Commonly Confused Words: Quizlet

Commonly Confused Words: Quizlet


Instructions: Review 1-7 of the practice sentences with a partner.
Commonly Confused Words: Practice Set 1

Information Literacy (IL)

I selected Information Literacy (IL) over Content Objects, because evaluating information/data relevancy and validity is vital based on the mass accessibility this data on the internet from all citizens of our world. I located a website that includes various methods to support learning information literacy skills for early grades from 1-2, 3-5, 6-8 which correlates stages that could lead to the advanced criteria-based CRAAP Test activity taught normally at the Secondary Level (High School 9-12).  In the examples provided below Information Ethics is not covered; however, I can't justify leaving it out of the instruction. I believe it should be covered within its own lessons, because it is essential to the use of technology in the 21st century. Students need to know how to stay safe and protect themselves while using the world wide web (internet). In addition, students have to know that some material is owned by the individual that wrote/publish the information and they can not use it unless they obtain written permission (copyright).

The tools that I found was part of my lesson plans when I was a Computer Teacher. I had heard about the CRAAP Test; however, I needed something that was geared for elementary and middle school students. Therefore, I came upon this information on the Houghton Mifflin Harcourt website. Throughout each lesson, terminology, search techniques on the internet, retrieval of information from the internet, and critical thinking is part of the overall process. Therefore, I believe these are educational tools/skills that accentuate the technological applications that students are asked to perform through the lesson steps in these activities.

The website address was created by Houghton Mifflin Harcourt.  The website address is http://www.eduplace.com/kids/usingweb/teachers.html .  Houghton Mifflin Harcourt has created Information Literacy tools which spam the different level of learners from grades 1-2, 3-5, and 6-8. They have created research and information gathering strategies/concepts that provide students the opportunity to apply critical thinking skills while completing defined task. This provides the opportunity to IL and gives students the opportunity to have hands-on activities. For grades 1-2, the students are introduced to "Learning from Web Sites". This provides students with beginning lessons on how to research and gather information from the internet. Therefore, the link embedded in the website allows students in grades 1-2 to locate, identify, and obtain information for specific questions from a website. Then, they will have the opportunity to apply their knowledge through an online scavenger hunt activity (worksheet).  I believe this will fall within students using Media Literacy which covers visual literacy and computer literacy.  Research and Library Skills which covers searching. Critical Literacy which covers critical reading and critical thinking, because they have to locate the correct information for the questions based on understanding what is being asked and what information from the website will correctly answer the specific question. I believe that based on the age appropriateness of the activity; hence, they chose to cover one topic which provides an entry into information gathering. Thusly, the topic was presented as a stand alone based on the necessity of this to be relevant to our digital use in every aspect of our society. I believe the topics which were neglected will be future lessons for the teacher to incorporate into their curriculum, i.e.,  copyright/security/privacy.  Ultimately, the students through these lessons will be able to see the computer and resources that it provides via the internet as a resource/ tool to obtain information.

For grades 3-5, these students will be introduced to "Searching for Web Sites-Find the Right Site" which is age appropriate for this age group, because they now know how to look at the internet as a resource for locating information for tasks. They have several years to support the beginning levels of research information gathering through defined tasks/activities.  Now they will be provided the link embedded in the website to extend their knowledge to how to find the right website through comparison of information on more than one website.  Therefore, the activity will provide students with an opportunity to critically think about websites that they use and relevancy of information on different websites to locate, identify, and obtain answers to specific questions in regards to a task.  The worksheet may contain some outdated websites, but you could create your own for students and use the information literacy strategies that are part of the online lesson criteria. I believe this link falls within Media Literacy which covers visual literacy and computer literacy. Research and Library Skills which covers searching. Critical Literacy which covers critical reading and critical thinking, because students compare and contrast aspects from more than one websites through information gathering. I think for this lesson they neglected Information Ethics, i.e., copyright, security, privacy, because the content for these should be given as stand alone lessons based on our societies extensive use of digital devices.  I think based on the age group these topics in Information Ethics would be covered individually within their own lessons, because technology is everywhere and students need to know how to remain safe and protect themselves while online. In addition, information ethics such as privacy, security are essential learning components that should be an integral part of our educational technology curriculum for students.

For grades 6-8, the students will began "Finding and Evaluating Websites". The students in these lessons will review and follow the steps using computer terminology embedded with the lessons. Therefore, this lesson can serve as an assessment to knowledge that should have already been taught regarding internet/online research strategies. Also, the students will learn how to evaluate a website regarding data accuracy and bias. Then, the students will have the opportunity to have hands-on applications through an activity regarding research using the tools that were learned through the lesson. The areas of Information Literacy (IL) it covers are Media Literacy, Research and Library Skills, and Critical Literacy. Media Literacy covers both visual literacy and computer literacy. Research and Library Skills covers searching. Critical Literacy covers both critical reading and critical thinking. Information ethics is so important, because modern technology is everywhere that this topic shoudl be covered as independent individual lessons regarding each topic on copyright, privacy, and security. Students will continuously use these strategies whether using technology/ books/online books and reference materials for research purposes in going forward in their educational journey.

I believe all the aspects of the website links that Houghton Mifflin Harcourt meets the prerequisite criteria for success in fostering information literacy for students in the 21st century.  Therefore, these website links embedded by Houghton Mifflin Harcourt can serve as IL tools similar to the CRAAP Test. Houghton Mifflin Harcourt created a more age appropriate skills based activity platform along with their content which will culminate surrounding the CRAAP Test at the Secondary Level in the students' education process. In these tasks, the students would employ critical thinking in their learning to gain greater understanding of what they should d in relation to online research regarding subject-matter content. Through the use of technology in the classroom, it transforms the learning environment into an interactive process that motivates students to engage and become a intergral part of the overall research and information process, not a bystander. Therefore, I believe through the use of information literacy strategies that will be learned through these lessons it will allow students to become active participants that explore, discover, and excavate information from off the internet that is accurate and unbiased based on the prerequisites for success in fostering information literacy (IL).

What are the prerequisites for success in fostering information literacy?

• introduce the concept of IL early on in the program
• explicitly state IL objectives for each assignment
• link the objectives to a task involving critical thinking
• ensure the task is part of the regular curriculum
• design the assignment in partnership with a librarian to ensure resources meet expectations
• have a librarian provide appropriate instruction within class time
• ask students to record their research methodology
• assign marks for the research process
• reflect on the process after the assignment (Breivik, 1994).

Breivik, P. S., & Senn, J. A. (1994). Information literacy: Educating children for the 21st century. New York: Scholastic.

Technology Play # 3

Tech Play 3

Based on the SAMR model, I have chosen two web integration programs to explore.  Let's begin. The tools explored  were Kahoot and Google Classroom (which compass Google Drive along with Google Email). The following depicts aspects of each web creativity tool that allows enhanced student learning to happen. Many campuses currently have Google Classroom, therefore, it allows students access to a platform which incorporates a digital environment that students can interact within and collaborate.  

S-Substitution (Kahoot will provide students with an alternative mechanism to paper and pencil/pen quizzes/review worksheets. Kahoot gives students a fun, game-based activity for learning content.)

Kahoot is a collection of questions on specific topics. Kahoot was created by teachers, students, business-people and social users where they are asked in real-time to respond to an unlimited number of "players" on any subject-matter, creating a social, fun, and game-like learning environment.

A-Augmentation (Kahoot allows students to interact individually or work together as teams within a fun, game-based web program to answer predefined questions from content that has been taught. Kahoot, thusly, provides tools and applications that teachers as well students can use to assess  what they (students) need further assistance in comprehending through the creation of questions. Kahoot provides access to teacher prepared questions on specific content in the form of a Game PIN or creation of questions/answers from students on the  digital platform to be used in group settings. Overall, Kahoot provides a way for educators' to gauge students' learning and understanding on curriculum that has been taught on a specific topics in an unit.

Like/Dislike:  

I like Kahoot, because it is a game-based platform that allows learning to be fun. In addition, it allows teachers/instructors the capability to provide reviews of content via questions in an alternative format for students.  Kahoot is a creativity tool students' can interact with where they can use either 1:1 devices or a team environment using varied internet ready technological devices.

Creativity Tool

This satisfies the integration of technology to replace what the teacher usually uses in a paper format for reviews and questions pertaining to assignments.  In conjunction with the motivation that students' gain from this interactive platform, the teacher will have access to their responses to assess how much of the content that the student has learned.  Kahoot makes learning fun for the students, since it uses a game-based web platform that can be used for any subject-matter.  
Other Ways

Kahoot can be used for reviews, quizzes, bell work/bell ringers, pre-assessment, interactive questions to replace flash cards, and provides access to create digital team think pair share student groups.

Why?

The main reason why Kahoot will benefit the learning environment is to provoke student with motivation to learn various subject-matter.  It also allows students to become motivated to learn the content in a fun manner by use of technology.  

M-Modification (Through use of Google Classroom, teachers can elevate the learning experience for students to cultivate innovative lessons that provoke critical thinking.  In Google Classroom, students have a platform that allows them to collaborate and discuss aspects of assignments with their peers as well as the teacher 24 hours-7days of week.  This allows students to have full accessibility to all the necessary resources on lessons to succeed, such as assignments, rubrics/scoring guides, objectives, graded work/assignments. With the access to these lesson resources readily available, the students can work at their own pace and refer back to the information consistently throughout instruction to ensure that they fulfill the assignments' criteria.

Google Classroom (It allows the teacher to add a virtual classroom for interaction between themselves and their students regarding assignments/tasks/projects.  The teacher creates assignments in this platform where students are able to complete the assignments, then add a file they created based on the assignment criteria, unless the teacher has created an electronic worksheet, from Google Drive tools.  Students submit the assignment in the same digital forum as they complete their assignments with a click of a button.  Therefore, the students don't have to worry about forgetting their homework/losing their homework/or the cat eating their homework. The students can even in Google Classroom be able to ensure and know that they have submitted their own assignment by  having control over clicking the submit button to upload/submit the completed work. This platform allows the teacher to track the completed assignment submissions for each student within their class consistently. It also allows the teacher to return graded assignments in real-time with any necessary comments/feedback to their students.

Redefinition (Google Classroom  has also created a new, distinctive way of making learning more life-long through access to Google Drive tools and documents within its program. Google Drive, which is a aspect of the program, provides the learner with continuous aspects to allow them to see their growth during different stages of their learning and life span to self-reflect on their progress. Therefore, Google Classroom provides the students with more responsibility and ownership for their individual learning. This transcends to students having the opportunity to successfully complete the assigned tasks provided to them by the instructor/teacher. These documents/projects will forever be a part of the students' Google Drive file storage account that they can refer back to as they progress in their future education/careers.

Like/Dislike

I like the concept of Google Classroom, because it allows for a one stop web-based classroom which allows the teacher to have more instruction time. Also, the digital platform provides students' with the necessary motivation and interaction, because they are using technological devices.  I like that students can culminate real-life skills, such writing, reading, communication, collaboration, and accountability skills using Google Classroom.  The students will be consistently enhancing their writing and reading skills based on using aspects of the classroom such as completing the tasks/assignments. They will communicate with the teacher as well as their classroom peers on various aspects of the assignment that they may have questions regarding various tasks. Therefore, the students will consistently be building their typing and computer skills.  

Google Classroom allows student to be held accountable for their work, because the assignments are completed in this platform, turned in to the teacher for grading, and they receive their grades all in the same location.  I don’t think that there is anything that I dislike about Google Classroom, because it allows students to own their learning and the content of the lesson as well as provides the necessary resources to ensure that they can complete the assignment accurately.

Creativity Tool

Google Classroom changes the total platform from a face-to-face classroom interaction to be web-based.  As stated previously, it allows the students to have access to answers to questions 24 hour-7 days a week from the instructor/teacher.  They can obtain peer support regarding assignments which allows for collaboration.  It allows for the diverse student population to work at their own pace.  Google Classroom also allows the teacher to have more instruction time on the new content, such as modeling of concepts and examples.

Other Ways

Google Classroom allows the teacher to integrate student creations via Google Drive, YouTube to be uploaded as well as teacher prepared electronic worksheets/tests in the same digital location.

Why?

Google Classroom allows for the student to have the capability to work at their own pace and  to be held accountable for their learning. In conjunction, Google Classroom will allow the teacher more instructional time with the physical classroom.

E-Portfolio Link

E-Portfolio Link

E-Portfolio (Electronic Portfolio)

Electronic Portfolio (E-Portfolio)

The url for my e-portfolio is: http://my.orgsync.com/rcanady66


E-Portfolio Link

E-Portfolios are the user-friendly atmosphere that technology has brought to our world by providing information at the press of a keystroke on computer terminals.  This program has provided technology that has eliminated flipping pages, the risks of distractions, and any unintended consequences of reducing errors.  E-Portfolios therefore is  producing a better world in which is centered upon obtaining and retaining knowledge which will eventually allow for an efficient use of our time, equipment, and information in the future as students as well as educators in the classroom. So, what is an e-portfolio?

An electronic portfolio, also known as an eportfolio, e-portfolio, digital portfolio, or online
portfolio is a collection of electronic evidence assembled and managed by an user, usually on
the web. An e-portfolio is a collection of digitized artifacts which include:

- Demonstrations.
- Resources.
- Accomplishments representing the individual, group, community, organization, or instruction.

• Comprised of text-based or graphics?
• Stored as multimedia on a website or other media like CD-ROM/DVD

- An administrative tool to manage and organize work created with different applications.
- Sharing tool with colleagues for feedback.

An e-portfolio provides us with a "personalized web-based collection of work, responses to
work, and reflection that are used to demonstrate key skills and accomplishments for a variety
of contexts and time periods." E-portfolio technology is refining our search for answers and information.  We are increasingly using computers to access information via the Internet, Worldwide Web, and other instructional databases, which can allow for a more diversified teaching environment where the completed task can be included within our e-portfolio.  The computers that house this vast amount of information will help the students/instructors to have a structured-based mechanism that brings about a more efficient process for retrieval of experiences, skills, and artifacts which depicts our learning achievements as well as career knowledge based on our education.

Computers allow us to categorize the mass volume of society’s information through the human factor and applications that we are capable of achieving with one keystroke/touch.  E-portfolio data becomes more easily gained and accessible to our classroom for integration into  curriculums as well as dossier.   E-portfolios is only one way that teachers are making technological advancements essential to their instructional models which allows for the transition to computer-assisted learning by students of all ages.

Benefits

E-Portfolios like traditional portfolios can facilitate students' reflection on their own learning,
leading to more awareness of learning strategies and needs. In addition to this, an e-portfolio
can be seen as a type of learning record that provides actual evidence of achievement.

We now measure the facets of our lives by quantitative terms such as gigabits and megahertz, and capacity of speed based on which device we are using, such as an IPad, computer tablet, laptop, I Phone, etc.  In my opinion, the information superhighway provided innovation, but it still comes with a price if we are not careful and aware of the pitfalls.  What are the pitfalls?  You may ask, “Is the benefits of technology worth paying in the reduction of socializing among people?”  This question will have to be asked by each and every individual in society.  This will also be a determinate to many individuals longevity in the workforce and their success.  For example, I recently sent my e-portfolio to an organization for review of my skills, qualifications, and employment.  This was the initial impression that the organization would have gained about who I was? Regardless, of technology making some aspects of our lives impersonal, I believe beyond a shadow of a doubt that the majority of the individuals in society will embrace the changes to technology like myself and await further advancements which will facilitate a better life for the present generation and the next. I strive to keep technology use to the doctrine, “All things in moderation.”  This is a continued lesson to live by in our society. Why would this apply in educational institutions?  Technology is needed in these institutions. Technology is now an integral resource in the instruction of students curriculum regarding gaining knowledge in foreign languages, English, mathematics, history, and  other academic subject-matters being offered with specified educational institutions. 

Reference

(2016, October 23). Electronic Portfolio. Wikipedia. Retrieved from:

https://en.wikipedia.org/wiki/Electronic_portfolio.

            http://my.orgsync.com/rcanady66

Definition: Blog
 Rowse (2005) stated," A weblog is a hierarchy of text, images, media objects and data, arranged chronologically, that can be viewed in an HTML browser. From "web log", a blog is basically a journal that is available on the web. A weblog is kind of a continual tour, with a human guide who you get to know. There are many guides to choose from, each develops an audience, and there's also comraderie and politics between the people who run weblogs, they point to each other, in all kinds of structures, graphs, loops, etc."

In simple terms, a blog is a web site, where you write stuff on an ongoing basis. New stuff shows up at the top, so your visitors can read what's new. Then, they comment on it or link to it or e-mail (electronic mail) you. Or, not. 

Your blog is whatever you want it to be. There are millions of them in all shapes and sizes, and there are no real rules.  Blogs allows people the opportunity to analyze, synthesize, compose, and evaluate various topics. The following provides vignettes on how a blog can contextually be viewed or used by people in our society.

A blog is a personal diary

• A daily pulpit.
• A collaborative space.
• A political soapbox.
• A breaking-news outlet.
• A collection of links.
• Your own private thoughts/memos to the world, or in this case the teacher and peers.

Technological Pedagogical Content Knowledge (TPCK)

Blogs allow teachers to have a platform to provide students with a reflection point during the entrance into a new lesson that can be given through questions.  These questions from the teacher will provide them with a gauge as to  what prior knowledge that the students are bringing with them into the content. Then, teachers can use similar questioning methods for their students on blogs to provide a comparative scale as to what knowledge was gained through the instructional processes in the form of an exit reflection ticket during the same class period. Through the blogs integration into the content, it will allow the students to look at the content critically to derive a deeper perspective on the topic being taught by a teacher's instruction. Teachers also will be able to break/chunk aspects of the content into intellectual parts to allow students to clearly define what they know on a given  topic that is being introduced in the course curriculum.Therefore, through the learning strategies students as well as the teacher can assess the overall instruction experience as a "whole" to conclude whether the student  has met the learning goals of the curriculum content.

The learning theory that comes to mind is constructivism approach.  Many educators use the "I do", We do", and "You do" to satisfy this approach is their classroom.  Ultimately, the teacher will provide the student-friendly expectations/objectives of the lesson.  Then, the teacher will provide a demonstration of the these expectations of how students should approach the objectives to meet the learning goals.  After the teacher provides clear demonstration and instruction of the lesson where they integrate technology to provide a "hook" for students attention and engagement into the lesson.  The teacher begins to relinquish their control through whole class discussion and through their students beginning to play a more participatory role. For example, in a math class, the teacher would call a student up to the whiteboard to do an example math problem and answer it.  Then, the teacher would turn to the other classroom students to ask how many agree/disagree with how the problem was solved. If someone disagrees, the teacher can have that student to work the same problem based on their understanding of the prior instruction taught howbeit in  a different way so that students can have the opportunity to see different thought processes that can be formulated when it comes to the content.

Integration into Learning Environment Strategies

As stated above, the teacher can format an entrance and exit ticket that students have to continuously comment on regarding defined lesson topics to gauge whether the students are internalizing the content being taught so that they can achieve the learning goals. In addition to this integration of blogs, the teacher still has to set the framework for her expectations regarding the use of the integration of blogs into her classwork for her students.  So the teacher sets these clear parameters/limitations surrounding the use of the blogs to ensure that it will be beneficial and effective to the instructional process. Additional instructional strategies that can integrate blogs would be to  answer various questions surrounding content in a lesson/story, then other class members learn from their peers regarding a student viewpoint/perspective of the lesson.  This relates to TPCK in relation to Teachers are designers of the Total Package #3. The lesson variations to provide students an open platform using technology for defined curriculum is a solution to engage learners. However, in a classroom situation the judicious use of blogs can be of real educational benefit.

Obstacles
As stated previously, blogs have no boundaries unless the teacher establish them prior to students using this platform. Although blogs can provide a platform for students to interact and exchange thought-provoking intellectual discussions.  These same technological tool can be use to the detriment of the learning process by misuse to defame, belittle, and demean people when student parameters/
limitations are not given by the classroom teacher.

In a controlled, educationally focused environment students can blog with invited guests who have been chosen by the teacher for their knowledge on classroom assignments/projects. Students can plan what they want to ask/comment upon on the topic, because blogs are more immediate than email, they can practice the skill of commenting/asking follow-up questions in this live online environment. Used in this way, blogs can improve students thinking skills and literacy skills, and help develop critical thinking.

Reference
Rowse, D. (2005, February 5). What is a blog?. Retrieved from: http://www.problogger.net/what-is-a-blog/.