ET630 Agenda Class 2 AM
- Web Search Warmup:
- What two historical documents were linked from the main White
House Page in October 1997?
- Questions and Announcements
- Class Summary Update
- If you didn't comment on last class's summary, be sure to
check it out here.
- Kate Mason and Leah are today
- Kate Miller and Karyn are next class
- Be sure to comment each class
- Check Moodle for class
- Web 2.0 Project is due in two classes
- Try to read others' blogs and make comments
- Hand this in by submitting it via
the assignment in Moodle
- The broken document, "Internet Basics for World Wide Web
Beginners," can be found archived here.
- Global Education
- What's the point of Global Education? http://www.youtube.com/watch?v=zmkvtfEEFT0
- Peters, Introduction, Chapter 1, Chapter 2
- "It's safe to say that all students, no matter what their
skill levels, intelligences..., or interests, can use these tools to
experience global communications and develop meaningful
connections with worldwide counterparts" (Peters, 2009, p. 11; emphasis
mine). Is this true? What would be required of teachers to make this
- "Writing an ePal partner, collaborating on a script to be
used in a multimedia presentation, comparing and contrasting pollution
levels of major rivers, or taking ocean temperatures at different
latitudes are not distractions from the curriculum. These activities
can serve as a way to generate higher levels of motivation and
interest in subject areas through stimulating, hands-on
involvement" (Peters, 2009, p.14). Is this merely about motivation and
interest? What else might be involved?
- "...it kind of created a situation in which the Internet is
being used as one big reference tool. If students need to know
something, they look it up and go back to work, and it is not seen as a
tool for innovation and collaboration and creativity. That concerns me.
There is an opportunity that has been lost there" (Carvin, as cited in
Peters, 2009, p. 19).
- In groups, think about a way that one pathway might
with you and how you might structure an activity that uses that pathway:
- Empathy for Others
- Finding New Ways to Enrich and Engage
- Desire for Social Justice
- "Taking a closer look at what today's subject area
are requiring of teachers, it is clear that teaching a globally-aware
curriculum is not a diversion, but an essential part of fostering a
21st-century learning environment" (Peters, 2009, p. 36). Can you
integrate global perspectives in your curriculum?
- Telecollaborative Projects
- What is your classroom missing?
- An Interpersonal Exchange with Russia from Serim and Koch, Netlearning
- An Interpersonal Exchange: Let's Talk About Race
- View "Because of My
Race or Color" Chart (you do not need to answer the questions; just
- I recently have been to two talks that were
about classrooms involved in discussions of race, ethnicity, and
culture. One framed the discussion around literature circles and books
from an ethnic perspective and the other was a social studies class
discussion about racism and oppression. Both were very diverse
classrooms in which students could discuss race without tokenism.
- Would it be possible to extend a discussion between two
classrooms, each of which might not be diverse in and of itself? One
key to the success of the two discussions was the rich relationships
and safe environment fostered by the teachers? Is that possible at a
- Harris, "Curriculum
- Internet Projects - Interpersonal Exchange
- Nazis on the Web: Group Exercise
- Group 1: look at sites 1 and 4
- Group 2: look at sites 2 and 5
- Group 3: look at sites 3 and 6
- What are the organization's relationships to Nazism?
- What does the Marcovitz chapter, Critical Information Literacy
(on Moodle), say about your sites?
- What would the Bruce article, Credibility
of the Web. say about them?
- What would the different approaches to reading, from the Bruce
article, say about this site?
- Probably this afternoon: Critical Information Literacy Overview
- Probably this afternoon: Scaffolding Critical Information Literacy
- In grade-level groups, think about what students at your
grade level can be expected to know about critical information literacy
- List at least two or three things
- Brainstorm ideas for an activity that might teach these things
- Put it together
- If we put all our learning together, will students be able to
progress through school with a strong sense of critical infromatino
- If not, what are we missing?
Return to ET630 Home Page.
This page was prepared by: David
M. Marcovitz, Ph.D.
Last updated: June 19, 2012
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