Value

-          Was the page worth visiting? Does the site offer anything informative, substantial, or insightful? Is the site free of spelling and grammatical errors?

 

I feel the page is well worth visiting and taking a look at if this particular topic is of great concern to you. It is very informative with the information provided, as well as substantial especially today as this problem is a global issue and concerns everyone, and it is very insightful because even if you disagree with the web sites stance you can’t ignore the evidence provided by the speaker. It is a bland read, and like I said it’s worth taking a look at if this is a topic that you have a concern or interest in, but if you don’t it probably won’t grab your attention simply because it is scholarly in its presentation and lists a lot of statistics and facts that might overwhelm you if you have no invested personal interest in the topic. I am not a very good editor but the site did seem to be free of grammatical errors and spelling mistakes. I feel since it is a site often visited by educators that it takes its appearance and presentation into careful consideration with prudent editing, and great self-analysis.   

Coverage

-          Is your topic being addressed? Is the information basic and cursory or detailed and scholarly? Explain the major argument being made.

 

The topic is clear, well addressed, and to the point. The web site has cited at the bottom of the page that over 643 elementary and middle schools, 1,652 high schools, and 923 colleges and universities use the site for free educational resources so it is presented in a  scholarly manner, but the information is easy to understand especially with the links provided to each source. The major argument being made is a fundamental disagreement between the website speaker and the Heartland Institute, the Heritage Foundation, and the American Association of Petroleum Geologists who feel that human-generated greenhouse gas emissions are too small to substantially change the earth’s climate.

 

 

 

Currency

-  When was the information on the page originally written? Has the site been kept up-to-date?

It doesn’t seem to have an original date for when it was first written, however it has been kept thoroughly up-to-date. The last update was October 25, 2012 at 3:42 PM. 

Double Entry Journal #13

Chapter 12: Sharing Our Planet
Find a resource online that offers a solution to one of these problems.

The above youtube video presents solutions to two of the issues proposed in Chapter 12 regarding Climate Change and possible solutions.

Double Entry Journal # 12

Chapter 6: Analyzing Students’ Multimodal Texts: The Product and Process

1.     Why do educators need to be careful about terms like the “Digital Native”?

We need to be careful with terms such as “Digital Natives” that lead to an understanding of a whole generation as a homogeneous group. There is more variance across individuals than is suggested by broad generalizations such as the “Digital Native” and the “Net Generation.” “No two digital natives are created equal,” “each of them has varying degrees of access to digital technologies, literacy skills, and participation within their peer culture” (Bylin). An example is, “while most of the younger students were proficient in using the Web, they could not adequately perform advanced searches or evaluate the validity of the recourses they found” (VanSlyke).

2.     What outcome occurs when young people are encouraged to transform their understanding of particular topics by designing a multimodal text?

Such studies support the notion that digital transformations and designing can enhance the learning process. This recognition of the importance of developing young people’s creative and critical productions with technology signals the need for closer attention by researchers and educators to the actual products that young people create in their learning activities. “There are aspects of multimodal designs that need more careful scrutiny and explicit teaching is needed of the more subtle design elements. This is an area that teachers and researchers need to explore” (Adlinglton and Hansford).

3.     You may skip the section titled “Context for the Project.”

4.     What was the goal of the project in terms of product?

The goal in terms of product was to track the development of the participants’ multimodal literacies over a two-year period by comparison two multimodal products created at the beginning and the end of the period.

5.     What was the goal of the project in terms of process?

The goal in terms of process was to gain deeper understanding of how multimodal texts were created, especially when the students were working in pairs at the computer.

6.     How were the participants for the study selected?

From careful analysis, they selected ten students who best represented the cohorts and the multimodal products of these students provided the core product data of the study. For the study on process, the student pair selected for in-depth analysis was determined through an incremental, cyclical process of elimination. They initially chose to focus on a small group represented by one school. Then, from this group, they selected the students who fulfilled the following three criteria: they had worked collaboratively in pairs, they had fully completed the task, and the video screen data recordings were intact and complete.

7.     Describe the task students engage in for the purpose of this study?

The 2004 task required students to evaluate possible solutions in response to the environmental threats posed by plastic bags; the 2006 task followed a similar pattern, but with global warming as the topic. Each task was carefully structured and divided into three phases of development: researching, designing, and reflecting. Part of the research process required the student to complete two templates: first, a concept map to organize information acquired from web sources; the second, a decision-making matrix to facilitate transformation acquired from web sources; and third, a decision-making matrix to facilitate transformation of the ideas in their concept map into a preferred solution, as required for the multimodal text. Following these preparatory stages, the students could create a multimodal text using a word processor, a presentation tool, or a web-publishing program.

8.     Explain how the researchers compared the student created multimodal texts?

In order to compare and contrast the products, it was necessary to isolate particular characteristic features of the product that represented capacity in operational terms. The research group reduced the features required when determining quality in multimodal texts to three key elements. Ultimately, they limited their field of view to design, content, and cohesion for their analysis. This approach allowed them to identify individual differences and develop understandings of the nature of digital, multimodal text production at and across different year levels. A series of questions was developed in each of the three categories below, to define the distinctive attributes and to provide a basis for caparison of multimodal products at different new levels.

-       The first slide/page in the set (title slide/ page);

-       The choice and shape or wording in the headings of individual slides/pages throughout the set (heading); and

-       The quality of knowledge revealed in each slide/page and the complete set (knowledge representation).

9.     What difference in Jenny’s PowerPoint presentation do you find the most interesting?

At Year 10, Jenny is still having difficulty formulating her own views and drawing collusions from the material she has read on the resource website. She is not on top of the material she has read and she has not processed it sufficiently so as to reach the point where she has formed an opinion that she can then communicate clearly.

10.  How is working together on a computer unlike working together using a pencil and paper?

There are at least three important differences. First, while typed words may appear immediately on screen, there is often a considerable wait time between the keying in of an instruction and a response from the computer. Second, the length of the wait time is unpredictable and may by several minutes. There is also another kind of unpredictability. The result the computer provides to an instruction is often unexpected, as in the selection and ordering of items located in a web search.

11.  What was interesting about students’ behavior as they collaborated on a task at the computer?

Fist, students took turns in operating the keyboard and the mouse. Second, while much of the talking responded directly or indirectly to task requirements, there was also evidence of off-task discussion. And third, there was evidence of various kind of multitasking within the local computing environment.

12.  What can teachers learn about designing learning activities that involve the creation of multimodal texts from this study?

It would appear that increased scaffolding of the task through the provision of start-up materials rather than requiring students to start from scratch would ensure students engage with more complex decision-making and text production. Specific tasks and task structure will lead to specific types of learning. And, applying Skehan’s concept of cycles of task-based activity beyond language learning may also increase quality in both process and product.

13.  According to the conclusion of this study, what do students need to learn in order to successfully complete a multimodal text construction?

It is beneficial to develop in students’ time management skills and a sense of priorities in relation to the task at hand.

14.  Are you surprised by the conclusion drawn in this study?

To be perfectly honest I wasn’t truly surprised, I expected such results to come about. Being a student myself I have engaged in activities a lot like these studies and the result was very similar. The only thing that I found kind of shocking is how these studies and there results could come about from any form of group participation within students. Time management is an issue with any group projects whether it be computing or not, and increased scaffolding from the teacher would help in any form of lesson whether it involve technology or not.

Accuracy

Do you have good reason to believe that the information on the site is accurate? Are the facts documented? Give an example.

 

I feel the information provided on the web site is accurate. They provide information backed by credible sources, and these sources are actively linked to the page for easy access for verification (such sources and active links as uncertainty exists in computer climate models, Department of Defense report, Oregon Institute of Science and Health report, influential study, Energy and Climate, presented testimony, study on Global Climate Change, first assessment report, United Nations Framework Convention on Climate Change, Kyoto Protocol, Nature, Not Human Activity, Rules the Climate, 98 speakers, Massachusetts v. EPA , Copenhagen Accord, $99 billion, People's Agreement).

Authority

Who are the authors, or who is responsible? What gives them their authority or expertise?

 

Steven C. Markoff is the chairman and founder of ProCon.org. He graduated from Los Angeles City College with an Associate Arts degree; he is Chairman and CEO of A-Mark Financial Corporation, a Santa Monica-based financial services company. He founded the A-Mark Foundation (Producing and supporting nonpartisan research on important and little understood topics, to make it easier for people to understand and learn from. Helping people and organizations serving a charitable, educational or humanitarian purpose) them, a private foundation he founded in 1997 which became the parent of free searchable databases covering interesting and important social issues and history. He helped found A-Mark Entertainment (a direct source of film finance for projects with sound repayment sources) a company he co-chairs; he also founded ProCon.org, a public charity promoting critical thinking. This man is has founded an NGO (Non-Government Organization). He doesn’t particularly have expertise or credentials but just a personal interest in social issues. This could make him more neutral or more biased.

http://www.procon.org/stevencmarkoff.html

 

Double Entry Journal # 11

Read High Noon: Chapters 7, 8, & 9

1.     Why are networks better than hierarchies?

In periods of intense and complex change, traditional hierarchies fall short the future belongs to flatter, faster, more network-like organizations. Three bad things result when hierarchies find themselves surrounded with changes. First, they lack flexibility and are slow to adapt to external changes. Second, people in such organizations are used more as information transmitters than as independent agents. Third, and perhaps most important, the leaders at the top, who are supposed to control everything and call the shots, end up swamped when the rate of change is high. The new generation of organizations will be much more inspired by the concept of networks than that of hierarchies. They will be flatter, leaner, and more flexible; flatter, more network-like organizations promise to be smarter and more adaptable, faster at turning themselves around than traditional hierarchies. Why? Because information won’t be piped up all the way to the top. In those flatter, more network-like organizations, people won’t be merely information transmitters-they will be empowered assets, acting independently (Rischard).

2.     What is a nation state and how is it being threatened?

The nation-state, which has kept evolving, is a territorial concept defined by a geographical border; inside that physical territory you’ll find a political system, an environmental system, and an economic system. What is happening now is that two big forces will yank the economic system and the environmental system increasingly outside national borders. The new world economy force, for one, is creating an economic system that straddles these borders. Similarly, the demographic force will yank the environmental system increasingly outside the border. As this happens, the political system, delinked from the other two systems, ends up weakened (Rischard).

3.     How is civil society gaining legitimacy over government agencies? Give an example of a NGO (Non-Government Agency) whose goals and services you think are beneficial to solving global problems.

Civil society, nongovernmental organizations (NGOs), advocacy groups, unions, religious organizations has become a powerful force. The number of known international NGOs went from 6,000 in 1990 to 26,000 in 2000. Beyond sheer numbers, civil society has also become more powerful through its increasingly deft use of new technologies. Thousands of web sites, instant news services, and alert systems have sprung up and are being used to form powerful coalitions of NGOs and other civil society groups. It is also in part thanks to these new technologies that an ever-growing fringe of civil society has even turned itself into vigorous global protest alliance. A pillar of that alliance has been the electronic network of activists centered around Berkley, Portland, and Seattle, but there are many others, as well as networks of networks. From Seattle to Genoa, these critics have united in large protest coalitions, largely glued together through Internet-based coordination. But the increasing voice and importance of civil society has other causes than sheer numbers, a clever use of technology, and the ability to coalesce into protest alliances, and the public at large sense it. This is why civil society is on its way up in people’s minds: surveys in the United States and Europe show the public at large trusting civil society far more than government, business, or even the media. This builds a raw but genuine form of legitimacy (Rischard).

4.     How can business be a helpful global enforcer?

It is hard to see how the complex problems of the next twenty years can be solved without the active engagement of business. Large corporations have a huge advantage over governments, the advantage of being global. While nation-states struggle to maintain their territorial concept of sovereignty, large multinationals are spreading their operations across many countries. Businesses possess an advantage in knowledge and sheer means. Business will clearly be called on to contribute to their solutions with breakthroughs in renewable energy, desalination, new vaccines and drugs, safer banking, and more sustainable forestry. Big business can even become a helpful global enforcer.  Business, particularly large multinational companies, do a better job than many governments of looking beyond the next few years. Over the last two decades, it has been fascinating to watch quite a few large companies move through four stages of increasing “corporate responsibility.” First, some had small charity departments, creating larger corporate responsibility departments. Next, some became agents of development of their own. Now some are seriously interested in participating with government and civil society in urgent problem-solving, going far beyond their won fields; not for commercial reasons, but because they are beginning to seriously wonder what state the world will be in ten or fifteen years from now. What has happened is that businesses have begun to complement the effort of beleaguered public sectors (Rischard).

5.     What can too much economic and social change lead to?

It can lead to a powerful backlash, brought about by a mixture of rising global inequalities and political instability, demonstrating more vividly that when too many people are left behind by economic change, and governance responses also fall behind, reaction and backlash ensue (Rischard).

6.     What Global Issue concerns you the most? Why?

The drugs that seem to encompass our nations youth, when I was young drugs were everywhere where I lived. I lived in a pretty urban area so I figured that it was somewhat of a cleashay, but when I traveled around and visited family in a more rural area I was shocked to find that they had a drug problem as bad if not worse than the problems that surrounded where I was from.

Double Entry Journal #10

1.     What is the fundamental problem with the discourses around children’s use of technology?

It has been argued that an entire generation of young people is different to previous generational cohorts because of its experience of networked and digital technologies, claims of a generational shift that includes significant changes in attitudes and approaches to learning; the shift being from a teacher-centered form of education to a learner-centered approach.

2.     What is meant by the term “moral panic?” Link an image, online article, cartoon, or some other resource that depicts the “moral panic” associated with young people’s use of the digital technologies.

http://techliberation.com/2009/01/23/video-games-and-moral-panic/

Above is diagram of the moral panic released in the vast world of research and information that technology provides.

Moral panic is a term that has arisen to describe conditions in which an identified group in society is portrayed as a threat to social values and norms. The identified group is placed in media spotlight and often described in sensational terms as a threat to the status quo. Digital natives and the Net Generation can perform this role in relation to universities and university teaching.

3.     How do you feel about engaging in more “collaborative learning” during your education at Fairmont State?

In the book the author defines collaborative learning by describing the technological changes consequent to the development of the Internet and how its been linked to more cooperative and collaborative forms of learning. An example of which is computer conferencing.  In my personal opinion this class is my first real interaction with any form of collaborative learning. I find it difficult simply because I am not particularly tech savvy, but I also find it interesting and rewarding in a way.  Ever since I wanted to become a teacher I’ve gone to class and not only have I listened but I have observed, not just to learn the material but to understand the style in which it is being presented.  Since I’ve done this I’ve found styles I’ve liked and not liked. Technology I truly see as an aid to teachers, as a college student I enjoy collaborative learning because it is interesting and new, and I hope see more of it in my college years, but for kids I think it won’t be as particularly new, but it will make things more simple and intriguing.

4.     Do you think universities should move to a more free-market based privatization business model? Why?

Free-market is what has made this country great however turning education into a business model is very risky. Collaboration between schools to better the education of students is one of the pluses of this venture, however a question of regulation, and how much regulation is very evident. I still think government should be involved in some way shape or form to make sure standard curriculum and practices are kept.

5.     According to the author what is wrong with Prenskey’s revised position on his definition of “digital native?” Do you agree with this author’s criticism of Prenskey’s view of the role technology plays in the education of young people?

According to the author Prenskey’s determinism links to a wide range of arguments, for example about education and Web 2.0, that encourages panic and a competitive logic focused on social change and the way the demands for a new workforce affect students.  This is perhaps the first time I have disagreed with the author I feel the terms “digital native” and “digital immigrant” will change over time, as most labeling words do. As generational exposure progresses with the newer forms of technology I agree with Prenskey when he says the divide will soften and the true debate will be over the pursuit of “digital wisdom”

6.     What are the characteristics of a “Millennial?” Are you a “Millennial?”

“Millennial” are said to be heroic, collegial, and rationalistic. Interestingly they are also said to have values that include community, technology, and affluence.

I would say I am more in the pursuit of being a “Millennial,” I don’t feel I am quite there yet. My ideals reflect that of a “Millennial” but skills are still sorely lacking. I still react on impulse or emotion; my priorities are misplaced from those of community and technology. However I feel I am closer to the “Mellinnial” distinction everyday. 

7.     Do you think there is such a thing as the “Net Generation?” Why? Why not?

I do believe there is such a thing as a “Net Generation” simply because there is a clear distinction between generations with technological availability and generations without technological availability. Although there is no specific age demographic for the “Net Generation” the divide is evident within Universities and schools.

8.     What is meant by the term “networked individualism?”

The term “networked individualism” suggests a move away from place-to-place interaction towards interactions that are person-to-person in character. The pattern of social life enabled by networked digital technologies is one that allows for a sociability based on the person, connecting people through geographic-collaboration, networked individualism allows for a new network sociality. The new networks rely as much on weak ties as they do on the strong ties of traditional groups and communities.

9.     How do you feel about Fairmont State discontinuing the use of Blackboard and Webmail to using Gmail and Google tools?

To be perfectly honest I don’t know how I feel about it. I’m kind of indifferent on the subject. I am new to Gmail and Google tools, and I’m very new to the new blackboard system that Fairmont State has now. I haven’t grown particularly attached to either one. It seems that Blackboard has been a nuisance for not only students but teachers as well, it seems that the creators are trying to make it a social network of sorts when all we need it to be is a function for education. I can see the perks with each decision and the draw backs so I’m kind of undecided.

10.  Why does the term “Digital Native” persist despite lack of empirical evidence of age related difference due to rapid increase of digital technologies?

There are some good reasons for this persistence. First, there is a general need to stereotype in order to reduce complexity and to apply simplified rules of thumb. Second, is a commercial and market interest in perpetuating the idea of a new generation that requires certain kinds of technological change.

11.  Who societal sector seems to be benefiting the most from the social construction of a “Digital Native” generation?

The commercial and market sector.

12.  Which argument about “digital natives” needs to be discarded and which one needs to be explored? Why?

The first argument, and the one that is most associated with the idea of the Net Generation and digital natives, is that the ubiquitous nature of certain technologies, specifically gaming and the Web, has affected the outlook of an entire age cohort in advanced economies. A second, related but distinct argument is that the new technologies emerging with this generation have particular characteristics that afford certain types of social engagement. It is the first of these arguments that we may need to abandon in the face of the empirical evidence. The second argument is the rational kernel at the heart of the argument. The idea that technologies simply determine the outlook of an entire generation is on that should be discarded. However, the idea that the area of choice in education has been expanded by new technologies is on that still needs to b explored. By shifting our attention to the ways in which technologies might all for new kinds of social engagement, the argument moves towards choice and the ways in which technologies might allow for new kinds of educational engagement.

Double Entry Journal #9

1.  Why is inflation less of a concern in the new world economy?

One cause for the demise of inflation is better monetary policy across the globe. But the main factor, and perhaps the main reason for the very success of inflation targeting, may be a less inflation-prone environment created across the globe by the very fluid new world economy with its twin economic and technological revolutions.  In the new world economy, price increases don’t easily stick, as business has become hypercompetitive. Prices can be compared instantaneously across an increasingly transparent world. What’s more, goods production and even services can relocate easily from one spot to another cheaper one. And financial markets are now able to monitor and sanction the economic policies of each country in real time (Rischard).

2.     What is the difference between a “negative-feedback economy” and “positive feedback economy?”

A “negative-feedback economy” can simply be defined as being limited by short-term supply-and-demand constraints. In the old economy, things start out rare and expensive before they become widespread and cheaper. By contrast, the new information economy will increasingly be a “positive-feedback economy.” In the new world economy, additional capacity becomes available so quickly and inexpensively that traditional supply constraints become almost unimportant (Rischard).  

3.     Give an example of how technologies can provide developing countries with an opportunity to catch-up with modern economies?

Many developing countries could benefit disproportionately from the opportunities brought by new technologies and new ways of doing things. An appropriate example in the realm of education would be in Mexico. The Monterrey Tech University has in a few years become one of the world’s foremost distance learning systems, with some thirty connected campuses across Latin America offering each student access to the same star professor. In many developing countries, teacher networking over the Internet is leading to better curriculum developing and rapid exchanges of better practices (Rischard).

4.     What is one prediction the author made concerning the new world economy that appears to be true?

The author so boldly deduced from his research four rules or features if you will that establish the forefront of his “adapting to the new rules of the game.” All of these rules seem to be true in regards to the new world economy. The rules are as follows.

-      It is bent on speed-so you have to be agile.

-       It flows across national boundaries-so you must be plugged in and good at networking internationally.

-       It is highly knowledge-intensive-so you must be good at constantly learning. If you stand still, you fall back.

-       It is hypercompetitive-so you must be 100-percent reliable, of business will shift to someone else.

(Rischard)

5.     Why is excessive trust in free-market economies promoted by free-market fundamentalists a cause for concern?

With the central planning model gone for good, more politicians and other players see the market as the solution to all problems. There are two serious dangers in this complacency. First, if we leave all problem-solving to the market, emerging social problems will be left unattended. And second, the market’s own mindless expansion, effective as it is in the short term, inevitably brings its own long-term problems as it further taxes the planet’s carrying capacity beyond the already bad overload coming from the population increase (Rischard).

6.     Read and Link to a Website that provides information about regulation and markets. Based on the information provided in the websites, what is your position on markets and regulations? Then list two questions you have about markets and regulation.

Financial Market Regulation

I feel regulation is much needed in today’s modern markets, I do agree with the non-partisan aspect of it, however I feel perhaps in vain (simply because I don’t know much about the subject at hand) that the regulators of the market are a bit removed from society. I think societal influences expressed by the modern consumer could benefit the regulation of markets. Something like this may already be in place as a part of regulation research, and if it is I think it should play a bigger role. I feel if people feel they can influence regulation, than people will be more knowledgeable on the subject.

1.)   What measures are taken in market regulation research?

2.)   What effects can the modern consumer have on market regulation?

7.     What is the cause of the crisis of complexity in the new world economy?

The two forces of population increase and the new world economy spew unprecedented complexity in economic, social, political, and environmental matters. Human problems are more pressing, more global, and more difficult to solve-technically and politically. The rate of change produced by the two forces contrasts starkly with the slow evolution of human institutions. By contrast, the two forces of change are markedly exponential. The demographic force brings an exponentiality of scarcity, and propelling the economy force is exponentiality of plentitude (Rischard).

Works Cited

Rischard, J.F. "High Noon". New York: Basic Books, 2002.