Classroom Models for Evaulation Web Sites

REAL by Web Literacy by Alan November from Web Literacy for Educators

R – Read the URL
E – Examine the content
A – Ask About Author
L – Links

ABC’s by Beth Phillips
A – Author
B – Bias
C – Content
D – Dates
E - Editor

The 4 A's by Yahooligans
1.Accessibility
2.Accuracy
3.Appropriateness
4.Appeal

Seven Steps for Previewing a Web Site by Julie Coiro
1)Read Title
2)Scan Menu Choices
3)Predict where links will go
4)Interactive features
5)Creator
6)Electronic Supports
7)Make judgment to explore


Sources:
Coiro, Julie. (2005, October). Making sense of online text. Educational Leadership, 63(2), 30–35.

Eagleton, M. B., & Dobler, E. (2007). Reading the Web: Strategies for Internet inquiry. New York: The Guilford Press

November, Alan. (2008). Web Literacy for Educators. Thousand Oaks, CA: Corwin Press.

Phillips, Beth & Laureate Education, inc. (2009). A Teacher's Perspective, Evaluation Information Online; Supporting Information Literacy and Online Inquiry in the Classroom.

Yahooligans! Teaching Guide

Searching Effectively

1)Search Engines (http://training.fcps.org/tt1/intsea.htm)

•Use a Search Engine – which searches its databases for your keyword: http://thesearchenginelist.com/

•Use a Directory – which has an organized list based on categories
http://thesearchenginelist.com/directory.html

•Use a MetaSearcher – which searches other search engines
http://searchenginewatch.com/2156241

•Use a Kid centered Search Engine
http://www.ivyjoy.com/rayne/kidssearch.html

•Use a Topic Specific Search – Blog, Video, Podcasts, Google Scholar, or Social Bookmarking Sites

2)Boolean Searches: http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Boolean.pdf

3)Advanced Searches – Creating a Virtual Index of web pages with the same root domain name

•Host – searches extensions only using the syntax: host:org +Fibonacci
•URL – searches within URL’s using the syntax:
url: k12.us +Fibonacci or
url: lesson +Fibonacci

Information Literacies

Association of College and Research Libraries (ACRL)

Information literacy is a set of abilities requiring individuals to “recognize
when information is needed and have the ability to locate, evaluate,
and use effectively the needed information.”

Information Literacy Competency Standards for Higher Education

Standard 1 - The information literate student determines the nature and extent of the information needed.

Performance Indicators:
1. The information literate student defines and articulates the need for information.
2. The information literate student identifies a variety of types and formats of potential sources for information.
3. The information literate student considers the costs and benefits of acquiring the needed information.
4. The information literate student reevaluates the nature and extent of the information need.

Standard 2 - The information literate student accesses needed information effectively and efficiently.

Performance Indicators:
1. The information literate student selects the most appropriate investigative methods or information retrieval systems for accessing the needed information.
2. The information literate student constructs and implements effectively designed search strategies.
3. The information literate student retrieves information online or in person using a variety of methods.
4. The information literate student refines the search strategy if necessary.
5. The information literate student extracts, records, and manages the information and its sources.

Standard 3 - The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system.

Performance Indicators:
1. The information literate student summarizes the main ideas to be extracted from the information gathered.
2. The information literate student articulates and applies initial criteria for evaluating both the
information and its sources.
3. The information literate student synthesizes main ideas to construct new concepts.
4. The information literate student compares new knowledge with prior knowledge to determine the value added, contradictions, or other unique characteristics of the information.
5. The information literate student determines whether the new knowledge has an impact on the individual’s value system and takes steps to reconcile differences.
6. The information literate student validates understanding and interpretation of the information through discourse with other individuals, subject-area experts, and/or practitioners.
7. The information literate student determines whether the initial query should be revised.

Standard 4 - The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose.

Performance Indicators:
1. The information literate student applies new and prior information to the planning and creation of a particular product or performance.
2. The information literate student revises the development process for the product or performance.
3. The information literate student communicates the product or performance effectively to others.

Standard 5 - The information literate student understands many of the economic, legal,
and social issues surrounding the use of information and accesses and uses information ethically and legally.

Performance Indicators:
1. The information literate student understands many of the ethical, legal and socio-economic issues surrounding information and information technology.
2. The information literate student follows laws, regulations, institutional policies, and etiquette related
to the access and use of information resources.
3. The information literate student acknowledges the use of information sources in communicating the product or performance.

Literacy Refined

Definitions of Literacy

•Merriam – Webster: Ability to read and write
•Ability to read, write, communicate
•David Warlick - Using information to accomplish goals
•The United Nations Educational, Scientific and Cultural Organization (UNESCO): "ability to identify, understand, interpret, create, communicate, compute and use printed and written materials associated with varying contexts. Literacy involves a continuum of learning in enabling individuals to achieve their goals, to develop their knowledge and potential, and to participate fully in their community and wider society."
•Association of College and Research Libraries (ACRL) - Information literacy is a set of abilities requiring individuals to “recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.”

Foundational Literacies
•Alphabet/spelling
•Summarize
•Oral Communications
•Decode words/Phonics
•Response to literature
•Reading fluency
•Comprehension
•Contextual meaning
•Cueing: Graphophonic (Letter/sound relationships), syntax(grammar) and semantic (meaning)
•Transaction: text has no “absolute meaning” depends on readers’ perspective

New Literacies
As defined by The New Literacies Perspective
1.Questioning
2.Searching
3.Evaluating
4.Synthesizing
5.Communication

Multiplicity of Web Literacies
As defined by the New London Group (2000)

1. Media forms
Icons
Colors
Hyperlinks
Animations
Menus/Scroll Bars/Tabs
Audio & podcasts
Video
Images
Charts/Graphs
Pop Up Text
Interactive Graphics
Virtual Realities
Ads (when to ignore)

2.Internet Communications
Search engines
Web pages
Email
List-servs
Discussion groups (asynchronous)
Chat rooms
IM
Video conferencing
Blogs
Wikis
Multi-user games

3.Global Communications
Co-constructing knowledge
Author’s intent (motive behind the message)
Understanding cultural differences (assumptions)
Appropriate content for audience
Digital Citizenship

Based on information from:
Leu, D. J., Kinzer, C. K., Coiro, J. L., & Cammack, D. W. (2004). Toward a theory of new literacies emerging from the internet and other information and communication technologies. In Ruddell, R.B. & Unrau, N.J., (Eds.), Theoretical models and processes of reading (5th ed.). (pp. 1570–1613). Newark, DE: International Reading Association.

Bridging Learning Theory, Instruction and Technology Course Reflection

I am working on my masters’ degree from Walden University. When this course began, I analyzed my personal learning theory. In teaching mathematics, my education philosophy most closely matches the Cognitive Theory. Paul Friere stated that “To study is not to consume ideas but to create and re-create them”. After reflecting on all the learning theories in this course, I still believe the cumulative nature of mathematics is best taught with the cognitive theory, but that it must be complemented with cooperative group learning for our 21st Century Learners.

I will adjust my instruction by including more technology based cooperative constructivist activities. I have learned the rubric design is critical to ensure accountability and that each activity must be designed with three stages: planning, implementation and reflection. I have implemented a tutorial project with my Algebra class. Most students used Jing (http://www.jingproject.com/); one student used VoiceThread (http://voicethread.com/share/811543/). The second technology I will continue to implement is the use of Flip videos to model mathematical functions. I experimented with it this semester and was able to create a demo and have 3 students publish to our wiki (http://hurricanemath.wikispaces.com/Kent-Adv+Algebra2) modeling quadratic functions with volleyballs, soccer balls and footballs. These activities allow students to create and re-create their ideas about mathematical concepts.

I have two long term technology goals. The first is to use the technology to have students design graphic organizers such as concepts maps. I think this would be best implemented at the beginning of the course. We are on a block schedule so I can begin implementations in January. My second goal is help design a quiet space with a computer and microphone for student recordings. I had students who wanted to create a podcast or comment on a voicethread stay after school for a quiet environment. If we had one computer, perhaps with a carrel around it, creating a cubicle in each lab, it would give students the privacy and quiet they need to record. I will bring this proposal to the building technology committee.
It was fascinating to revisit the learning theories I had studied in college through a technology lens. So many things have changed. There have been advances in brain research and web2.0 tools that are now readily available to our students. I will continue to research how these tools can be used educationally and seek professional development to use them to their fullest potential.

VoiceThread

Please view my VoiceThread about student language in school at
http://voicethread.com/share/776333/

Social Learning Theories: Social Constructivism and Connectivism

Can learning happen in isolation? I can lock myself in a library, read, study, and even build an artifact, constructing knowledge in my mind, but without feedback, how do I know if I have a misconception? The presence of others allows for us to converse about a topic, refine our understanding and hear other people’s perspectives of the same information.

Social Learning Theories state that the context and culture are an important aspect of “constructing knowledge and understanding the world around us” (Orey, 2009). There are two theories on how this can happen in today’s education: Social Constructivism and Connectivism.

In Social Constructivism, students collaborate and interact WHILE engaging in the construction of an artifact. There are many ways to group students so the group can make sense of the project, plan, encourage, confirm, and validate results. Most students will be in the Zone of Proximal Development (ZPD), or ready to learn stage, each contributing their own unique skill. Others may be the Sage, or the More Knowledgeable Other (MKO) and help lead the group.

Cooperative Learning (CL) is a structured approach that complements Social Constructivism. Not having formal training in CL, I realize that I have confused Group Work/Collaboration with Cooperative Learning. I often assign a task, ask the students to pick groups and plan an activity with the discovery method to create a poster or Powerpoint presentation (artifact). Cooperative Learning shares these qualities, but also has the structure of a Pre-Implementing Phase where the teacher selects groups, arranges the room, prepares students for conflict resolution and creates a rubric where both individual and group members are accountable. Then in the Implementation phase, the teacher monitors behavior and intervenes as necessary, while allowing for the learning to occur through student dialog. Finally, in the Post-Implementation stage, there is a forum for reflection and closure.

Without hands-on professional development in this area, it is difficult to fully appreciate all the ways social learning in cooperative groups can occur. Common examples are Pair-Share, JigSaw, Split Class Debates, and Circle the Sage. I have been in professional development workshops that utilize these strategies. Use of these methods will allow for greater student engagement and provide benefits socially, psychologically, academically and offer a variety of assessment. The students can practice the social skills of leadership, decision making, and oral communication. The will gain self-esteem, feel part of a group, and be in a safe environment. Studies show CL activities result in greater retention of knowledge.

Does all of this have to happen with groups of your students in your room? The Connectivism theory says no. For the 21st Century learner, the internet is a vast area to network and collaborate with others. The read/write web allows us to have group members in another state or even another country! Each learner can create a Personal Learning Network through blogs, videoconferences, wikis, twitter and voice threads then share his knowledge through social bookmarking sites with others. With the exponential increase of knowledge, and the burden this generation has to know more, students need a place to network and store this information. Hand-held technologies makes their information accessible at their fingertips 24 hours a day. To give students the social skills to be successful in today’s work force, the use of Social Learning through Cooperative Activities is an essential tool.

Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology: Connectivism. Retreived November 29, 2009 from
http://projects.coe.uga.edu/epltt/index.php?title=Connectivism

Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology: Cooperative Learning. Retreived November 29, 2009 from
http://projects.coe.uga.edu/epltt/index.php?title=Cooperative_Learning

Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology: Social Constructionism. Retreived November 29, 2009 from
http://projects.coe.uga.edu/epltt/index.php?title=Social_Constructivism

Orey, Michael. (2009, March). Social Learning Theories. Bridging Learning Theory, Instruction, and Technology. Laureate Education Inc. Baltimore, MD.

Siemen, George. (2009, March). Connectivism As a Learning Theory. Bridging Learning Theory, Instruction, and Technology. Laureate Education Inc. Baltimore, MD.