Monday, April 26, 2010
Rantoul Sophomore Honors History
This space is for you to ask questions and collaborate in studying over the long weekend.
Tuesday, December 22, 2009
Thursday, January 8, 2009
The Red Baron -Manfred von Richthofen
As I have spent a great deal of time over the last two months researching and writing on the mythical ace of World War I- The Baron von Richthofen, I have noticed how regularly the myth, even in "historical" texts, dominates over reality. Many sources comment on Richthofen's great chivalry, honor, courage, etc., but after reading Richthofen's memoir/autobiography, "Der Rote Kampfliegger" (1969), I must claim that the real (or at least public) Richthofen is NOT the mythical Red Baron/chevalier of the sky. I urge anyone interested in truly understanding The Red Baron, or better, the man behind the baron-Manfred von Richthofen, to read his memoir for yourself and also read up on the lifestyle of the typical World War I "ace"--Peter Fritzsche's "A Nation of Fliers: German Aviation and the Popular Imagination" is a good place to start in learning about World War I pilots.
Monday, October 13, 2008
Digital Storytelling in Teaching and Learning
How do you envision the role of digital storytelling as either an instructional and/or learning tool.
I envision digital storytelling as a minor supplement to teaching with a potentially larger role in student learning. As for my classroom teaching, I imagine myself limiting the use of digital storytelling more to the role of Animoto videos introducing topics and time periods to the class in much the way the example video we viewed on the 1920s did. I may occassionally use digital storytelling as a significant part of instruction, but it would certainly not constitute the core of my classroom teaching; I think it would probably be much better to use as an extra learning tool on a class webpage, giving back ground information on history subjects. I mainly see the use of digital storytelling as an optioinal tool for students to express their comprehension of material on major projects. I would certainly encourage students to make a creative digital presentation, but I would not require them to use digital media on an out-of-class project. I think the best thing about the digital storytelling option is that it gives students who are visual/auditory learners to express themselves and their learning in a much more suitable manner than perhaps writing a five page essay.
I envision digital storytelling as a minor supplement to teaching with a potentially larger role in student learning. As for my classroom teaching, I imagine myself limiting the use of digital storytelling more to the role of Animoto videos introducing topics and time periods to the class in much the way the example video we viewed on the 1920s did. I may occassionally use digital storytelling as a significant part of instruction, but it would certainly not constitute the core of my classroom teaching; I think it would probably be much better to use as an extra learning tool on a class webpage, giving back ground information on history subjects. I mainly see the use of digital storytelling as an optioinal tool for students to express their comprehension of material on major projects. I would certainly encourage students to make a creative digital presentation, but I would not require them to use digital media on an out-of-class project. I think the best thing about the digital storytelling option is that it gives students who are visual/auditory learners to express themselves and their learning in a much more suitable manner than perhaps writing a five page essay.
Tuesday, October 7, 2008
Digital Fairytales
The scrapblog was the easiest one for me to do. I think it is also my best story probably due to some problems with the pictures I used for ANIMOTO. I feel that the music, however, is not very appropriate for this story, or more so, the fact that the music does not change as the story has somewhat of a twisted ending. The lame choices in music was the biggest disappointment with this one.
I think this program probably is the best one for telling a story, but my story is sort of lame because the pictures I had available could have been better, plus it was awkward for me to talk into the microphone without having major points to say. I think if I had a better idea for a story, this would have been the best program to use.
ANIMOTO was the easiest to finish but certainly the program with the least publishing control. I was unable to play the song that I wanted ("Evening" by the Moody Blues) due to copyright and editing limitations. I think the video would be better, but, apparently, the pictures I took were not of a good enough quality to look good in a "blownup" image. I think the video is decent for a trial run though. Most of all, for all of the programs, I hate the limits of the copyrights. In these cases, with limited time, I only used my own pictures and the programs' available music to avoid the copyright hassle.
Tuesday, September 30, 2008
Growing Up Online
How do you view the Internet's impact on kids? Do you worry about it - or not? Do you have a story to share? http://www.pbs.org/wgbh/pages/frontline/kidsonline/
The prevalence of the internet in kids' lives changes a lot of things for teachers and parents. One may no longer examine kids in the same way. As many kids reiterated during the program, they live separate lives, one visibly presented to adults and another often concealed behind a closed bedroom door or only glimpsed in the exclusive company of peers. I feel that, overall, the internet creates great possibilites for all, especially kids. However, at this point in time, in the internet's still largely infant stage of existence, extremely significant problems arise from this "cyberworld." As one guest of the program stated, the internet takes the form of the new "wild west." Largely lawless and in many ways still unexplored, the internet becomes a tool, in many cases, for abusers. I am not biased or opposed to the internet as I would not be completing this assignment otherwise, but I think it is most important to address its impact on kids in the negative sense because that is the major concern at this point. It does not seem very sensible to me for myself to worry over the internet and its impact. First, the internet is here to stay and will most likely only increase in its accessibility, importance, and prevalence in people's lives, young and old alike. Second, with its already large accessibility, usage is largely uncontrollable. Kids are not stupid; they very easily find ways of getting what they want (and the internet with its infinite source of communication and ideas only assists this, i.e. websites/blogs teaching kids how to keep their internet activities secret and hidden from adults).
I want to discuss the issue of cheating. I agree IN PART with the social studies teacher, Steve Maher, when he talks about the changes going on. I agree with him when he says that it is a valuable ability for students to find content on the internet (sparknotes) to reshape, revamp, and piece together into something that is theirs. I agree with this. Using sparknotes is not cheating WHEN it is cited as a source of inspiration or content. The problem is that students are being asked to analyze literature and dissect the underlying themes and meanings of the text. Students are not doing this when they copy and paste sparknotes (most do this) and submit it as completely original work on their part. When students do this, they present work displaying skills that they do not actually have. This only works with recycled materials. Yes, students can explain the themes and symbolism of "Hamlet" because someone from the past has already dissected it and explained it. However, students cannot sit down and read a freshly written, unanalyzed text and explain its meaning. They are illiterate in this sense, as well as the sense that the English language is crumbling under the text/instant message language of sloppy, incomprehensible abbreviating. It is evident in formal papers submitted by college students who cannot spell or punctuate properly. I disagree, to the fullest extent, with Maher's idea of submission to the media-filled, mile-a-minute world. Teachers need to be fighting this. Whatever happened to contemplation and reflection? Perhaps they died with the internet.
The only stories I have to share are of general, archetypal instances of sparknote, brain-numbing, regurgitative cheating and the countless instances of instant-messaging deception and betrayal with the ensuing fury and sorrow. Everyone knows these stories...unfortunately.
The prevalence of the internet in kids' lives changes a lot of things for teachers and parents. One may no longer examine kids in the same way. As many kids reiterated during the program, they live separate lives, one visibly presented to adults and another often concealed behind a closed bedroom door or only glimpsed in the exclusive company of peers. I feel that, overall, the internet creates great possibilites for all, especially kids. However, at this point in time, in the internet's still largely infant stage of existence, extremely significant problems arise from this "cyberworld." As one guest of the program stated, the internet takes the form of the new "wild west." Largely lawless and in many ways still unexplored, the internet becomes a tool, in many cases, for abusers. I am not biased or opposed to the internet as I would not be completing this assignment otherwise, but I think it is most important to address its impact on kids in the negative sense because that is the major concern at this point. It does not seem very sensible to me for myself to worry over the internet and its impact. First, the internet is here to stay and will most likely only increase in its accessibility, importance, and prevalence in people's lives, young and old alike. Second, with its already large accessibility, usage is largely uncontrollable. Kids are not stupid; they very easily find ways of getting what they want (and the internet with its infinite source of communication and ideas only assists this, i.e. websites/blogs teaching kids how to keep their internet activities secret and hidden from adults).
I want to discuss the issue of cheating. I agree IN PART with the social studies teacher, Steve Maher, when he talks about the changes going on. I agree with him when he says that it is a valuable ability for students to find content on the internet (sparknotes) to reshape, revamp, and piece together into something that is theirs. I agree with this. Using sparknotes is not cheating WHEN it is cited as a source of inspiration or content. The problem is that students are being asked to analyze literature and dissect the underlying themes and meanings of the text. Students are not doing this when they copy and paste sparknotes (most do this) and submit it as completely original work on their part. When students do this, they present work displaying skills that they do not actually have. This only works with recycled materials. Yes, students can explain the themes and symbolism of "Hamlet" because someone from the past has already dissected it and explained it. However, students cannot sit down and read a freshly written, unanalyzed text and explain its meaning. They are illiterate in this sense, as well as the sense that the English language is crumbling under the text/instant message language of sloppy, incomprehensible abbreviating. It is evident in formal papers submitted by college students who cannot spell or punctuate properly. I disagree, to the fullest extent, with Maher's idea of submission to the media-filled, mile-a-minute world. Teachers need to be fighting this. Whatever happened to contemplation and reflection? Perhaps they died with the internet.
The only stories I have to share are of general, archetypal instances of sparknote, brain-numbing, regurgitative cheating and the countless instances of instant-messaging deception and betrayal with the ensuing fury and sorrow. Everyone knows these stories...unfortunately.
Tuesday, September 23, 2008
Financial Compensation for Grades (Group B)
After reading the article and Kathryn (http://kstocza2.blogspot.com/) and Allison's (http://pdpillini.blogspot.com/ ) responses, many obvious and not so obvious objections to the plan come to mind. In comparing both Kathryn and Allison's responses it was interesting to see that BOTH believed putting money into a college fund was a much better way of managing a financial reward rather than simply handing over cash to be spent on anything, and both were critical of the generalization and stereotype of middle class families as paying children for doing well in school, the so-called "kind of incentive that middle-class families have had for decades." Allison made a good point that this system puts a lot of pressure on teachers who are handing out the grades (although I think the requirement for compensation was passing a standardized, probably scantron, test), when parents begin to see a student's financial standing directly related to the class and, perhaps unfairly, the teacher. Kathryn, in addition, makes an excellent point in that the system seems like it increases motivation to get good grades, but it does not deviate from the problems of the NCLB system in ensuring that students actually learn and develop rather than simply regurgitate during a pen and paper test.
I would like to contribute to the opposition that this moves to completely eradicate intrinsic motivation from classrooms and, possibly, society. If kids cannot motivate themselves for something as personally rewarding as education without financial compensation, where will it end? The most menial tasks and requests will require some form of payment, i.e. "could you please pass me a napkin?"--"How much will you give me if I do?" The system is a coin flip, while the premise seems advantageous or potentially gratifying as well as completely absurd at the same time.
On the other hand, who knows? Maybe, this is a very (very, very) preliminary step to universally free post-secondary education (with the implementation and stipulation that the compensatory funds received go towards college advancement). At this point in time and with the limited insight of hardly any long-term, consequential data or in-depth funding plan, I must say this whole thing seems like a pretty half-baked, hair-brained scheme (but, then again, it is an "educational" "plan" in the era of NCLB).
I would like to contribute to the opposition that this moves to completely eradicate intrinsic motivation from classrooms and, possibly, society. If kids cannot motivate themselves for something as personally rewarding as education without financial compensation, where will it end? The most menial tasks and requests will require some form of payment, i.e. "could you please pass me a napkin?"--"How much will you give me if I do?" The system is a coin flip, while the premise seems advantageous or potentially gratifying as well as completely absurd at the same time.
On the other hand, who knows? Maybe, this is a very (very, very) preliminary step to universally free post-secondary education (with the implementation and stipulation that the compensatory funds received go towards college advancement). At this point in time and with the limited insight of hardly any long-term, consequential data or in-depth funding plan, I must say this whole thing seems like a pretty half-baked, hair-brained scheme (but, then again, it is an "educational" "plan" in the era of NCLB).
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