Journal 8: Adaptive Technology

Adaptive Technology

Journal 6: Google+

Brogan, C. (2011, September 30). Educators-google plus is for you [Web log message]. Retrieved from http://www.chrisbrogan.com/gpluseducators/

Parr, B. (2011, July 28). Google : The complete guide [Web log message]. Retrieved from http://mashable.com/2011/07/16/google-plus-guide/

In this blog post, “Google+ The Complete Guide,”Ben Parr explains how Google+ is the next best social media network. He has designed and included a complete guide to navigating this fresh new place to hangout and network. He admits that it’s not the easiest thing to learn, so he has tried to help by providing resources for new users. It was appropriately named Google+ because it is still Google, but more. 

In the blog post “Educators- Google Plus in for You,” by Chris Brogan, he discusses how educators should use Google+ in their classrooms. He lists making class circles for a community of learners to share cyberspace, and teachers sharing lesson plans to limited users as the points for educators to join. I love the idea of PLN’s now that I am benefitting from one, so I can imagine how I could make Google+ work for me. 

Q1. If Google+ is such a great tool to use, then why hasn’t Jeff walked us through the process when he knows it’s a bit more challenging?

I believe that he has set us up to make our own wise choices when it comes to creating the remainder of our PLNs, and we should be able to take our previously learned knowledge about how these Internet tools and services work, and hopefully apply them here without fail.

Q2. Where can I go for tutorials to make it all make sense if I’m an auditory learner?

Click here to see how Google+ can surpass even Facebook

Journal 9: Reading Redefined for a Transmedia Universe

Lamb, A. (2011, November). Reading redefined for a transmedia universe. Learning and leading with technology, 39(3), 12-17. Retrieved from http://www.iste.org/learn/publications/learning-and-leading/digital-edition-november-2011.aspx

    This article discusses how the concept of reading is changing from technological advances and books are no longer a medium constructed of paper and binding. Current reading tools include e-books, interactive storybooks, databases, interactive fiction, and transmedia storytelling. The use of these tools throughout the past couple decades has changed reading as we know it, and current surveys of youth agree that they would read more if they had access to e-books. By immersing students into transmedia storytelling, the readers are engaged and tend to learn more from lessons. This has made significant changes in curriculum building in order to teach subjects such as history, geography and science when seeing and hearing about a lesson can speak so much louder than written words.It isn’t just the current trend, but the new reality.

Q1.With the new technologies allowing students to read from web based sources and electronic devices where authors are getting creative, how do students know what is fact, and what is fiction?

    

   As the writer disclosed, there are authors who will write a fiction novel with factual backgrounds and information, but they will also lead readers away to fake websites that are designed to appear legitimate. It is our job as educators to teach students to read critically and not accept every written word as truth and always question the credibility of sources.

Q2. How will these changes impact the way children learn how to read?

    I know there are pros and cons to relying on these technologies to teach children how to identify letters, distinguish sounds, and form words, but there are some great tools that stand in for a lack of human interaction. Unfortunately, many children will be left with these devises instead of sound human experience. Computer based games and learning devises should balance with caregiver interactions during early childhood.