This is a case where the Internet led to innappropriate behavior. The University of Education should treat the suspect like it would any other case of vandalism or thef. The person responsible needs to be held accountable for her actions. She should be prosecuted and receive the same punishment as anyone else who commited these crimes. The punishment should be no more or less severe than it would be for anyone else.
Juicy Campus should not be held responsible for what happened to Natalie's belongings. Yes, it is true they may have provoked the act, but Juicy Campus didn't key or steal Natalie's clothes. Someone else did. Juicy Campus did not tell this person to what she did. The person responsible is the person who commited the act.
Social networking can become cyber-bullying. In this case, I think it did, unless these allegations are true. It becomes cyber-bullying when it affects someone in a negative way. Natalie was hurt and embarrassed when she found out what people were saying about her. It's bullying without knowing the bully. Had her accuser told Natalie what she said on Juicy Campus, it would be bullying as well. In my opinion, the restrictions for cyber-bullying are the same as they are in person. You have to ask yourself this: "If I said this to a person's face, would I be bullying?" When you answer "yes" to that question, you are cyber-bullying.
I definitely believe Natalie's situation could have been prevented. She is also responsible for her actions. Had she not posted that picture of herself in the cat costume, no one would have known about it, and no one would have made assumtions. Natalie is in control of what she puts out online for the world to see. You have to ask yourself: "Does this photo or post protray me the way I want to be portrayed?" If the answer is "yes" then you are probably safe to post it, but if the answer is "no" you should keep it off the Internet. You can't control what other people write, but you do control your online image.
Wednesday, October 26, 2011
Wednesday, October 12, 2011
Week 7-Article Reaction
My initial reaction to this article was that I was torn on the issue. On one hand, I was shocked at how much spending they were using on technology compared with how many teaching positions were being cut. I was questioning whether now is really the time to have such an increase in spending when so many people are losing their jobs. I thought there has to be a way to cut cost on technology and save jobs.
On the other hand, I did understand the need for the use of technology in this classroom. The world is becoming more and more technologically advanced every day. It is imperative that students know how to use this technology to be successful post school-age years. We don't what children to leave school and be unprepared for the real world.
If I were the superintendent, I would find a half-way point. I feel like this budget isn't balanced. Inevitably, jobs will be cut because of the economy. But at this point in time I do not think it is completely necessary for every elementary schooler to have a computer at his or her desk. I would add more computers to the classroom, but I wouldn't provide one for every kid. This would save jobs, but increase technology in the classroom.
On the other hand, I did understand the need for the use of technology in this classroom. The world is becoming more and more technologically advanced every day. It is imperative that students know how to use this technology to be successful post school-age years. We don't what children to leave school and be unprepared for the real world.
If I were the superintendent, I would find a half-way point. I feel like this budget isn't balanced. Inevitably, jobs will be cut because of the economy. But at this point in time I do not think it is completely necessary for every elementary schooler to have a computer at his or her desk. I would add more computers to the classroom, but I wouldn't provide one for every kid. This would save jobs, but increase technology in the classroom.
Tuesday, September 27, 2011
Week 5
To continue from last week's blog, Tufte has more criticisms of Powerpoint. Some are valid points, but there are always exceptions to the rule.
One of Tufte's criticisms is that the visual aspect of Powerpoint presentations are not strong. He argues that the graphs used do not paint as clear of a picture and are not as detailed as a paper handout could be and that meaningless clipart is used to fill space but doesn't have a purpose. I will admit that I am even guilty of using a picture to accompany a slide that isn't particularly necessary. However, I don't agree with his assertions about the graphs. Powerpoint allows you to create very detailed graphs. If done correctly, the graph can show everything you need. You can even import a graph created in Excel. I have used graphs in Powerpoint presentations to prove my point and have had positive feedback from the audience.
Tufte also criticizing Powerpoint presentations not so versatile style. He argues that there is a disconnect between the tone of a presentation and what the presenter is presenting because of the ready-made templates. Sometimes it can come off as mocking. He uses an example of Abraham Lincoln's Gettysberg Cemetery Dedication. This presentation is colorful and bright but the event was not. Tufte's argues that is comes off as a parody. In this instance, I do agree. I think Powerpoint is a great teaching tool, but not necessarily the best teaching tool for everything. I can see how an audience can feel a disconnect and misunderstanding of the somber realities of certain events if you choose to use a Powerpoint presentation to teach.
One of Tufte's criticisms is that the visual aspect of Powerpoint presentations are not strong. He argues that the graphs used do not paint as clear of a picture and are not as detailed as a paper handout could be and that meaningless clipart is used to fill space but doesn't have a purpose. I will admit that I am even guilty of using a picture to accompany a slide that isn't particularly necessary. However, I don't agree with his assertions about the graphs. Powerpoint allows you to create very detailed graphs. If done correctly, the graph can show everything you need. You can even import a graph created in Excel. I have used graphs in Powerpoint presentations to prove my point and have had positive feedback from the audience.
Tufte also criticizing Powerpoint presentations not so versatile style. He argues that there is a disconnect between the tone of a presentation and what the presenter is presenting because of the ready-made templates. Sometimes it can come off as mocking. He uses an example of Abraham Lincoln's Gettysberg Cemetery Dedication. This presentation is colorful and bright but the event was not. Tufte's argues that is comes off as a parody. In this instance, I do agree. I think Powerpoint is a great teaching tool, but not necessarily the best teaching tool for everything. I can see how an audience can feel a disconnect and misunderstanding of the somber realities of certain events if you choose to use a Powerpoint presentation to teach.
Monday, September 19, 2011
Week 4-Powerpoint
"The Cognitive Style of Powerpoint" gives many reasons why Powerpoint presentations are not the best option. I can see how some of the arguments in this article can be persuasive, but I think others are not as valid.
One argument the author makes is that Powerpoints are only presenter-oriented and not content or audience-oriented. He argues it's just something for the presenter to turn to, in order to get over presentation nerves. In a way it is a safety blanket. You easily organize ideas and don't have to think about what you are saying. However, I do not agree with this claim. Many of my teachers use Powerpoint presentations, and I find them very content and audience friendly. It gives me the key points I need to remember and provides visuals to accompany these key points. For example, in my design class, the teacher laid out different color schemes on Powerpoint that are very easy to refer to when I am working on a project.
The author also argues that bullet lists do not generate thought. The article argues that bullets are generic, leave relationships unspecified and create false assumptions. I do agree that sometimes bullet lists can be overused. The article argues a strong point. The example given is a presenter gives three reasons arguing his or her point. However, the presenter does not state how these three points tie together. I agree that this can be confusing. However, I also think if bullet points are used properly, then they can be very effective in getting a message across to an audience. The bullet points may not be enough for audience understanding but accompanying the bullet point with a chart or another visual can tie the bullet points together. I believe the bullets provide a quick glance and easy overview of main points to the presentation.
Finally, the author claims Powerpoints are in low resolution. "Impoverish space leads to over-generalizations, imprecise statements, slogans, lightweight evidence, abrupt and thinly argued claims." It takes many Powerpoint slides to get a message across, which can get very tedious for audience members. One slide does not fit a lot of information, so sometimes important statements are abbreviated. I do believe this is one downfall to Powerpoint. Many times I am in class and I see how long a presentation is, and I can't help but dread it. Sometimes it does seem like too much information is put into one presentation. It would be more enjoyable if there were more than one method to teaching, like a game complementing a Powerpoint. I believe Powerpoint is a great way to teach, but it can't be the only way to teach.
One argument the author makes is that Powerpoints are only presenter-oriented and not content or audience-oriented. He argues it's just something for the presenter to turn to, in order to get over presentation nerves. In a way it is a safety blanket. You easily organize ideas and don't have to think about what you are saying. However, I do not agree with this claim. Many of my teachers use Powerpoint presentations, and I find them very content and audience friendly. It gives me the key points I need to remember and provides visuals to accompany these key points. For example, in my design class, the teacher laid out different color schemes on Powerpoint that are very easy to refer to when I am working on a project.
The author also argues that bullet lists do not generate thought. The article argues that bullets are generic, leave relationships unspecified and create false assumptions. I do agree that sometimes bullet lists can be overused. The article argues a strong point. The example given is a presenter gives three reasons arguing his or her point. However, the presenter does not state how these three points tie together. I agree that this can be confusing. However, I also think if bullet points are used properly, then they can be very effective in getting a message across to an audience. The bullet points may not be enough for audience understanding but accompanying the bullet point with a chart or another visual can tie the bullet points together. I believe the bullets provide a quick glance and easy overview of main points to the presentation.
Finally, the author claims Powerpoints are in low resolution. "Impoverish space leads to over-generalizations, imprecise statements, slogans, lightweight evidence, abrupt and thinly argued claims." It takes many Powerpoint slides to get a message across, which can get very tedious for audience members. One slide does not fit a lot of information, so sometimes important statements are abbreviated. I do believe this is one downfall to Powerpoint. Many times I am in class and I see how long a presentation is, and I can't help but dread it. Sometimes it does seem like too much information is put into one presentation. It would be more enjoyable if there were more than one method to teaching, like a game complementing a Powerpoint. I believe Powerpoint is a great way to teach, but it can't be the only way to teach.
Tuesday, September 13, 2011
Week 3-No Significant Difference
The authors make a few main points behind the myth of no significant difference. They believe the argument is not whether technology influences learning but how the technology is used as a teaching strategy. They argue five main points that influence learning: motivation, opportunities, an active process, interaction with others and the ability to transfer learning to a real-world situation.
Motivation: technology can be used as a motivator to learn. Technology, if used properly, can provide a greater source of interaction through video chat, which could motivate one to learn.
Opportunities: Technology can provide a more flexible schedule via online courses.
An active process: Some students learn by doing, and technology may provide better visuals
Interaction with others: You can learn anyone, and talk with anyone
Ability to transfer learning to a real-world situation: Can document and share ideas easily via blog or Web journal
From my perspective, meaningful learning is taking what you've learning and applying to something outside of the class. Whether you use what you learn to solve a problem with a friend or a skill you learn for a job, it has to apply to your life in some way, shape or form. My reporting class provides a perfect example of meaningful learning. In this class you learn by doing. There were days you attended class and your assignment was to find and write a story. It pushed me out of my comfort zone, but I had to get used to walking up to complete strangers to complete the assignment. That summer, I was asked to do the same thing at an internship. I applied exactly what I learned in the classroom to a real job, and learned by doing.
On the other hand, a non example of meaningful learning would be memorizing math formulas. I only used this information in the classroom to study for tests. I never applied the square root of pi, to solve real-life problems or help me on the job.
Technology definitely plays a role in my definition of meaningful learning. For example, online tutorials allow you to learn different software programs that you may need for your job. You don't need to be a specific place to watch these tutorials. You can learn at a time that is best for you. Technology provides a visual, hands-on way of learning. My definition of meaningful learning requires you to apply what you learn to your life, and technology aides in that regard.
Motivation: technology can be used as a motivator to learn. Technology, if used properly, can provide a greater source of interaction through video chat, which could motivate one to learn.
Opportunities: Technology can provide a more flexible schedule via online courses.
An active process: Some students learn by doing, and technology may provide better visuals
Interaction with others: You can learn anyone, and talk with anyone
Ability to transfer learning to a real-world situation: Can document and share ideas easily via blog or Web journal
From my perspective, meaningful learning is taking what you've learning and applying to something outside of the class. Whether you use what you learn to solve a problem with a friend or a skill you learn for a job, it has to apply to your life in some way, shape or form. My reporting class provides a perfect example of meaningful learning. In this class you learn by doing. There were days you attended class and your assignment was to find and write a story. It pushed me out of my comfort zone, but I had to get used to walking up to complete strangers to complete the assignment. That summer, I was asked to do the same thing at an internship. I applied exactly what I learned in the classroom to a real job, and learned by doing.
On the other hand, a non example of meaningful learning would be memorizing math formulas. I only used this information in the classroom to study for tests. I never applied the square root of pi, to solve real-life problems or help me on the job.
Technology definitely plays a role in my definition of meaningful learning. For example, online tutorials allow you to learn different software programs that you may need for your job. You don't need to be a specific place to watch these tutorials. You can learn at a time that is best for you. Technology provides a visual, hands-on way of learning. My definition of meaningful learning requires you to apply what you learn to your life, and technology aides in that regard.
Tuesday, September 6, 2011
Week 2
Clark believed that the media had no effect on learning because learning is universal. The learning process doesn't change, just the medium through which one learns is different. Clark focused on the end result. Ultimately, everyone learned the same material, regardless of who or the medium that taught the material. However, the medium may speed up the learning process. Clark believes the most effective learning method is the one that is the least expensive with the most cognitive efficiency, which means learning.
Clark changed his initial position that the medium does not affect learning because of research comparing traditional teaching models on Newton's Laws of Motion and computer-based models. Those who learned from computer-based methods learned the laws in one week, while those who learned face to face learned the laws in four weeks. This proved that although the end result was equally cognitive efficient, the computer-based method enabled students to learn the material at a faster rate.
Cognitive product is the result of the learning process. It is the end result of learning, what you take away with you. In simpler terms, it's what you learned.
Clark's research had a big influence on technology in the classroom. Clark said that there was no point on doing media studies research. He claimed it was a waste of time, and the media does not change the learning process. He made a big impact on future researched. He was so strong and confident on his ideas that people were discouraged from studying the topic. It took some time before researchers went back to the topic.
Clark changed his initial position that the medium does not affect learning because of research comparing traditional teaching models on Newton's Laws of Motion and computer-based models. Those who learned from computer-based methods learned the laws in one week, while those who learned face to face learned the laws in four weeks. This proved that although the end result was equally cognitive efficient, the computer-based method enabled students to learn the material at a faster rate.
Cognitive product is the result of the learning process. It is the end result of learning, what you take away with you. In simpler terms, it's what you learned.
Clark's research had a big influence on technology in the classroom. Clark said that there was no point on doing media studies research. He claimed it was a waste of time, and the media does not change the learning process. He made a big impact on future researched. He was so strong and confident on his ideas that people were discouraged from studying the topic. It took some time before researchers went back to the topic.
Tuesday, August 30, 2011
Week 1 Learning Theory
The article titled "Learning Theory" helped you understand exactly what learning is and how it can be interpreted in different ways. We go to school and supposedly learn every day, but it explored what we are actually doing.
Learning as a product focuses on the end outcome. Sajlo's research says some people describe learning as memorizing information that can be reproduced. The first thing that comes to mind to support this theory is when I had to memorize all the counties in Florida. I remember sitting at my kitchen table, making flash cards and memorizing each county to reproduce the information on a test at the end of the week. This supports learning as a product on a small scale. I also think about the kids who compete at the National Spelling Bee. They memorize how to spell thousands of words to reproduce it to the judges or audience to prove how much they learned and how much time they spent memorizing.
Some people describe learning as a process because it isn't necessarily something you have to be conscious of doing. It's the idea of learning through experience. It reminds of how everyone makes mistakes, and we learn from them. For example, in the kitchen you overcook your chicken. You don't stop and say, "look what I learned," but you know next time you won't cook it as long. This is a gradual process that took trial and error to learn, and it is a way some people view learning as well.
I identify most with the social/situational orientation of learning. I learn best from people and social experiences. For instance, I feel like I have learned the most from my parents. I grew up learning their values and from their personal experiences, and I apply the same values and experience to my life. If I need advice, I go to my friends, and I trust their opinions. I learn by doing. For example, when I learn various computer programs, I don't learn if someone just tells me what to do. I have to use the program in order to be comfortable with it.
Learning as a product focuses on the end outcome. Sajlo's research says some people describe learning as memorizing information that can be reproduced. The first thing that comes to mind to support this theory is when I had to memorize all the counties in Florida. I remember sitting at my kitchen table, making flash cards and memorizing each county to reproduce the information on a test at the end of the week. This supports learning as a product on a small scale. I also think about the kids who compete at the National Spelling Bee. They memorize how to spell thousands of words to reproduce it to the judges or audience to prove how much they learned and how much time they spent memorizing.
Some people describe learning as a process because it isn't necessarily something you have to be conscious of doing. It's the idea of learning through experience. It reminds of how everyone makes mistakes, and we learn from them. For example, in the kitchen you overcook your chicken. You don't stop and say, "look what I learned," but you know next time you won't cook it as long. This is a gradual process that took trial and error to learn, and it is a way some people view learning as well.
I identify most with the social/situational orientation of learning. I learn best from people and social experiences. For instance, I feel like I have learned the most from my parents. I grew up learning their values and from their personal experiences, and I apply the same values and experience to my life. If I need advice, I go to my friends, and I trust their opinions. I learn by doing. For example, when I learn various computer programs, I don't learn if someone just tells me what to do. I have to use the program in order to be comfortable with it.
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