To quote a great movie: “I guess that’s what happens in the end, you start thinking about the beginning” (Mr. & Mrs. Smith). I find that to be true with every course I take. And not just because most professors ask for your thoughts on the course as a whole, but because it helps me reflect and discover any paradigm shifts that occurred in one single semester. Upon entering this class, I will admit, I thought I might be slightly bored. I know more than the average person about technology and I was hoping that “Intro to Technology” wasn’t another name for “Computers for Dummies.” Surprisingly, not only did I learn A LOT more than I thought I would, but even if I already knew how to use something, I was able to learn how to utilize that tool in a way that will benefit in a classroom. There were so many things that I will be able to take away from this course and actually use in real life. One thing that I have realized, oddly enough because I did my research paper on the topic, is that through this weekly blogging, my writing has gotten better. My grammer, punctuation, capitilization and short hand words have all improved. I can actually hit spell check before posting a blog without having it underline tons of stuff in red!!! Yay for me!!
May 7, 2008
May 2, 2008
April 27, 2008
Podcasting
Podcasting was another one of those terms that I had yet to hear about before entering this class. I saw the word “Podcasts” in my ITunes, but I never knew what it meant, never cared to explore it. Then I realized the educational benefits to it. For example, when students write a research paper knowing that the only person who will read it is their teacher, they will not put as much effort into the paper as they would if they knew it would be broadcasted online. All people, children included, take pride in their work (or at least, they should). Knowing that something could be seen (or heard in this case) by millions of people, including family, friends, peers, other teachers, and complete strangers makes you want to work your hardest on whatever the task is. Another way that podcasting could be beneficial is that it could help cut down on plagerism. How likely is a student to buy a paper, copy/paste without citing, or steal someone else’s thoughts/words when they know that it will be podcasted? I have a feeling that knowing it will be podcasted online will make students think twice before cheating.
**Using Garage Band was probably the highlight of my week. Not having a Mac computer, I have never experienced Garage Band. I know that if I did have a Mac, I would probably have made my own mix tape using Garage Band by now though….
April 18, 2008
April 10, 2008
March 27, 2008
Research Paper
The title of my research paper was:
“Internet English: How Computers Have Impacted Students’ Writing Skills”
I chose this topic because I think that computers have had a HUGE impact on writing skills. Just as I found in my research, these impacts can be both positive and negative. From using IM and writing e-mails, my typing skills have improved greatly. That’s a whole different topic though, because typing skills have nothing to do with writing skills. I do notice, however, that using the computer I can write a whole paper using my own lingo/spelling and then go back and fix stuff afterwards. With paper and a pencil, I have to stop writing (and my thought process) and erase my mistakes. Paper and pencil to me is like a traffic jam; your brain is on overdrive, wanting to zoom on by and get all of your thoughts down, but we have to keep stopping and going. A perfect example was writing this research paper. I typed the whole 10 pages without fixing the spell/grammar check. Only after I finished did I reread the whole paper and fix everything. This allowed me to go at a faster pace and stay in the “zone.”
On a negative note, I can completely understand why teachers are becoming frustrated with the IM-lingo being infiltrated into homework and essays. I remember when I was in high school (circa 1999-2003), my grandma learned how to use IM. It was so weird talking to her on-line because she actually used proper grammar. I would type: “hey grams, whats up?” and five minutes later I would get a message back that looked like this: “Hello, Chrissy! How are you today? Are you having fun in school? I went to Bingo today and won $6.00!” I’ll admit that I have fallen into the IM lingo. Lol is probably my most used phrase on-line. I’ve omitted the ‘-ugh’ from though because ‘tho’ is easier to type. Although I’m not victim to the ‘rofl’ and other unrecognizable acronyms, I don’t use proper capitalization, spelling, or grammar on-line. The difference is that I know when and when not to use this language. I will send an email to friends using IM-lingo and maybe slip up in an email to a professor with the occasional IM lingo, but I would never turn in an assignment or write a paper with that language in it. Students may be using this lingo now in elementary, middle, or high school, but as they grow older, they will know when it is appropriate to use it, as I learned. This is the type of language that this generation grew up with. We will never be able to stop them from using the language on-line, and it would take a lot of work to completely erase this lingo from schoolwork. We can, however, teach students in a way that minimizes these errors. We cannot complain about a few IM typos in papers when in reality, computers have allowed our students to write outside of class, in a way that they have come to love.