Quote: "...teens, while socially active online, are not aware of the potential negative repercussions of sharing too much intimate detail of any kind, about themselves." - Laura Owens
Reaction:
Students should learn how to use online social networking in a responsible manner. They need to understand the different ways that information shared online could be used maliciously. For example, thieves use social networks to find out when families will away on vacation or out for an evening so that they can burglarize the home. Identity theft is becoming more rampant; social networks are a potential source for stealing pictures and personal information. We must also warn teens and small children about unsavory individuals who might scour social networks to find a victim. Students should not be made to feel frightened of online social networking, in fact, research shows that the benefits outweigh any drawbacks. It would be a service to students if teachers would find ways to integrate social networking into the curriculum.
Owens, L. (2009, April 23). Internet & Anti-Social Behavior Theory Unfounded: Facebook, MySpace, Online: Research Refutes Cyber Socializing Fears | Suite101.com. Psychology Suite 101. Retrieved October 21, 2011, from http://laura-owens.suite101.com/internet--anti-social-behavior-theory-unfounded-a111897
Additional Resource
Here is a good source provided by an agency of the federal government regarding online safety tips:
Federal Trade Commission: Social Networking Sites: Safety Tips for Tweens and Teens
http://www.ftc.gov/bcp/edu/pubs/consumer/tech/tec14.shtm
Sunday, October 23, 2011
Thursday, October 13, 2011
Web 2.0 Tools
A great application to use in business education is JUX, a drag and drop-based Web creator. This tool would be useful to use in a marketing class that requires students to create a Web page to promote a product or service. Students could also be assigned to create Web pages for school events and student organizations. What might be fun is to have students create a Web page to promote a product using a Voki as a featured celebrity spokesperson. Before implementing the assignment, school policies would need to be researched regarding use of technology in the classroom. Students would need to follow proper procedures regarding use of copyright material. (I would prefer that all their work be orginal for this assignment to stimulate creativity.) Students would benefit from being given examples of what is appropriate and not appropriate. For example, promoting a new flavor of ice cream is appropriate; promoting weapons is not. As a safeguard, it should be a requirement that Web pages need to be approved by the teacher before going live on the Web. Other considerations would be the availability of computers, internet access, and any limitations on the school's digital capacity.
Tuesday, October 11, 2011
My Teaching Philosophy
Integrating technology into teaching practices is important because we need to prepare students to use technology in their jobs and personal lives. Technology can be used to teach students to collaborate on projects with students from other classrooms within a building or in other geographic regions. Students will learn to think critically when evaluating the credibility of information found on the Web. Another skill that students will gain is the ability to use digital sources for storing and organizing information.
VOKI Lesson Title: Using Voki's for business education.
Author: Kimberly Thompson
Brief Description: High school students learn the fundamentals of salesmanship using Voki's to give responses to common objections heard in the sales process.
Sunday, October 9, 2011
Deconstructing Covers of Arnold
1. What do you see? How does he look?
The fitness cover portrays a very muscular Arnold. He is in a casual T-shirt and is wearing sunglasses. His hair is brushed back and he is not smiling. He is at a slight side angle and though he is wearing sunglasses, he is not looking at the reader but past the reader. He looks determined and in control.
The Esquire cover pictures Arnold in a suit and tie. He is smiling and is looking and pointing at the reader. He looks happy, friendly and confident. The hair is stylish and has a slightly tousled look rather than slicked back like on the Muscle cover.
2. How does he make you feel?
The Arnold in the fitness cover does not look approachable. He looks serious, a little stand offish, and powerful. He looks like he would use brute force to get what he wants. His biceps and forearms is abnormally overdeveloped; this is a person who spends a lot of time in the gym. He doesn’t appear to be a person who has a sense of humor. He looks serious.
The Arnold on the Esquire magazine looks approachable. He is engaging the reader and appears to be looking and pointing directly at the audience. The suit gives the impression that this is a business person that uses brains and negotiation to get what he wants rather than brute force.
3. What do you think about this person now? How does he make you feel?
The recent news of his extra-marital affair, which produced a love child, makes me feel disappointed in him because I thought he was a good role model and had integrity.
4. How does he look? How do those "looks: influence how you feel?
Arnold looks the part of a businessman and politician on the Esquire cover. He looks more mysterious and serious on the Muscle cover. He looks to be more honest on the Muscle magazine because the smile looks too contrived on the Esquire cover.
5. What lifestyles, values, points of view are represented or omitted?
Middle class people and fitness buffs likely identify with the Muscle cover. The Esquire cover would appeal more to professionals, people of culture and probably more educated.
6. What are the differences between the two covers? What techniques are used to attract your attention? Pay attention to body language, clothing, camera angle, lighting, color, eye contact ect.
The angle of Arnold’s body and the slight upward tilt of his head and the sunglasses exudes an air of
“You can’t touch this.” The red and orange background creates excitement, intensity, and boldness.
Red is a power color. Half his face is lit, and coupled with the sunglasses creates a sense that we cannot see all there is to Arnold. His arm is in a position ready to “block” someone from getting too close. The Esquire Magazine uses a blue background for sincerity. Arnold is facing toward the audience and is smiling. He is pointing his finger similar to Uncle Sam in the recruiting pictures, as if to say, “I want you” or “Have I got a deal for you!” In retrospect, it is interesting that the magazine chose to put a beautiful model on an inset against Arnold. It subtly suggests that he is a ladies’ man. The white shirt is conservative and the tie is red with gray pinstripes. Red is a power color. Arnold is looking right at the reader and his head is tilted slight down. He looks as though he is ready to negotiate a deal.
“You can’t touch this.” The red and orange background creates excitement, intensity, and boldness.
Red is a power color. Half his face is lit, and coupled with the sunglasses creates a sense that we cannot see all there is to Arnold. His arm is in a position ready to “block” someone from getting too close. The Esquire Magazine uses a blue background for sincerity. Arnold is facing toward the audience and is smiling. He is pointing his finger similar to Uncle Sam in the recruiting pictures, as if to say, “I want you” or “Have I got a deal for you!” In retrospect, it is interesting that the magazine chose to put a beautiful model on an inset against Arnold. It subtly suggests that he is a ladies’ man. The white shirt is conservative and the tie is red with gray pinstripes. Red is a power color. Arnold is looking right at the reader and his head is tilted slight down. He looks as though he is ready to negotiate a deal.
Double Journal Entry #7
QUOTE: “Researchers find that reading for understanding online requires the same skills as offline reading, including using prior knowledge and making predictions, plus a set of additional critical-thinking skills that reflect the open-ended, continually changing online context (David).”
REACTION: This peaks my curiosity about integrating the digital world into the print world of learning. I wondered if reading online was inferior in any way to reading print. I would like to delve deeper into research to understand online comprehension versus print comprehension. Though David indicates in her article that the same skill sets are required, it would seem that some students might respond better to one medium or the other depending on their learning style. I did find a good article written by Julie Coiro that explores reading comprehension and new literacies (see Related Topics below). The first time I visited a rather large public library I was overwhelmed by the resources available. However, it pales now compared to the information available on the internet. I have found it challenging to sift through pages of search engine results to try and identify credible and reliable sources. I am of the opinion that it would make for a good class project to create a directory with a rating system of media sources. I imagine a rubric could be developed to serve as a guide for categorizing an rating sources that would be accepted into the directory.
David, Jane L. "Teaching Media Literacy." Educational Leadership 66.6 Mar. (2009): 84-86. Web. 9 Oct. 2011. <http://www.ascd.org/publications/educational-leadership/mar09/vol66/num06/Teaching-Media-Literacy.aspx>.
Related Topics
Coiro, Julie. “Reading comprehension on the Internet: Expanding our understanding of reading comprehension to encompass new literacies” [Exploring Literacy on the Internet department]. The Reading Teacher, 56(6). Mar. (2003). Web. 9 Oct. 2011. <http://www.readingonline.org/electronic/elec_index.asp?HREF=/electronic/RT/2-03_column/index.html>
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