618). Once students are able to organize information, and connect their prior knowledge to what they are reading online, they will be able to evaluate the information for its use and authenticity. There are a variety of graphics I have found extremely effective in my classroom experience which include, anticipation guides, directed reading/thinking, making inferences,predicting, and the K-W-L-H guide. An Anticipation/Reaction Guide is used to assess a class's knowledge before they begin a lesson. Students respond to each statement twice: once before the lesson and again after reading it. The K-W-L-H teaching technique is a good method to help students activate prior knowledge. It is a group instruction activity developed by Donna Ogle (1986) that serves as a model for active thinking during reading. I did not know that students can use graphic organizers online, such as concept maps and make changes based on what they have learned through reading a particular text on the internet. I will definitely use that software tool in the future. Because all my students matter, I must develop ways of teaching that will enable all of them to learn productively and effectively in the 21st century, and to take what they have learned and grow with it.
 * Author:** Kirsten Vasko
 * Date:** Friday, May 23, 2008 5:16:10 PM EDT
 * Subject:** RE: Kirsten Vasko Reader's Response #1

As I began reading this article I felt as though I could quickly relate to the students searching and not finding information they needed. I feel as though I am beginning to become more technical, but I struggle to help my students with things such as this. I teach first grade and I find that it is tough to find relevant information for my students to research online. I do not want to be the teacher that always “does” the computer work for their students. I work with some people that have taught me so much about technology and I also work with some that tell me how much they use the Internet and so on with their students when really they are “doing” it all for them. I do agree and understand the part of the article that discusses the more technologies brought into the classroom the more proficient and familiar the students will become with it. I find it difficult to sometimes “let them learn.” I mean that I have trouble just letting them go off and search a little on their own in order to become more familiar with the Internet and appropriate search engines. The article makes me realize that I need to do more of this in order for my students to learn things on the computer as well to continue to make them independent learners and students. Another section of the article I found helpful and interesting was “Cite your sources.” When I taught older grades I found that students would never do this until we had gone over it and over then they would site everything. They would almost over site information. It took a long time to find that happy medium between plagiarizing someone else’s work and using their work to help you be thinker. I feel like I often have to take a step back when I am writing a paper to truly investigate how much is my thinking and how much is information I learned from the text. I find this especially difficult when I agree with the article or book etc…that I am reading. When I tend to disagree I usually site exactly what it is I disagree with and express my own feelings. I feel as though this article made me think so much about my own actions when it comes to the Internet. I need to truly evaluate how and what I want my students to know regarding technology. You must use it often and truly teach them what you are doing. I teach my students a lot about what I am doing and why when I am on the Smartboard, but I could be doing so much more to promote higher level first grade thinkers. I also feel the need to take more and more classes to ensure I am learning all I can to make my students more aware of all that is out there. I wonder how many district truly provide workshops and informational sessions regarding technology for the teachers and for the students? While I was reading your reflection, I agreed with you whole heartedly. Especially about the question that you posed at the end of your reflection. My district, in the past two years, has been trying to become technologically current. Within every other classroom there is a smart board, we received new computers in the computer lab and as teachers we receive 'technological support' from a team of experts they hired. However, with all of these wonderful advancements for our school, teachers and students, most of the school was unaware how to utilize these new literacies properly. Over the past year I have relied on the 'training' other teachers can offer if I ask specific questions. I think that if there were more opportunities given by the district to become technologically literate with the materials they are providing, that teachers would be more than willing to participate. Also I feel that learning how to use the internet properly as well as the programs associated with it, is a continuous task. Technology is ever changing and advancing, therefore our training as educators on this new literacy should mimic that idea.
 * Author:** Jennifer Spedaliere
 * Date:** Tuesday, May 27, 2008 6:40:23 PM EDT
 * Subject:** "Searching"...Jen Spedaliere's Reflection
 * Graces Response to Jennifer:**

After reading this article I realized how automatic my personal searching process is. My searching process is a language of skills I have acquired through trial and error, observations, and extensive time. My personal searching skills are highly developed but can always be improved. I was not aware of exactly what I was doing while searching the internet through out middle and high school. I did not know terms, what was reliable, or how to use the web pages to my advantage. I am a substitute teacher and I have observed students getting no where on the internet. I have given suggestions and guidance to the students but students need in depth instruction over a period of time. Teachers need to instill routines reading in skill searching just like teaching phonemic awareness. It should not matter if the student has a home computer or not. Reading the internet is a self developed task. Student’s can observe teachers, parent or peers using the internet but it is not as beneficial for gaining computer literacy as when the student is self engaged. Teaching children effective skills early in development will allow students to master the progress. This will promote high leveled thinking and questioning. Step by step instructions need to be provided. Acronyms like SEARCH and detailed explanations of what to actually look for or enter is very important. I am very curious about the internet workshops for teachers. I do not know why teachers I have met, not in graduate school, are not modeling the basic internet skills for students.I have not had my own classroom yet and I plan on implimenting these ideas from the article. I wonder if teachers are providing students with enough basic strategies? Do students perfer to use the skills they have already become comfortable with instead?
 * Author:** Jessica DiPietro
 * Date:** Saturday, May 24, 2008 7:47:06 PM EDT
 * Subject:** SEARCHing for an answer
 * Author:** Colleen Carroll
 * Date:** Tuesday, May 27, 2008 12:21:59 PM EDT
 * Subject:** RE: Response to Article 1

As a professional writer who writes non-fiction articles and curriculum materials, I have become fairly adept at searching, yet even with all the "critical" searching I do I am still looking for search engines that I know are reliable. For example, I often use JSTOR to search for scholarly articles about a particular artist or period in art history. I can be fairly sure that this search engine has weeded out the many sites put up by art lovers the world over. Students must be taught and be given time to practive how to select sites that contain accurate information on any given topic. My greatest fear is that I will include a quote or bit of information in a piece of writing and come to find out that what I assumed was fact was actually fiction. [|Leu, et.al. (2008). What’s new about the new literacies of online reading comprehension.]
 * Author:** Melissa DeBiase
 * Date:** Sunday, June 1, 2008 7:39:33 AM EDT
 * Subject:** Response to Article 2

“Several observations suggest, however, that these [new literacies] are likely to be acquired best through social exchange and construction rather than formal, direct instruction.” – Leu et al, p. 49.

This quote reminded of an experience I had as a student teacher. The computer teacher modeled how to find various search engines to a second grade class and the students followed her instruction on their computers. Most of students found the process quite difficult. However, once the teacher gave them time to interact with their classmates and try it on their own, fewer students were asking for assistance.

I believe that when students communicate with each other, they use language in a way they can understand. It is easier for them to collaborate on ideas, express frustrations or ask questions. Having students interact while working on the computer is a great way to motivate them to learn about the Internet.

While some degree of direct instruction may be necessary, teachers should try to incorporate peer interaction into lessons in order to maintain student interest. We educators also need to keep in mind that many students in the 21st century are computer literate and can navigate their way through the Internet so direct instruction may not be the primary form of teaching. Instead, educators can assess student online skills and then place them in heterogeneous pairs to ensure each student is receiving reliable information. In addition, teachers can prepare assignments such as Internet scavenger hunts to provide students the opportunity to learn about the Internet in an enjoyable and interesting manner. Further, these devices would allow students to gain confidence and control when surfing the web.


 * Author:** Colleen Carroll
 * Date:** Thursday, May 29, 2008 11:20:38 AM EDT
 * Subject:** Response to Article 2

There are so many intriguing and fascinating points to ponder in this article that it is difficult to know where and how to respond. As we discuss the notion of “online reading,” I have begun to think about my own experiences with this modality and realize that I never read any form of fiction, poetry or recreational reading online, or even have a desire to. I do hours of online reading for purposes of work, which are strictly informational. As the authors point out, online reading, at least at this stage in this new paradigm, always begins with a question and is information-based. So given that the purpose of online reading is for information seeking, it makes sense that teachers should focus on teaching the skills and strategies needed to optimize these tasks. This is obvious. But how? This brings me to a point that was perhaps the most fascinating of all, which is that direct instruction and other traditional methods of imparting knowledge are not the most effective in this new world. Perhaps the social interactions between online readers and interdisciplinary teams will better help students navigate within and master new literacies. I agree with the authors that teachers need to acknowledge that in this new environment that they are not going to be the sages of old, and that their students will, in many circumstances, know more than they in regards to new technologies. Teachers will learn from their students more than any other time in history, and have a tremendous opportunity (and responsibility) to help shape students’ futures. Teachers will need to possess excellent classroom management and social mediation skills to accomplish this enormous task.

Another point in the article that caused me to write “wow!” in the margins is the notion of intertextuality and how it “defines online reading.” This idea of how each online reader weaves his or her text through the clicks and links they choose to make, which lead each to a different informational input, is one that is truly a seismic break with offline reading. Given the same question and the opportunity to answer that question by gleaning information from the Internet, the possibility of two students arriving at exactly the same conclusion are slim to none, due to the fact that they will have constructed different text sets during their online reading and synthesis of that content. Think about how this dynamic has the potential for fostering multiple perspectives and viewpoints within the classroom, sparking constructive argumentative discourse, and generating complex questions based on differing and overlapping text constructs. Although the newness of these ideas and questions have accompanied any great shift in human communication (the printing press, the telephone), my head is swimming. And as proof of the newness: the words //literacies// and //intertextuality// are not recognized by my spell check program. Microsoft better get on the ball.


 * Author:** Jessica DiPietro
 * Date:** Wednesday, May 28, 2008 9:41:10 PM EDT
 * Subject:** New Online Literacy- Where do we begin? RR#2

There are several factors that play into a student’s education. As I read the section on //Isomorphic and Nonisomorphic Examples of Offline and Online Reading Comprehension// several ideas popped into my head. I wanted to know the CMT and ORCA-Blog test criteria and question format. I believe students vary with there reading but I do not believe a test can tell if a student reads better online or offline. Factors such as a special education classification, personal experiences, test taking strategies, and skill level affect the results. Some students may not be good test takers. Computer can provide stimulation when reading, layout of text is spread out, interactive speaker reading to student, and typing skills are important. So many factors affect the students results that I almost believe it is too early in the technology era to assess children’s computer comprehension. Teachers have not taught students enough yet to expect students to be assessed- informally or formally. After reading this article I believe teachers need to use technology more then I could ever imagine. It is so important for a successful future for our students. I never even thought about taking standardized tests online for kids (p. 57) but some test are already helping to prepare students and teachers for this shift (i.e.- teacher certification tests (PLATO) and student reading practice (Read 180/ Read Naturally). Our curriculum is driven by results of our assessments. If our assessments become computer bases then a whole new era of teaching methods will occur. Will students have a computer built into their desks? How about students who have difficulty with computers and are over stimulated- will a new form of special education be created to tailor to these students needs? I am a new teacher and I believe I am up to date with technology but everyday it is constantly being improved. This technology era scars me. I feel that schools are so behind in technology usage. Where do we begin?

Boling, E., Castek, J., Zawilinski, L., Barton, K., & Nierlich, T. (2008, March). Collaborative Literacy: Blogs and Internet Projects. The Reading Teacher, 61(6), 504–506. doi: 10.1598/RT.61.6.10

 * Author:** Katrina Dzielak
 * Date:** Saturday, May 31, 2008 10:12:41 PM EDT
 * Subject:** Using Blogs

I found this article to be informative, inspiring and highly motivational. First of all, before I read the article I really wasn’t quite sure what a blog was. To me a blog was something like myspace.com or even blackboard, however, now I see there is a lot more to a blog, especially when it comes to educational purposes. I see that the word “blog” is becoming a commonly used term. I wonder if the word has been incorporated into the dictionary yet since it seems to be used as both a noun and a verb. I found this article inspiring. It focused on some great examples on how to incorporate the use of blogs into the classroom. It gave me some really great ideas that I can’t wait to incorporate into my own classroom. The one part of the article that I really found to be useful was the way that Betty Collum used a class blog for an activity similar to that of a literature circle. To me this was basically an interactive literature circle. I think there are so many advantages to this. First of all, students love using the computer and the internet, so unlike the usual literature circle activity, students are already more motivated to complete an activity on the computer. Secondly, as mentioned in the article, students are generally more concerned about there overall reading comprehension and writing ability. The fact that other students are reading their comments and answering their questions, gives the writer of the blog a sense of responsibility and even pride in their work. A students does not want another student to identify his or her vulnerabilities (writing errors) so they are more focused on aiming for perfection. While I think using an “interactive literature circle” is fabulous, I also strongly feel that teachers should not give up on the verbal literature circles completely. It is important for student to improve their technology skills, but they must also improve and maintain their oral (verbal) and social skills as well. An equal blend of both types of literature circles should be effective. I also like the way that Mr. Hodgson’s used blogs with students in other parts of the world. In this case, students are not only working on their reading comprehension, writing and grammar skills, but also on their social studies skills. It was neat how the students would describe their own environments in great detail, so that students in other parts of the world could better imagine, understand and relate to these other climates and cultures. I can’t wait to create a class blog. I think it could be used for all the subjects and I am sure that my students would be more than eager to participate in a class blog activity.


 * Author:** Grace Imbriale
 * Date:** Saturday, May 31, 2008 10:56:21 PM EDT
 * Subject:** Collaborative Literacy: Blogs

Previously to reading this article, the word blog was something that I would never connect to teaching. I only understood a blog as a chat room or a way for people to post their personal business. While reading this article, I realized that blogging could be used as another way to communicate with your students as well as a form of assessment. Using blogs in the classroom, can allow teachers to gain insight into their students’ understanding of certain concepts as well as some personal information. In Julia Siporin’s third grade class, the blog used to answer a question about teasing gave the teacher insight into how one of herstudents is most likely being teased in school. “You should ask the girl to please stop in a nice way likethis: I would really like it if you would please stop taking my pencils, calling me names, and talking when I need to work.” I was also intrigued by the idea of a class collaborating with another class anywhere in the world. This is a great way to motivate andengage students. It is a wonderful experience for students to share their ideas with others in a different class,but it is especially rewarding when that class is from another part of the world and can offer a new perspective. After reading this article, I would love to collaborate with the teachers I work with and create a blog for our students. I think that the students would enjoy using blogs because it is something new, exciting and using the computer is something most of my students are comfortable with.

Leu, et. al. (2008). Research on Instruction and Assessment in the New Literacies of Online Reading

 * Author:** Grace Imbriale
 * Date:** Tuesday, June 10, 2008 2:01:47 PM EDT
 * Subject:** Reflection 2- Research on Instruction

I thought that I was computer literate before taking this class. However the more we discuss in class and the more I read up on the subject of online comprehension and new literacies, the more I realize that I am still in the dark. This article was a culmination of research done on instruction and assessment of online reading comprehension. The first line of the article really made it clear that using the internet is more than searching and discovery, but a means to learn, understand and assess information. “The internet has rapidly become the defining medium for information, communication, and reading comprehension in the twenty-first century.” Media literacy is such a new term and when talking about different literacies, there is much more than reading involved. It is important as an educator to realize that there is such a push for technology in every district because of the exponential growth that has occurred. Technology, now more than ever, is essential to every classroom, and this article proves it. However the article also brings up a great question, how do we assess the discovery, the learning, and understand of information? Teachers have to not only be able to master the parts of technology they want to teach, but be an expert in how to monitor and assess their students. Personally, I feel that this will be tough. I also feel that workshops that deal with this topic would be beneficial and hopefully there will be ones available either through my district or from an outside source in the near future.


 * **Author:** Kaylan Navarro
 * Date:** Saturday, June 14, 2008 2:17:58 PM EDT
 * Subject:** TICA Article Responce

After reading the TICA / Reciprocal Teaching article the first time I was still left a little confused. I wasn't 100% sure I knew what Internet Reciprocal Teaching (IRT) was. After reading the article and taking notes I think I have come to a solid understanding of how IRT works and its importance in the classroom. The main focus of IRT is to get our students comfortable and familiar with the internet. Using IRT allows the students to develop their online reading skills. While the students are developing their skills they work on locating information, critically evaluation information to make sure that it valid, to synthesis information from multiple sources, and how to communicate with others. These skills are extremely important in the classroom. If students do not have these skills or use them properly they will not be able to use the internet to make them better students. Using the IRT method is implemented in three steps. First the teacher leads the lesson using direct instruction. As with all good teachers it is important that you model the process and let the students know what is expected of them. This allows the students to visually observe what you are doing and listen to what you are saying. The next step is called the collaborative stage. This is when the students work together in small groups. This is a great stage because it allows the students to step into the role of teacher. While they collaborate in groups they can share their knowledge with each other and also feel comfortable to take risks. While the students are collaborating the teacher floats around and supports the development of the internet strategy. Finally, the students participate in the reciprocal stage. This occurs when the students apply what they have learned. This is the most important stages because it makes sure that the students have learned and can apply what they have learned. After reading the acrticle multiple times it became evident that it is important for all readers that they have time to read something, absorb it, and then apply it. The same thing goes along with IRT. Students need time to read and learn then apply what they have learned. If students are given time in the classroom to use the IRT approach they will undoubtedly be successful internet users. The IRT approach is one that I would certainly use in my classroom. The two issues I have with IRT in the classroom is finding the time and acquiring the resources. Teaching in a community where there is a high emphasis on testing scores - it is difficult to find time for teaching internet usage skills. It woud asl be difficult setting aside enough time to teach my students these internet skills. It will also be extremely difficult finding enough computers to teach these skills. My struggle as a teacher is to find time to implement the IRT program. Knowing all of the things that I have to teach and accomplish as a teacher it will be extremely difficult to find the time to teach a skill that some people might deem as unnessicary. All and all I believe that knowing how to use the internet resources that are available to our students are extremely important. It is also important that students know how to evaluate theses resources. Knowing how to use the internet is a skill that our studetns will take with them throughout the rest of their life. It is our job as passionate teachers to find the time to teach these skills. I know it will be a difficult task but I am ready to try and undertake it. ||

Prensky, Listen to the Natives

 * Author:** Jessica DiPietro
 * Date:** Monday, June 9, 2008 12:50:56 PM EDT
 * Subject:** Listen to the Natives

WOW! WOW! WOW! This article opened my eyes greatly. I can not believe technology is changing so rapidly. I thought I knew more then I do. I agree with Marc Prensky’s analogy as students being digital natives and teachers being digital immigrants. It was not only clever but a great way for teachers, like myself, to know they are not alone on this quest of technology. I found myself jotting notes and highlighting so many progressive ideas throughout the article. First of all I think it is great for students to provide knowledge, ideas, and questions for teachers and students to ponder. I think it is great to have students at teacher meetings to help pioneer technology but not every meeting or for the full meeting. Secondly, I think streaming some lessons is wonderful to help observe lessons but not for parents to check up on teachers. It is wonderful for other teachers to grow and get ideas. I have not decided an opinion on cell phones in a class. I was amazed how Europe, Japan, and the Philippines is so advanced. Cell phones used to teach are negative; they can be distracting, lose initial skills (handwriting, social skills), testing (cheating-no mastering initial skills), and minimal interactions (pre video recorded lessons). Cell phones can also be positive. It can be easy and convenient to evaluate projects, students practice skills (programming and downloading), and can be reviewed over and over.


 * uthor:** Katrina Dzielak
 * Date:** Sunday, June 8, 2008 12:08:10 PM EDT
 * Subject:** Listen to the Natives

I was blown away after reading this article. I really don’t know how I feel about it. In some ways I found the article to be inspiring and in other ways I found it to be quite disturbing. I have to say that I am all about incorporating technology into the classroom. I liked how the author differentiated the names of the people who use technology as either, digital natives or digital immigrants. One of the ideas mentioned in the article that I found fascinating was the idea of using games to teach students. Students today are all playing video and computer games during their free time. They not only enjoy it but they are also good at it. The students enjoy the challenge of trying to top their scores, and their friends scores, and trying to beat the game or go onto the next level. They learn how to move from level to level and how to master the game. Therefore, in-school lessons should also use some of these same methods to teach the students. The article gave the example of teaching algebra by using a game. Students would have to “beat the game to pass the course.” I completely agree with the author, that using games would motivate the students to learn. The one part of the article, that I really don’t think I agree with, is the incorporation of cell phones into the lessons. I personally think that cell phones are a problem today. I think there great for a communication tool, especially in emergency situations, but in the long run they have become something that people today take for granted. Everywhere you go you see people talking on the phone, text messaging, playing with ring tones, etc. I’m actually one of those people that find cell phones to be annoying, if not used appropriately. I think bringing the cell phones into the classroom is going a little too far. Sure, it could be used for quizzing or tutoring students, but I think it will bring more problems than benefits to the classrooms. Another part of the article that I somewhat agreed with was the idea of allowing students to create their own groups for projects and activities. I think giving the students this freedom is fine at times, but not all the time. Just like in the real-world, there are times people have to work with people that they don’t necessarily get a long with or share the same ideas with. Therefore it is important for students to learn how to get around these barriers by communicating and compromising with people who have different opinions or feelings about different topics. Students need to learn how to work with different types of people in different situations. Overall, I think technology should be used in all classrooms on a regular basis, but these techniques and tools need to be used appropriately and need to be carefully examined before incorporating all of them into the classroom.

I think that this article brings up many important points about the students that we are currently teaching and the students of the future. It was so interesting for me to read this article, because I kept on thinking that my generation was at the beginning of the technological boom. People started getting home computers around 1995/1996 and I can clearly remember getting our first computer. Since then the technology has only gotten more advanced, and though I feel that I am very proficient when it comes to computers and technology ie. Cell phone capabilities, smart boards, computer games etc. it has become very obvious to me that my students know a lot more then I do. After reading this article, I guess I used to think of myself as a “native”, but now after reading about everything that students are capable of and are currently practicing, I feel like a digital “immigrant”.
 * Author:** Sari Weber
 * Date:** Monday, June 9, 2008 10:08:57 PM EDT
 * Subject:** Reflection 2

The part of this article that I found to be so true and so moving was the section about collaboration with our students. This may seem like a foreign idea to a lot of teachers and administrators and even myself at first, but when you think about it, it makes perfect sense. Prensky says it perfectly when he states, “As 21st century educators, we can no longer decide for our students; we must decide with them, as strange as that may feel to many of us” (2005, p.2). He has the right idea, if our students are the 21st century technology gurus, then why aren’t we listening to their thoughts on how and what they are learning, and involving then in the planning and decision making process? As teachers, we can learn as much from our students as they learn from us.

Being flexible with our teaching methods and strategies is another way that we as teachers can incorporate technology into our own classrooms. Prensky brings up a good point that instruction can be individualized for students with the help of technology. One issue however, that I did have with Prensky’s theory on flexible teaching is the idea of self-selected grouping. From personal experience I have noticed that when students are allowed to chose their own groups there is always one or two students who no one chooses to work with and they are left out. Now if this were to be done virtually with students in other schools or even states and countries I can see that being a very exciting way to learn. However, I do think it would be difficult to get that cleared with administrators. Also, I am wondering how that would work. Would the teacher need to have an affiliation with a school in another town, city, state or country? As I said before, I do think that this article brings up many excellent points and ideas about the digital natives. They are the students we are teaching and as their educators it is our job to incorporate their technology into our teachings. Unfortunately for some teachers I think that the same problem will arise…time and the unwillingness to learn.

Course Discussions: Cioro, J. (2006). Reading comprehension on the Internet: Expanding our understanding

 * Author:** Kathryn Camia
 * Date:** Sunday, June 15, 2008 11:00:26 AM EDT
 * Subject:** Reflection

 I never thought that online texts required such explicit comprehension strategies, but after reading this article, I can admit that I think I need lessons on how to comprehend specific online texts too. As teachers, we cannot believe that our students are safe when they are researching on the Internet unless we teach them how to do so. The specific strategies that Coiro mentions in this article, and that we have been shown already in class, demonstrate how important they are to keeping our students safe and teaching them how to explore specific topics without being fooled.  In class, we were challenged with Cioro’s first strategy, evaluating a list of search results. Before learning this, I never thought to evaluate each website that came up in my search results. In high school and college, I was never taught how to explore online sites and comprehend the information. I believe that I learned from my own experiences and used my own strategies that I found to be successful. I am sure that if I had known there were specific strategies, I would not have wasted so much time determining if websites were false, or what website provided the most information. After completing the activity, I realized how much time I was wasting using my own strategy and how effective Cioro’s strategy truly is. It is amazing how much students can determine about each site just by evaluating the search results and if we can teach them this much, it is a start.  Cioro mentions that, “…not a single state reading assessment in the United States measures strategies needed to navigate and comprehend text online…” (pg 31). If the state is not doing anything to ensure that our students are safe on the Internet, then it is up to the teachers to incorporate these specific skills and strategies into their curriculum. If we can teach our students how to read books and provide them with specific strategies for comprehension, why not teach them how to comprehend Internet texts as well? Yes, it may be time consuming, but it will ensure that our students are safe.  I do not work with the older grades, so I do not know how teachers in my school district go about teaching online comprehension strategies to their students. My guess would be they don’t teach it, because it is time consuming and probably takes away from “teaching to the test”. Most teachers would agree that if it is not on the state test, then it is not going to be taught. How can school districts encourage teachers to incorporate this into their curriculum?
 * Author:** Kaylan Navarro
 * Date:** Wednesday, June 25, 2008 11:19:44 AM EDT
 * Subject:** Reflection Number Three

“Today, the definition of literacy has expanded from traditional notions of reading and writing to include the ability to learn, comprehend, and interact with technology in a meaningful way” (Selfe cited in Pianfetti, 2001, p. 256). I believe Coiro started her piece with this quotation for an important reason; this quotation embodies the thoughts behind new literacies versus old literacies. It also exemplifies what we have been studying in class this semester. Literacy no longer just applies to trade books and text books, now literacy includes the internet and other forms of technology. Traditional literacy includes reading, writing, speaking, and listening but, those skills no longer apply just to traditional books, now they apply to the internet. These literacies, both new and old, are important tools that help us have successful classrooms and it is important that we teach our students how to use them. Students are no longer just using encyclopedias, dictionaries, and reference books in the classroom. Now, they are using technological resources such as Wikipedia.net and Dictionary.com to get their school work done. It is important that us as teachers understand and cultivate their internet fluency. Searching on the internet is no longer as simple as typing a phrase into the Google tool bar. Now students need to be able to assess the websites that they use and make sure they are valid and reliable resources. Unfortunately, the skills that we taught our children when they were using traditional literacies do not seamlessly transfer over to technology. Though some tradition rules apply, there are not a whole new set of rules that our students need to master. When students use new technology, such as the internet, they are faced with so many things. They need to learn how to navigate through hyperlinks, pop ups, and advertisements – its no longer as simple as reading a table of contents. Our children need to read critically and synthesize information from various resources. The skills that are nessicary for students to become fluent in new literacy are not innate. They are skills that need to me modeled, taught, and assessed. As a teacher, I know that it is extremely difficult to find time to teach things that aren’t assessed. However, as passionate teachers, it is our responsibility to prepare our students the best we can. This means teaching them how to navigate the internet successfully and safely. In her article, Coiro suggests that these new literacies pose a challenge to our traditional readers because they contain, “new characteristics that require different types of comprehension processes and a different set of instructional strategies” (p.459). Yes, the internet and other technology do pose some difficulties. However, these difficulties can easily be overcome if we take the time to help our students navigate and master these new characteristics and strategies. These skills can be taught through tools like webquests, internet workshop, and internet inquiry. In today’s classrooms nothing is impossible. Computers, technology, and the internet are the next big thing in education. They are tools that can help our students become better and more motivated learners. We need to learn to embrace those tools and make them part of our everyday curriculum and classroom. =Making Sense of Online Text, J. Cioro, Educational Leadership=


 * Author:** Grace Imbriale
 * Date:** Thursday, June 26, 2008 1:15:07 PM EDT
 * Subject:** Reflection 3

As I read this article, it seemed vaguely familiar. Then I realized that some of the lessons mentioned in the article, we had done in class. I feel that because i actually experienced some of these activities as a student, that I will be able to teach my students more proficiently. Also from being in this class and experiencing these lessons first hand, i have a different perspective on teaching technology. It seems like a no-brainer now, but I see clearly why it is important to approach this as if it was any other content area topic. And as with other content areas you will have poor students, students who are performing at 'grade level' and those who are advanced. I found that figure 1 and 2 were very helpful for planning and creating lesson ideas. Also the chart in figure 2 is great! I would either display it in the classroom, hand out small personal copies for each student or both. "To fully prepare students for reading digital text, teachers need to incorporate these new literacy skills into the reading curriculum and support online reading comprehension during content-area lessons." This quote really advocates the impressive and overwhelming need to incorporate technology into daily lessons. Technology is growing at an exponential rate and is needed now more than ever in the 'real' world. We teach, as part of our curriculum, real world connections to all content areas, and yet we have not focused on the importance on making the connection to learning, understanding, and applying technology in the real world.
 * Author:** Colleen Carroll
 * Date:** Tuesday, June 17, 2008 8:41:03 AM EDT
 * Subject:** Reflection 3

This article was an excellent review of the four main reading comprehension challenges that students face while reading on-line. Coiro's point that "Internet texts demand higher levels of inferential reasoning and comprehension monitoring strategies" is an important for all of is, students and teachers, children and adults, to remember. When I was a young student, the "go to" authority for factual knowledge was the //World Book Encyclopedia//. We didn't even questions the validity of those entries (although as readers we should always question the purpose of text and continually compare the author's point and purpose to our own knowledge and belief system), but today's Internet readers should, I believe, put that skeptical questioning at the top of their priority list. We've seen the example of the tree octopus many times over the last few weeks, and those sites are great for teaching on-line readers to be critical examiners of Internet content. It's the sites that //seem// so valid, and may be //in part//, that scare me. For example, I am currently writing an article for //Art and Activities// magazine's September issue about a painting by Marc Chagall. As you know, Chagall is a hugely popular artist and there are TONS of biographies, image bases, articles, etc, about him and his work. Here's my particular problem: the work in question is a backdrop he painted in 1942 for a ballet production of //Aleko//. Has anyone ever heard of //that//? Even the Philadephia Museum of Art's site (PMA owns the work in question) turned up no historical information on this piece (I always go to the museum site first when looking for factual and historical information on a given art work, as I know from experience they tend to be very careful about what they post and the writing is based on scholarly research). So, what to do next? I google, //Aleko, Chagall, Wheatfield//, and up come three pages of information. One site is from a Japanese museum that is showing all four paintings for the first time since 1942. Cool, but I glean zero information on my painting. Scroll down, click, scroll down, click: nothing but a few art reproduction sites trying to sell knock-off versions of the painting. Scroll, scroll; click on an article by this guy named Robert Weyland. Who the heck is he? I scan the article and find two paragraphs about the history of my painting, complete with a quote from a NY Times dance review. I've hit paydirt! But then I think to myself, "Wait a minute. This essay is well-written, and the facts seem to correspond with other facts I know to be true about Chagall, but why is this site a dot-com, and why am I seeing typos?" I scroll down to the end of the page and see that this article appeared in the March, 1985 issue of Smithsonian Magazine. Or did it? Couldn't this guy have just given himself that credit to make him appear more credible? Perhaps he is a wannabe art critic who writes essays, posts them to his site, and makes up an appropraite reference? So, now I have to search through the archives of //Smithsonian// magazine to substantiate this essay, because I DON'T want misinformation being published in //Arts and Activities// with my name on it. This very long-winded tale isa real-life example of the steps we need to teach students while searching for factual information on-line. In my line of work, which is hugely reliant on the Internet, I must always have my critical analysis radar up to avoid getting burned. By teaching these skills to students they will not only learn to be critical consumers of on-line infornation, but they will gain skills to be more critical thinkers of life in general. Of course, that is the hope, and the goal.

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