Inquiry via the Web

Last semester I was introduced to, and spent time navigating, WebQuests- so I decided to explore the world of ThinkQuests. Also, after watching the Dr. Donald Leu's informative videos I was left slightly confused regarding the difference between a WebQuest and ThinkQuest. And furthermore, why a teacher would choose to use one technology over the other. Using the ThinkQuest website as my main resource I searched through various categories within the library database. Since our final project needs to incorporate social justice- I searched primiarly within the social sciences and culture categories. I was surprised by the multitude of intriguing and original topics students choose to develop for a ThinkQuest. As pursued different topics I started to realize the difference between the two technologies. While a WebQuest requires students to engage in a specific process to complete a task and create a final product (Sox, 2009), a ThinkQuest provides a space for students to collect/explore information on a certain topic.

I choose to further investigate a ThinkQuest called "Forget Me Not," designed to inform audiences and raise awareness about issues regarding the elderly. The colorful site provides various multimedia, links to pages within the site, and digital stories. Easy to navigate, the interact site challenges students' critical thinking skills as they gather and synthesize the vast amount of information provided.

A great aspect of ThinkQuests, from this site, they are created by students for students. Therefore, student learners gain higher levels of access through relatable language. A huge benefit for ELLs or LDs in the classroom that possess difficulty with reading comprehension

Although meant for WebQuests, authors Sox and Rubinstein-Avila's affirmation that "one should avoid using flowery and convoluted language, opting instead for short sentences, simple tenses, and direct commands" applies to all web-based inquiry projects (Sox, 41, 2009). Modifications such as clear and concise directions benefit all learners within the classroom- and especially provide high support to students with LDs or ELLs. Also, sites such as ThinkQuests and WebQuests allow students to activate their 21st century literacies within a structured environment (Skylar 2007). The structure and support through multimedia, study guides and organizers allows student learners, that need certain modifications, the opportunity to engage in the an activity that demands higher level thinking- and achieve success (Skylar 2007). Within a classroom these web-based inquiry task allow students the opportunity to become the expert, within a topic and as a web navigator, while the teacher's role transforms into the guide (Leu, 106, 2004). Such activities promote student centered learning within a constructivist context.

Plus, they really are super fun and way more interesting to explore than a encyclopedia. Even as an adult- I found several of the ThinkQuests extremely interesting and informative!

Personal Expression

Last spring, for methods class with Kelly Chandler-Olcott, I was introduced to digital storytelling. I was intrigued but felt overwhelmed at the thought of making my own. But, I forged through the process. The end product made me feel proud, I couldn't wait to share my story with a larger audience. Reading for class, and reflecting on personal experience, reasserts the value of using the digital story process in the classroom. Students have an opportunity for "expressing their own voice using written and oral language" through "electronic formats and media." Beyond motivation through individual expression- leading to personal ownership- students also use "authentic real-world skills in a situated learning experience" (Figg, 2010, 41). Within the creative process students learn story sequence, manipulation of audio and visual editing programs, drafting and revising writing, organization, etc. Through this experience students' critical skills are stimulated as they learn to appreciate the process.

Initially I wanted to share my digital story about student teaching. Instead, I decided to search around and see what digital stories are available. I stumbled across this particular digital story on YouTube.

This example illustrates how music, audio narration and photographs can create a poignant and meaningful story to share. The author provides the audience access into a segment of his world as a child, then he seamlessly connects his past with his future. The smooth transition of images and melodic voice over music provide an excellent example personal expression.

Along with digital stories, developing a podcast allows students, and teachers, another outlet for personal expression. In the classroom context students can use podcasts to share their expertise on a subject with a vast audience creating a transparent learning experience (Richardson 2010). Personally I have little experience with podcasts- but I know several teachers that use them on regular basis. Typically, the teachers create podcasts to share review information with students before tests. I like the idea of allowing students to create podcasts during various units. For example while reading Of Mice and Men a group of students could podcast about migrant workers during the Great Depression. Or, students could even connect with other schools- across the country or world- to share and comment podcasts.

Since I am not familiar with many podcasts, I searched around The Education Podcast Network site. This podcast, from El Cerrito Middle School, is an excellent example of how students use podcasts to communicate with their peers. The students relay important information regarding end of the year information/activities- graduation ceremony, 8th grade dance, and due dates for returning library books. As a student I remember receiving this information on a flyer that went directly into my mom's hands. Now, students have the power to provide their classmates with information- instilling students with a sense of responsibility for both those providing the information and those receiving the information.

The Wilderness Downtown

This is absolutely incredible and thrilling to watch. I found the site while searching through Hunch. Take the time to participate in the experience.

Tip: Since I grew up in a small town the address I typed didn't work well. I didn't recognize the image. So I watched a second time and typed in the address for my undergrad university. Totally worked and much more fun to watch.

Wiki

While reading the Richardson chapter this week, specifically when he acknowledges concerns about Wikipedia's reliability, I thought about an interview on The Daily I recently watched. Jon Stewart interviewed someone about Wikipedia and asked the guest how quickly inaccurate information was monitored. But, I could not remember who he interviewed- although I assumed it was a co-founder of the site- I wasn't sure (he does interview a lot of journalist and writers). So, I consulted Wikipedia. There is a Wikipedia page that lists all Jon Stewart's interviews. I found the name I needed, Jimmy Wales- Co-Founder Wikipedia. Then I immediately searched Google Videos for the clip.

Without hesitation I instinctively consulted Wikipedia- and that provided me with the necessary information to continue my search. I love to use Wikipedia as a reference starting point. Almost every Wikipedia articles provides hyperlinks to other Wikipedia pages and reference citations. And, the pages are never bias. As Richardson points out the "whole intention is to foster a neutral point of view" (2010, 60). Often times I will use information I found on a Wikipedia entry to continue my search more narrowly [i.e. the Jon Stewart interview. Or sometimes I end up searching for something completely different if I get distracted. Either way- I am using information provided through the collaboration of thousands of people for my benefit. To discover and learn. I am in control.

After searching for The Daily Show clip I reread Jimmy Wales' quote; "'[i]magine a world in which every single person on the planet is given free access to the sum of all human knowledge. That's what we're doing here'" (Richardson, 2010, 55). The "sum of all human knowledge" is a very powerful concept. Every person contributing to Wikis acts "as editor in chief" to a larger audience (Richardson, 2010, 55-6). Collaborative sites, like Wikis, provides students with a sense of empowerment and ownership over their learning experience (Wheeler, 2008). This gives students motivation- the teacher is no longer the authoritative figure in the classroom. Instead, the teacher fosters a learning environment and provides students with the tools to contribute to their own learning. As a future my main concern is about assessment. How do we assess the collaborative learning process? Especially on sites where we expect information to evolve as participation increases. These are questions I will have to tackle more thoroughly if I decide to use Wikipedia in the classroom.

p.s. when i visited jimmy wales blog i learned about a new site: hunch. jimmy refers to the site as web 3.0. although i just started playing around the site this afternoon i am already enjoying it.

Twitter Revolution?

Yesterday, while at the gym, I watched news stations covering the revolution in Egypt. Several reporters, in the past few days, have debated "The Twitter Revolution."Whether you agree or disagree that social media "helps [the revolution] move"- I think its extremely interesting that this conversation is taking place on a national level as we discuss the implications and advantages in class.

Much of the readings emphasized the concept that social media sites, like Facebook and Twitter, allow students to participate in the "larger conversation" and feel "more part of the community (Richardson 87)." The advantage to this- students less apt to become involved in a classroom setting may thrive during online discussions. This also gives students a sense of ownership, especially when they participate on a site like Diigo- members can "annotate and highlight" documents themselves and others (Richardson 92).

And, while those advantages are valuable- I worry that teachers may start incorporate technology as the curriculum instead of supporting the curriculum. Especially, since teachers (myself included) are unfamiliar with various sites like Delicious, Ning, and Diigo. Teachers may look to these sites to gain student attention and enthusiasm (valid, we want our students to enthusiastically approach school). BUT, we need understand all the implications, how they best support student learning, etc, in our own classrooms. I agree with Richardson, "if we're working with kids in schools we have a responsibility to understand what Facebook is all about" (132). I think that extends to all social networking sites- we may or may not use in our classrooms.

I followed PearlTrees [watch the info video] this past week. [The site allows users to organize information on the web and connect with other users]. I actually opened my account a few weeks ago, I eagerly tinkered around with the site for one night. Once I logged out I just kept postponing logging back on. Other than Facebook- I don't follow any social network sites, so PearlTrees never reached the top of my priority list. So, this past week I logged on a few times to better acquaint myself with the site. I was pleasantly surprised that users had commented on some of the sites I pearled or added them to their own account. To start slow I read comments on other users' accounts before I eventually left of few of my own. Although communicating with a stranger intimidates me (and goes against everything my mother and grandparents ever told me) I definitely felt a sense of invigoration and importance. I can appreciate the value students feel as the gain a sense of ownership and control over their own world, interests, writing, etc through social media sites.