I thought EDUC 2040 was an extremely necessary course for any educator to take. In the changing field of education, how teacher’s relate with parents and with students needs to be evaluated. While I came into this class with the firm belief that the interpersonal relationship between the teacher and the student is the most important factor in a child’s education, I have come to realize that technology can enhance that relationship rather than inhibit the conversation. Running a blog was eye opening for me, because I had no idea how easy it was. Blogspot makes it very simple to post videos and games that have been uploaded to other servers. I learned how to make podcasts, which will be particularly helpful if a student has to be out of class for a long amount of time. I also thought about how to teach my students about the reliability of internet sources, a very important method considering the amount of information being transferred electronically. Finally, I learned how to create a professional-looking syllabus that is clear and concise. What I took away from this class is that every good 21st century educator needs a solid understanding of the technology that his/her students will be using. Not only does it help the teacher transfer information, it helps the teacher understand the world that his students live in. While I still doubt the use of the teacher creating his own video, I can see how the students creating their own videos would help. YouTube is a phenomenal device for both student and teacher. My place in this class was that of resident cynicist who was eventually converted to the good side of technology. I now understand that I need to use technology in my classroom to communicate with every student and whatever parent is willing to visit my site.
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Sunday, December 7, 2008
Sunday, November 23, 2008
I've had a functional knowledge of iMovie for about a year. I've known how to crop, use music, use transitions, etc. However, I never had used a camera in order to capture my own film. What surprised me was how easy the transition from the camera to the computer is. All I had to do was use the firewire cable and open up iMovie and hit capture. What I need to learn more about is how to use the camera more effectively; in a situation where I need the sound and the light to be perfect, I wouldn't have any idea what to do. People spend their entire college lives on stuff like that, so I shouldn't be surprised.The biggest challenge in this project for me was designing the structure of the movie. Ideally, I would want it to play without the teacher saying a word, and the movie would explain everything to the student. I think it makes sense, but I wonder how others will perceive it. What we did was pretty innovative, and in the situation, I'm pretty proud of how it turned out.
VIDEO
GO BACK
VIDEO
GO BACK
Sunday, November 16, 2008
For me, this project has been very difficult, as I understand education as a two-way conversation from which both parties learn. I was trying to come up with a movie that allowed students to think for themselves, rather than promoting an extreme form of top-down education that separates the students from the teachers by way of medium. While I believe my philosophy is valid, I think my understanding on the employment of film in the classroom is close-minded. I now realize film can be used as a way to stimulate comprehension of a topic when the original voice doesn’t seem to be working. In class, Prof. Barger suggested that a seemingly unrelated movie about drums could be used to increase a child’s comprehension on the collage story-telling method. While I still question the specific example, the greater point is very relevant. Video does not need to be a lesson, it can be used to explain smaller topics to expand the student’s comprehension and ability to participate in the greater conversation. I think that film has a greater potential in the classroom to allow the teacher to be on the same level as the student. Our film is a practice in creative writing that makes the teacher either an observer of the activity or a student of it. Our hope is that the teacher becomes the role model of the room, not the “expert” and that the children feel comfortable working next to, not simply with, their teacher.
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Back
Sunday, November 9, 2008
What I like in most of my movies is suspense and I feel like educational movies probably don't offer the same kind of opportunity. What I dislike about educational movies is that they try too hard to get their point across. Either there is some stupid scientist or cheesy actor and it doesn't feel professional at all. The disconnect occurs in that one is letting the viewer interpret the acting while the other is interpreting it for the viewer. In order to enhance my movie, we have to make our script less obvious, or less serious, and make the viewer bring the themes out. I think that's a pretty hard goal for an educational movie.
Sunday, November 2, 2008
Reflection
Back Home
I used to be a "gamer" and I still dabble from time to time. This project only confirms my suspicions that video games do have significant educational value. For instance, when I played Civilization, I had to manage an army, an economy, and keep the social classes from rebelling against each other. I controlled the dynamics of my invented world and that gave me novel insights into the real world and into real problems. I have heard of Vanderbilt classes using SimCity to do similar things. Overall, I think well designed computer games have a huge amount of potential to affect the way students view their material and would be highly beneficiary in a history or math setting.
I used to be a "gamer" and I still dabble from time to time. This project only confirms my suspicions that video games do have significant educational value. For instance, when I played Civilization, I had to manage an army, an economy, and keep the social classes from rebelling against each other. I controlled the dynamics of my invented world and that gave me novel insights into the real world and into real problems. I have heard of Vanderbilt classes using SimCity to do similar things. Overall, I think well designed computer games have a huge amount of potential to affect the way students view their material and would be highly beneficiary in a history or math setting.
Wednesday, October 29, 2008
Sancho's Island
Dear Administration,
In response to your query about my use of the Donkey Hota video game supplement in my classroom, I am drafting a letter proving the value of such an activity. Research shows significant levels of engagement for all students, particularly those suffering from ADD. The video game was being played alongside a reading of the book, proving my students with another lens to interpret the story. It did not slow down our reading on the syllabus or distract us from relevant conversation.
Sincerely,
Josh
5 Objections
1) How are video game enhancing my child's classroom experience?
By interacting with the material in a different way, your child is projecting himself into the character's experience. This video game will help students as they prepare for research projects by giving them unique perspectives while simultaneously reinforcing their reading and helping them review for midterm quote identifications. Additionally, some students withdraw from classroom discussions because they aren't as assertive as their classmates. The video game allows them to express themselves in a protected setting.
2) Is this game subject and age appropriate?
Yes, the game is targeted to middle-upper school audiences. There are no problems with explicit material in the game.
3) Doesn't this game discourage social behavior?
Far from it, these game actually encourage students to discuss their readings outside of class. By engaging the students in an exciting, fresh environment, we are giving them the opportunity to love learning. Although the game are played individually, the games provide a springboard for discussion and give every student an equal opportunity to understand the book.
4. How computer literate does my child have to be in order to play this game?
The game is extremely intuitive and is point and click. All students have to do is point in the direction that they want to go and click on the character they want to interact with. If any students have problems, I will direct them. I respect that each student will be at different experience levels; however, I do not anticipate any issues with this game.
5. Will you be using video games often in your classroom?
I will use video games in any situation I deem appropriate and worthwhile. I don't anticipate using video games more than once a unit. However, if a class responds extremely well to the use of video games, it would be unwise for me to set a cap on the number of times I use the strategy.
Dear Administration,
In response to your query about my use of the Donkey Hota video game supplement in my classroom, I am drafting a letter proving the value of such an activity. Research shows significant levels of engagement for all students, particularly those suffering from ADD. The video game was being played alongside a reading of the book, proving my students with another lens to interpret the story. It did not slow down our reading on the syllabus or distract us from relevant conversation.
Sincerely,
Josh
5 Objections
1) How are video game enhancing my child's classroom experience?
By interacting with the material in a different way, your child is projecting himself into the character's experience. This video game will help students as they prepare for research projects by giving them unique perspectives while simultaneously reinforcing their reading and helping them review for midterm quote identifications. Additionally, some students withdraw from classroom discussions because they aren't as assertive as their classmates. The video game allows them to express themselves in a protected setting.
2) Is this game subject and age appropriate?
Yes, the game is targeted to middle-upper school audiences. There are no problems with explicit material in the game.
3) Doesn't this game discourage social behavior?
Far from it, these game actually encourage students to discuss their readings outside of class. By engaging the students in an exciting, fresh environment, we are giving them the opportunity to love learning. Although the game are played individually, the games provide a springboard for discussion and give every student an equal opportunity to understand the book.
4. How computer literate does my child have to be in order to play this game?
The game is extremely intuitive and is point and click. All students have to do is point in the direction that they want to go and click on the character they want to interact with. If any students have problems, I will direct them. I respect that each student will be at different experience levels; however, I do not anticipate any issues with this game.
5. Will you be using video games often in your classroom?
I will use video games in any situation I deem appropriate and worthwhile. I don't anticipate using video games more than once a unit. However, if a class responds extremely well to the use of video games, it would be unwise for me to set a cap on the number of times I use the strategy.
Sunday, October 26, 2008
Desperate, Rushed Reflection.
I had never used audio software before familiarizing myself with GarageBand. Like most Apple applications, it’s pretty intuitive once you have spent a little time on it. My first rap was a struggle because I was trying too hard to put a beat to my lyrics. If I had been smart, or had any musical ability, I would have adjusted the beat at the bottom of the page in order to time myself up with the drums. As it was, it turned out shoddy at best. My second version of the rap turned out much better when I decided to put a tropical song underneath my voice and turn the volume down on the background noise. That worked out pretty well, but someone wasn’t satisfied. So today I recorded a new song, put no beat underneath the music, and let my voice carry the rhythm. I think it turned out pretty well—several record companies are interested already. For a classroom, this teaches me that novices are probably going to struggle at first to put a beat to their music. The point of them using the software isn’t to teach them theory but to help them familiarize themselves with technology, so I wouldn’t force the students to fix a beat. I think there are several applications for a podcast. An important one is that if a student has to miss extended periods of time, I can host audio files of my class and post online more easily than video due to size constraints. Also, audio gives students a previously unthinkable forum to express themselves. Rather than recording a video and passing it out, which can be expensive, we can record a CD for everyone to have. I think I stretched myself two ways in this project. First, I rapped. Second, I learned how to use GarageBand. Both of them will help me immensely in my teaching career, although I anticipate the latter will benefit me more frequently.
Sunday, October 19, 2008
I would describe myself as an interpersonal learner. I have always tried harder in smaller, more engaging classrooms and I tend to excel in group activities. I like to think of myself as an effective communicator and someone who is capable of leading. However, even though I enjoy group work and debate, I have to understand that many of my students learn differently than I do, and so I have to employ multiple strategies in my pedagogy. That means leading discussion based classes as well as lecturing, assigning individual and group work, incorporating lessons involving movies and music, drawing graphs to explain plot tensions, and holding classes inside and outside. Basically, it is the teacher’s responsibility to account for how every single child in their class learns and has to adjust his curriculum around the students’ demands. I tend to view Gardner’s theory as intuitive but it confirms many of my pre-held views on how to be the best educator I can be.
Go Back
Go Back
Sunday, October 12, 2008
Reflection
Go Back
I had never used Excel before, so this was a learning experience. I created a grade book for a made up class. Excel's utilities are obviously useful, as the program adds up grades, averages everything, and even assigns letters to numeric values. Basically, it's a time saver; if I don't want spend hours and hours calculating my student's final scores, I should use Excel. Being naturally suspicious of electronics, I'm not sure that I will use the program. But at least I have the option! As I am not planning on becoming a math teacher, I don't think there is much use for Excel beyond the creation of an electronic gradebook. The program seems to be very numbers based. I pushed myself by learning the basics of Excel and I now have the option of saving time through use of the program.
I had never used Excel before, so this was a learning experience. I created a grade book for a made up class. Excel's utilities are obviously useful, as the program adds up grades, averages everything, and even assigns letters to numeric values. Basically, it's a time saver; if I don't want spend hours and hours calculating my student's final scores, I should use Excel. Being naturally suspicious of electronics, I'm not sure that I will use the program. But at least I have the option! As I am not planning on becoming a math teacher, I don't think there is much use for Excel beyond the creation of an electronic gradebook. The program seems to be very numbers based. I pushed myself by learning the basics of Excel and I now have the option of saving time through use of the program.
Sunday, October 5, 2008
I would use my project in a high school class focused on critical analysis and creation of short stories. My PowerPoint investigates the power of words and the strategies behind rhythmic writings through relevant protest music.
Personal Growth: I learned how to link in and out of Power Point. I also learned how to use templates and how to make pictures fade behind text.
Journal:
Frankly, I have always found lessons that incorporate PowerPoint to be boring and useless. Why in an English classroom should a teacher be using software to electronically guide a conversation? It really doesn’t make sense. However, because my assignment was to create a unique presentation, I tried my best to make a lesson that didn’t project the discussion, but encouraged it. I came in knowing very little about how to use PowerPoint. Hyperlinking from slide to slide to webpage was a pretty difficult experience, especially when I started working on my notebook. The Mac makes moving pictures in and out easy, but I never was able to learn how to wrap text around a picture. I tried to make the slides as aesthetically pleasing as possible, but I don’t think I did a great job. If I am to be honest, I still don’t see much use for PowerPoint in a high school English classroom. I suppose it could help organize and guide my lectures, but I would like to think that duty belongs solely to the teacher. The best use of PowerPoint is as a database of files from which the teacher can then link to. However, using PowerPoint for this is fairly inefficient.
This project did not change my opinion of PowerPoint. I don’t see how the software can create critical dicussion in a high school classroom or be used as anything more than creative rote memorization. A teacher’s time is better spent teaching than pointing at and repeating. I don’t have much of a desire to further explore PowerPoint, because as you might imply, I don’t think I will ever use it in my classroom.
Link Home
Personal Growth: I learned how to link in and out of Power Point. I also learned how to use templates and how to make pictures fade behind text.
Journal:
Frankly, I have always found lessons that incorporate PowerPoint to be boring and useless. Why in an English classroom should a teacher be using software to electronically guide a conversation? It really doesn’t make sense. However, because my assignment was to create a unique presentation, I tried my best to make a lesson that didn’t project the discussion, but encouraged it. I came in knowing very little about how to use PowerPoint. Hyperlinking from slide to slide to webpage was a pretty difficult experience, especially when I started working on my notebook. The Mac makes moving pictures in and out easy, but I never was able to learn how to wrap text around a picture. I tried to make the slides as aesthetically pleasing as possible, but I don’t think I did a great job. If I am to be honest, I still don’t see much use for PowerPoint in a high school English classroom. I suppose it could help organize and guide my lectures, but I would like to think that duty belongs solely to the teacher. The best use of PowerPoint is as a database of files from which the teacher can then link to. However, using PowerPoint for this is fairly inefficient.
This project did not change my opinion of PowerPoint. I don’t see how the software can create critical dicussion in a high school classroom or be used as anything more than creative rote memorization. A teacher’s time is better spent teaching than pointing at and repeating. I don’t have much of a desire to further explore PowerPoint, because as you might imply, I don’t think I will ever use it in my classroom.
Link Home
Sunday, September 28, 2008
Reflection
This was the first time I had ever used pages before, so this entire experience was extremely different than working with Word, of which I have an extensive knowledge. The usefulness of the program is obvious; for any teacher trying to make a syllabus, trying to publish a collection of writing, or trying to put together a nice resume, this program combines aesthetics with practicality. While Word is a processor, Pages is a publishing software that is easy to control. My major obstacle was to familiarize myself with the program, but the layout is fairly intuitive and I caught on quickly. I think it could be an extremely useful tool for my classroom in terms of handouts and calendars.
In the end, I found that writing in Word and laying projects out in Pages is the best way to go. In the beginning, I would have been inclined to call Pages useless, but the presentation of a document might attract a student to pay more attention to the writing, so it's not pointless. As I continue to use the program I am sure that I will find newer and better uses for it, but as of now, I think it serves a good purpose as an organizational tool.
Go Back
In the end, I found that writing in Word and laying projects out in Pages is the best way to go. In the beginning, I would have been inclined to call Pages useless, but the presentation of a document might attract a student to pay more attention to the writing, so it's not pointless. As I continue to use the program I am sure that I will find newer and better uses for it, but as of now, I think it serves a good purpose as an organizational tool.
Go Back
Sunday, September 21, 2008
Word Reflection
Before Education 2040, I only viewed Word as a text processor. Now I realize that it has many more practical utilities that can be useful in a classroom. I can make a calendar for visual learners, I can design posters for upcoming performances, and I can quickly make a newsletter to engage and inform parents. I stretched myself in this lesson by investigating the various templates and utilizing one which is particularly useful in an English classroom. I now have the ability to create visual aids to assist in the teaching process.
Link Back
Link Back
Sunday, September 14, 2008
Journal Entry #2
LINK BACK
When looking for websites to use in class, the entertainment value must be obvious. The site must have some sort of auditory or visual appeal and also must be engaging. For example, I wouldn’t use FreeRice for more than a few minutes per class because while it engages the student, it doesn’t capture his attention. There are no noises or moving pictures that make the website interactive. I would rather show a video in class than simply click answers on a quiz because students will pay attention to what interests them. In many ways, this mirrors my criteria for entertainment. Obviously, to be shown in class, the content of the website must also be credible. When looking at websites for classroom preparation, my criterion differs slightly. The information (the story, the handout, the discussion questions etc.), not the presentation, must be engaging. A basic litmus test is, if I am interested in answering the question or completing the handout, then maybe my students will be. In terms of lesson plans, I look to justify every step on the plan with a loose student result. For entertainment purposes, I look for websites based on my current interests. For example, if I want to read about sports, I go to ESPN. If I want to read news, I go to Al Jazeera. If I want to do fantasy football, I go to FleaFlicker. Basically, any popular site that provides content appropriate for my interests is my choice for entertainment.
When looking for websites to use in class, the entertainment value must be obvious. The site must have some sort of auditory or visual appeal and also must be engaging. For example, I wouldn’t use FreeRice for more than a few minutes per class because while it engages the student, it doesn’t capture his attention. There are no noises or moving pictures that make the website interactive. I would rather show a video in class than simply click answers on a quiz because students will pay attention to what interests them. In many ways, this mirrors my criteria for entertainment. Obviously, to be shown in class, the content of the website must also be credible. When looking at websites for classroom preparation, my criterion differs slightly. The information (the story, the handout, the discussion questions etc.), not the presentation, must be engaging. A basic litmus test is, if I am interested in answering the question or completing the handout, then maybe my students will be. In terms of lesson plans, I look to justify every step on the plan with a loose student result. For entertainment purposes, I look for websites based on my current interests. For example, if I want to read about sports, I go to ESPN. If I want to read news, I go to Al Jazeera. If I want to do fantasy football, I go to FleaFlicker. Basically, any popular site that provides content appropriate for my interests is my choice for entertainment.
Wednesday, September 10, 2008
5 Innovative Ways to Incorporate Media into a Lesson
Purpose: To find five credible websites that assist the teacher in helping all of his students learn. The description of the website will prove the validity and usefulness of the source. The websites are intended for a high school English classroom.
OU Database
This is a credible website because it is part of Ohio University's database for English education. Any student or teacher can access the website and find help in oral or written English. Teachers can find quizzes and handouts for their students and students can conduct practice exercises online to better prepare themselves for class. For teachers, the site gives a holistic approach to teaching English and provides the teacher with remarkable resources.
FreeRice
I found this to be a credible website through background research on the program. It appears that FreeRice has partnered with the Berkman Center for Internet & Society at Harvard University, so that association leads me to believe that the program is indeed credible. I also took the quiz for about five minutes and found each answer that the website provided to be accurate. This incredible resource as dual benefits for my students. First, and most obviously, it is increasing their vocabulary. This will help them formulate their thoughts more clearly in papers, help them comprehend reading more easily, and help them score higher on their standardized tests. While an activity like this can become exceedingly dull, FreeRice donates 20 grains of rice per correct answer on the website. This teaches my students to be global citizens and to be responsible not only in the classroom but outside of it. As a teacher, it benefits me because it is a lesson that the entire class can embrace and is pre-made for me.
Big Buddy
Big Buddy is a mentorship group centralized in Baton Rouge. Because they set up the website, I am assuming all information on it is credible. What the site offers me as an educator is a basic outline for a high school student spoken word organization. Slam poetry and self-expression are powerful empowerment opportunities for inner city youth, and by engaging my students in programs such as this, I am offering an alternative to the traditional English classroom. For my students, being involved in a performance group will be an exciting opportunity because their work will be taken seriously and their education will be rewarded. While I don't anticipate teaching in Louisiana, this website gives me contact information as well as a base of knowledge from which I can create my own program.
Short Stories
This is a website linking from Carnegie Mellon's English website. It is an incredible resource for any teacher because it is so in-depth and rich with great authors. The writers go from James Joyce to Mark Twain to Oscar Wilde and each exhibits the best that the short story can offer. I believe that with many of my students, the novel will be a difficult hill to climb. Because most kids don't like reading forty pages a night, the short story, which can be as rich as the novel, is most likely the better path to choose. In schools where resources are tight, books can become expensive and this website offers a free and very accessible alternative. Also, for more advanced students, it offers guidelines into criticism and biographies of authors. As a teacher, I anticipate this database of short stories helping me a great deal.
Teacher Tips
Studyguide.org is an acclaimed website maintained by a teacher named Mrs. Adams. It has had 250,000 views since 2002 and has been named a Web English Teacher Outstanding Resource. It includes a direct e-mail address to the site maintainer and because it doesn't offer strict factual information or offer to sell anything, it should be viewed as a credible resource. This website is an incredible resource because it links to plays such as Hamlet, offers free versions of the play, offers potential essay questions for students, and offers criticism from professors and authors to guide the students research. If teaching were a science, Studyguide.org would make it an easy learn.
Growth:
Through this activity, I stretched my knowledge of teacher databases. I had no idea that the web offered so many lesson plans, so many movies, or so many full pieces of literature, available free for teachers to use. I was able, through in-depth research, to move past the simple Google search and to find quality websites that will guide content and discussion in future classrooms. Individually, I feel these websites enhance my unique theory on how English should be taught in the inner-city classroom through community performance and group learning.
OU Database
This is a credible website because it is part of Ohio University's database for English education. Any student or teacher can access the website and find help in oral or written English. Teachers can find quizzes and handouts for their students and students can conduct practice exercises online to better prepare themselves for class. For teachers, the site gives a holistic approach to teaching English and provides the teacher with remarkable resources.
FreeRice
I found this to be a credible website through background research on the program. It appears that FreeRice has partnered with the Berkman Center for Internet & Society at Harvard University, so that association leads me to believe that the program is indeed credible. I also took the quiz for about five minutes and found each answer that the website provided to be accurate. This incredible resource as dual benefits for my students. First, and most obviously, it is increasing their vocabulary. This will help them formulate their thoughts more clearly in papers, help them comprehend reading more easily, and help them score higher on their standardized tests. While an activity like this can become exceedingly dull, FreeRice donates 20 grains of rice per correct answer on the website. This teaches my students to be global citizens and to be responsible not only in the classroom but outside of it. As a teacher, it benefits me because it is a lesson that the entire class can embrace and is pre-made for me.
Big Buddy
Big Buddy is a mentorship group centralized in Baton Rouge. Because they set up the website, I am assuming all information on it is credible. What the site offers me as an educator is a basic outline for a high school student spoken word organization. Slam poetry and self-expression are powerful empowerment opportunities for inner city youth, and by engaging my students in programs such as this, I am offering an alternative to the traditional English classroom. For my students, being involved in a performance group will be an exciting opportunity because their work will be taken seriously and their education will be rewarded. While I don't anticipate teaching in Louisiana, this website gives me contact information as well as a base of knowledge from which I can create my own program.
Short Stories
This is a website linking from Carnegie Mellon's English website. It is an incredible resource for any teacher because it is so in-depth and rich with great authors. The writers go from James Joyce to Mark Twain to Oscar Wilde and each exhibits the best that the short story can offer. I believe that with many of my students, the novel will be a difficult hill to climb. Because most kids don't like reading forty pages a night, the short story, which can be as rich as the novel, is most likely the better path to choose. In schools where resources are tight, books can become expensive and this website offers a free and very accessible alternative. Also, for more advanced students, it offers guidelines into criticism and biographies of authors. As a teacher, I anticipate this database of short stories helping me a great deal.
Teacher Tips
Studyguide.org is an acclaimed website maintained by a teacher named Mrs. Adams. It has had 250,000 views since 2002 and has been named a Web English Teacher Outstanding Resource. It includes a direct e-mail address to the site maintainer and because it doesn't offer strict factual information or offer to sell anything, it should be viewed as a credible resource. This website is an incredible resource because it links to plays such as Hamlet, offers free versions of the play, offers potential essay questions for students, and offers criticism from professors and authors to guide the students research. If teaching were a science, Studyguide.org would make it an easy learn.
Growth:
Through this activity, I stretched my knowledge of teacher databases. I had no idea that the web offered so many lesson plans, so many movies, or so many full pieces of literature, available free for teachers to use. I was able, through in-depth research, to move past the simple Google search and to find quality websites that will guide content and discussion in future classrooms. Individually, I feel these websites enhance my unique theory on how English should be taught in the inner-city classroom through community performance and group learning.
Sunday, September 7, 2008
Journal Entry #1
Josh Rogen
A citable website has a credible author. When writing a research paper, the author of the reference is the most important factor in determining the validity of the source. If no author is listed, the reader must question the intentions of the writer; has he hidden his name because of obvious bias or because of lack of authoritativeness or because of historical fabrications? Except in very special circumstances, any uncertainty makes the source unacceptable. Yes, that means Wikipedia and Encyclopedia.com are not acceptable sources. As a general rule, authors want accolades attached to their name and if they aren’t providing their name, they should not be cited. Conversely, if a professor or credible research institution has attached their name to a document, that thesis should be respected and is citable. Additionally, if the credible author has multiple citations at the end of his paper, there is a very good chance that the professor’s thesis is acceptable to cite. Another factor to consider is the date of publication. Citing Robert Hooke’s Micrographia as current scientific thesis won’t cut it. If the student is writing a present day thesis, he needs present day research. This, however, does not hold true for analysis of literature. Basically, the student needs to use common sense. While aesthetic appeal might appear to indicate source validity, the “looks” of a website can be deceiving and are easily replicated. Fake research can be perfect grammatically. If the student wants to be sure if a website is accurate and up-to-date, he needs to look for three things: source prestige, cited research, and date of publication.
EDUC 2040
A citable website has a credible author. When writing a research paper, the author of the reference is the most important factor in determining the validity of the source. If no author is listed, the reader must question the intentions of the writer; has he hidden his name because of obvious bias or because of lack of authoritativeness or because of historical fabrications? Except in very special circumstances, any uncertainty makes the source unacceptable. Yes, that means Wikipedia and Encyclopedia.com are not acceptable sources. As a general rule, authors want accolades attached to their name and if they aren’t providing their name, they should not be cited. Conversely, if a professor or credible research institution has attached their name to a document, that thesis should be respected and is citable. Additionally, if the credible author has multiple citations at the end of his paper, there is a very good chance that the professor’s thesis is acceptable to cite. Another factor to consider is the date of publication. Citing Robert Hooke’s Micrographia as current scientific thesis won’t cut it. If the student is writing a present day thesis, he needs present day research. This, however, does not hold true for analysis of literature. Basically, the student needs to use common sense. While aesthetic appeal might appear to indicate source validity, the “looks” of a website can be deceiving and are easily replicated. Fake research can be perfect grammatically. If the student wants to be sure if a website is accurate and up-to-date, he needs to look for three things: source prestige, cited research, and date of publication.
Wednesday, September 3, 2008
Lesson Plan
Objective: To encourage critical thought about the validity of certain review websites while writing our own reviews about Flannery O'Conner's A Good Man is Hard to Find. This lesson plan is for upper-level high school students.
2. Break down into smaller groups and present different critical questions about the text to each group. Each group is supposed to bring their ideas back to the class to guide the student's thought process on their own reviews. (10 Minutes)
Materials: A computer and a projector and copies of the short story. The short story can be found here.
Outline:
1. Hand the story out as homework the night before and watch a short YouTube review in class. (5 Minutes)
-Which character do you identify with the most?
-Which character do you identify with the least?
-How is the Misfit foreshadowed?
-Why does the Misfit say, "She would of been a good woman if it had been somebody there to shoot her every minute of her life."
3. Hold off on reporting group findings and instead bring up Google and a search engine such as ProQuest. Type in "A Good Man is Hard to Find" into both. I will bring up reviews concerning the short story that will help my students write their own. (20 Minutes)
From Google, bring up
And from ProQuest, articles such as
Without fully reading each site, discuss the differences and merits of each. Try and focus the discussion on credentials; date updated, author, and research association are a few things that could be discussed. After all students make their points, go to a research database (such as ProQuest) and show your students how to run a quick search on the story. Most public libraries have access to such a database so I don't think access to research should be a problem.
4. Have groups present their answers. (12 Minutes)
5. Assign a 1 page review on the story due in a week with at least two citations from credible sources.
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