Tiki RSS feed for the wiki pages http://pagnucci.iupdhc.org/gradwiki/tiki-wiki_rss.php?ver=2 Sat, 19 May 2012 08:32:31 +0100 Tiki CMS/Groupware via FeedCreator 1.7.2.1 http://pagnucci.iupdhc.org/gradwiki/img/tiki/tikilogo.png Pagnucci Grad Wiki http://pagnucci.iupdhc.org/gradwiki/tiki-index.php en-us GroupReflection http://pagnucci.iupdhc.org/gradwiki/tiki-index.php?page=GroupReflection .diffchar { color:red; } + Catherine Kelly
+ Woosang Jung
+ Yutaka Fujieda
+
+
Group Reflection

+
+ Braun, L. W. (2007). Teens, technology, and literacy; or, why bad grammar isn’t always bad. Westport, CT: Libraries Unlimited.
+
+ While technologies recently have made notable strides, the use of technologies brings about an increasing host of concerns. Although the wariness of dependence on technologies in our daily life persists, we need to give our full attention to the information technology. Braun’s (2007) book is helpful to teachers and researchers of literacy and technology because it offers guidance on the uses of technology in the classroom by implementing previous research and practical applications. Relying on past seminal works including Stephen Johnson’s 2005 book Everything Bad Is Good for You and James Paul Gee’s 2003 book What Video Games Have to Teach Us About Literacy and Learning, Braun explained the importance of studying adolescents and their technology skills. Specifically, Braun noted that the use of new technologies for education can buttress students’ literacy skills and sense of identity.
+
+ Braun suggests the meaning of literacy is changing and explains how technology is related to teens’ literacy. To be literate has been changing depending on shared network, collaboration, engagement, etc. Hence, only print literacy cannot cover the territory of literacy since technology infiltrates into teens’ everyday lives. Rather, teens may have more literacy experiences than adults have because they communicate with each other by using IM, Blogs, E-mail, and Games, which means they are exposed to literacy experiences. Braun also defines teen’s community as three-layered levels: Family, teen’s world (face-to-face), and the online world and says the last level is the largest realm in which teens can encounter a great number of people who are interested in similar things such as music, books, etc. That is, teens do learning and communication by using technology and feel comfortable with it outside classroom. Teens’ involvement in utilizing various technological items enables teens to develop their literacy and bring a benefit of their learning. The author highlights some implementations of technologies such as wikis, blogs, text messages, podcasts, and even games in teens’ lives and learning. Each of the tools encourages the young to enhance their reading and writing progress.
+
+ However, the educating administrators and teachers are still hesitating to integrate those changes into education. This book is advantageous to teachers and researchers in the field because it includes details and background on specific technologies and their uses in the classroom. For example, in her chapter on gaming, Braun noted that teachers can immerse students in the current topic being studied by creating role-playing games to be used in the classroom. Taking this all into account, teachers who wish to strengthen their students’ literacy skills in new and different ways should read this book because it contains real-world applications that teachers might find valuable.
+
+ Braun stresses in her book harnessing the technological devices generates potential for literacy practices as well as helps teachers facilitate students’ development of technology literacy. This book indicates the significance of using technologies and guides readers to devise wise use of information tools in daily life as well as classrooms.
+
]]> Mon, 29 Nov 2010 23:49:43 +0100 StudentPages2010Fall http://pagnucci.iupdhc.org/gradwiki/tiki-index.php?page=StudentPages2010Fall .diffchar { color:red; } + Tonidonofrio2
]]> Mon, 29 Nov 2010 23:48:04 +0100 JasonLong2010 http://pagnucci.iupdhc.org/gradwiki/tiki-index.php?page=JasonLong2010 .diffchar { color:red; } +
+ Although Growing Up Digital: The Rise of the Net Generation (1998) is somewhat outdated, it is an important text because it provides an account of a burgeoning culture centered on the use of interactive digital media (p. 55). This is a particularly important area of study because “the culture which flows from N-Gen experiences in cyberspace foreshadows the culture N-Geners will create as the leaders of tomorrow” (p. 55). Now, twelve years later, many of the N-Geners? Tapscott wrote about have graduated college and entered the workforce; thus, the culture that N-Geners? “will create” is now upon us. If we need to know where we are going, it’s important to know where we have been.
+ In Chapter Four, Tapscott introduces and defines virtual communities as “social aggregations that emerge from the Net when enough people carry on public discussions enough, with sufficient human feeling, to form webs of personal relationships in cyberspace” (qtd. by Rheingold, p. 56). According to Tapscott, “research indicates that interest in Net-based communications usually starts around age 11 for girls and 13 for boys – basically during adolescence” (p. 56). Also worth noting, between “6.7 and 7 million individual N-Geners? are characterized as active users,” users who participate in these virtual communities (p. 56). Since these figures are at least twelve years old, it would be interesting to see what current statistics reveal. The boom in technology following the publication of this text allowed more people greater access to personal computers. Current estimates are likely much higher, and the age in which people begin to engage in these kinds of activities will likewise be much younger.
+ Tapscott discusses a few online chat communities (such as Freezone, KidsCom?, and Cityspace), but chooses to focus on Freezone in particular. From Tapscott’s experiences in these virtual communities, Tapscott identifies a number of prominent themes that are characteristic of the N-Gen? culture: (1) a strong sense of independence and autonomy, largely due to information-seeking rather than information-receiving activities; more expressive; (p. 68); (2) Emotional and intellectual openness, expressing themselves to a wider audience; increased awareness of audience; “involves vulnerability” (p. 69); (3) lack of physical boundaries allows for more social inclusion, “encouraging a move from a national to a global orientation” (p. 69).; more tolerant of differences and opposing views; (4) free expression and strong convictions (p. 70); not sure how this differs from the first characteristic; (5) innovative; “it is certain that N-Geners? will be the first to accept and participate in these enhanced versions of their own cultural creations” (p. 71); Facebook, Twitter, and Wikipedia are likely current manifestations of this innovation; (6) N-Geners? are more mature than previous generations, reflected in their desire for autonomy; being online, “kids want to be treated as adults” (p. 72); (7) less concern with how things work, more concerned with how to use things instead (p. 72); (8) immediacy; “as systems become real-time, and as information moves at light speed, the metabolism of youth culture is accelerating” (p. 74); “The children of the digital age expect things to happen fast, because in their world things do happen fast” (p. 74); (9) Tapscott defines the ninth theme as a “sensitivity to corporate interest;” however, a more accurate description of this topic would be the development of a critical attitude toward corporate interests; (10) an increased awareness of issues surrounding authorship, authentication, and trust (p. 75-78).
+
+ Tapscott moves to a discussion on broadcast technologies and narrative interaction, stating, “In many ways, the Internet is the first interactive means of social transmission since the village storyteller” (p. 80). According to Tapscott, there is a move away from traditional modes of media transmission “toward a model of increased interactivity in producing the means of social transmission that speaks to all society. In other words, N-Geners? think broadcast TV leaves too much unsaid” (p. 81). Tapscott also predicts television shows where people will be able to interact with members of the show, a phenomena seen recently on many reality TV shows (p. 81). Tapscott ends the chapter by discussing the rise of zines, a reflection of a cultural trend that further emphasizes the themes he laid out earlier (p. 82-84).
+
+ “it is certain that N-Geners? will be the first to accept and participate in these enhanced versions of their own cultural creations” (p. 71);
+
+ “The children of the digital age expect things to happen fast, because in their world things do happen fast” (p. 74);
+
+ “as systems become real-time, and as information moves at light speed, the metabolism of youth culture is accelerating” (p. 74);
+
+ “In many ways, the Internet is the first interactive means of social transmission since the village storyteller” (p. 80).
+ In Chapter Seven, Tapscott explains a new economy is emerging, one that, “is based on human capital and networks. In this economy, knowledge permeates through everything important: people, products, organizations” (p. 127). In this new economy, almost 60% of the American workforce, “are knowledge workers and 8 of 10 jobs are in information-intensive sectors of the economy” (p. 127). Tapscott then gives an example of a young N-Gen? preschooler who, at the age of four, learned to read on a computer (p.128). As teachers, it’s important that we recognize the impact technology has on incoming students who have grown up in this unique culture. Tapscott then speaks of a crisis in education, one that can be characterized by, “a feeling that, given all the improvements in technology and epistemology, we could be doing much better” (p. 130). Tapscott then cites a number of projections regarding student enrollment levels, stating that there is “growing appreciation that the old approach is ill-suited to the intellectual, social, motivational, and emotional needs of the new generation” (p. 131).
+ Tapscott defines six truisms and six false conclusions that have been derived from these assumptions. First, Tapscott addresses the myth that, since problems with schools extend beyond the schools themselves, we should not work to reform them (p. 132-133). Second, unless we have clearly defined educational goals, we should not work toward changing the means of reaching them (p. 133-135). Third, we shouldn’t infuse schools with computers or other technologies, largely because these technologies cannot solve problems in education (p. 135-136). Fourth, we need to teach students basic literacy, as technological literacy does not facilitate the development of these other, more fundamental literacies (p. 136-137). Fifth, learning is social, and the use of a computer is a solitary endeavor (p. 137-138). Finally, teachers are motivated, dedicated, and skilled, and therefore are successful in employing broadcast modes of learning (p.138). At the end of the chapter, Tapscott argues that, “By exploiting the digital media, educators and students can shift to a new, more powerful, and more effective learning paradigm” (p. 142).
+ “Historically, the field of education has been oriented toward models of learning which focus on instruction – what we can call broadcast learning” (p. 129).
+
+ “every project we investigated that introduced the Net and computer technology to students has been a stimulus for more far-reaching change. Such initiatives raise issues for teachers, parents, educators, and students to address” (p. 136).
+
+ “the new media have helped create a culture for learning, where the learner enjoys enhanced interactivity and connections with others” (p. 141).
+
+ “Anticipate changes regarding faculty as we shift from the autonomous professor to teams which collaborate to create learning environments for students” (p. 154).
+
]]> Mon, 29 Nov 2010 23:44:44 +0100 CatherineKelly2010 http://pagnucci.iupdhc.org/gradwiki/tiki-index.php?page=CatherineKelly2010 .diffchar { color:red; } - Annotation" href="tiki-index.php?page=GroupAnnotation" class="wiki ">GroupAnnotation
+ Reflection" href="tiki-index.php?page=GroupReflection" class="wiki ">GroupReflection
]]> Mon, 29 Nov 2010 23:44:29 +0100 GroupAnnotation http://pagnucci.iupdhc.org/gradwiki/tiki-index.php?page=GroupAnnotation .diffchar { color:red; } + While technologies recently have made notable strides, the use of technologies brings about an increasing host of concerns. Although the wariness of dependence on technologies in our daily life persists, we need to give our full attention to the information technology. Braun’s (2007) book is helpful to teachers and researchers of literacy and technology because it offers guidance on the uses of technology in the classroom by implementing previous research and practical applications. Relying on past seminal works including Stephen Johnson’s 2005 book Everything Bad Is Good for You and James Paul Gee’s 2003 book What Video Games Have to Teach Us About Literacy and Learning, Braun explained the importance of studying adolescents and their technology skills. Specifically, Braun noted that the use of new technologies for education can buttress students’ literacy skills and sense of identity.
+
+ Braun suggests the meaning of literacy is changing and explains how technology is related to teens’ literacy. To be literate has been changing depending on shared network, collaboration, engagement, etc. Hence, only print literacy cannot cover the territory of literacy since technology infiltrates into teens’ everyday lives. Rather, teens may have more literacy experiences than adults have because they communicate with each other by using IM, Blogs, E-mail, and Games, which means they are exposed to literacy experiences. Braun also defines teen’s community as three-layered levels: Family, teen’s world (face-to-face), and the online world and says the last level is the largest realm in which teens can encounter a great number of people who are interested in similar things such as music, books, etc. That is, teens do learning and communication by using technology and feel comfortable with it outside classroom. Teens’ involvement in utilizing various technological items enables teens to develop their literacy and bring a benefit of their learning. The author highlights some implementations of technologies such as wikis, blogs, text messages, podcasts, and even games in teens’ lives and learning. Each of the tools encourages the young to enhance their reading and writing progress.
+
+ However, the educating administrators and teachers are still hesitating to integrate those changes into education. This book is advantageous to teachers and researchers in the field because it includes details and background on specific technologies and their uses in the classroom. For example, in her chapter on gaming, Braun noted that teachers can immerse students in the current topic being studied by creating role-playing games to be used in the classroom. Taking this all into account, teachers who wish to strengthen their students’ literacy skills in new and different ways should read this book because it contains real-world applications that teachers might find valuable.
+
+ Braun stresses in her book harnessing the technological devices generates potential for literacy practices as well as helps teachers facilitate students’ development of technology literacy. This book indicates the significance of using technologies and guides readers to devise wise use of information tools in daily life as well as classrooms.
+
]]> Mon, 29 Nov 2010 23:43:51 +0100 DanaPoole2 http://pagnucci.iupdhc.org/gradwiki/tiki-index.php?page=DanaPoole2 .diffchar { color:red; } + • Full Citation—
+ Osit, M. (2008) Generation text:Raising well-adjusted kids in an age of instant everything. New York, NY; AMACOM
]]> Mon, 29 Nov 2010 23:42:27 +0100 BurcuAnnotation1and2 http://pagnucci.iupdhc.org/gradwiki/tiki-index.php?page=BurcuAnnotation1and2 .diffchar { color:red; } - Annotation by Burcu Basoglu

Full Citation:
+ Annotation by Burcu Basoglu

>>Full Citation:
- Chapter Summary
+ Chapter Summary
- Chapter Assessment<br /><br />
+ Chapter Assessment
- Reflection on the Chapter<br /><br />
+ Reflection on the Chapter
- Key Chapter Quotations

On the Choice of Technology
+ Key Chapter Quotations

>>On the Choice of Technology
- On the Ease of Use
+ On the Ease of Use
- On the Participation
+ On the Participation
- On the Audience
+ On the Audience
- 2nd Annotation by Burcu Basoglu
+ 2nd Annotation by Burcu Basoglu
- Chapter Summary
+ Chapter Summary
- Chapter Assessment
+ Chapter Assessment
- Reflection on Chapter<br /><br />
+ Reflection on Chapter
- Key Chapter Quotations

On the Assumptions
+ Key Chapter Quotations

>>On the Assumptions
- On the Faculty’s Duties
+ On the Faculty’s Duties
- On the Administrators’ Responsibilities text
+ On the Administrators’ Responsibilities text
- On the Writing Programs’ Responsibilities
+ On the Writing Programs’ Responsibilities
- <br />
>On the Current Challenge: Electronic Rating
+ <i>On the Current Challenge: Electronic Rating
]]> Mon, 29 Nov 2010 23:41:04 +0100 BurcuBasoglu2010 http://pagnucci.iupdhc.org/gradwiki/tiki-index.php?page=BurcuBasoglu2010 .diffchar { color:red; } - <b>BurcuAnnotation1and2b>
+ <a title="BurcuAnnotation1and2" href="tiki-index.php?page=BurcuAnnotation1and2" class="wiki ">BurcuAnnotation1and2a>
]]> Mon, 29 Nov 2010 23:36:23 +0100 KellyAnnotation2 http://pagnucci.iupdhc.org/gradwiki/tiki-index.php?page=KellyAnnotation2 .diffchar { color:red; } - Braun, L. W. (2007). Reading and writing in a gamer’s world. In Teens, technology, and literacy; or, why bad grammar isn’t always bad (pp. 47-56). Westport, CT: Libraries Unlimited.
+ Braun, L. W. (2007). Reading and writing in a gamer’s world. In Teens, technology, and literacy; or, why bad grammar isn’t always bad (pp. 47-56). Westport, CT: Libraries Unlimited.
]]> Mon, 29 Nov 2010 23:32:16 +0100 BurcuAnnotation1 http://pagnucci.iupdhc.org/gradwiki/tiki-index.php?page=BurcuAnnotation1 .diffchar { color:red; } - Reflection on the Chapter
+ <b>b>Reflection on the Chapter
]]> Mon, 29 Nov 2010 23:31:52 +0100