Title:Just how bad is Facebook for you Facebook is a social utility that connects people with friends and others who work, study and live around them. People use Facebook to keep up with friends, upload an unlimited number of photos, share links and videos, and learn more about the people they meet. All that's needed to join Facebook is a valid email address. To connect with coworkers or classmates, use your school or work email address to register. Once you register, join a regional network to connect with the people in your area. Facebook is made up of many networks, each based around a company, region, or school. Join the networks that reflect your real-life communities to learn more about the people who work, live, or study around you. Facebook's Platform enables anyone, anywhere, to build complete applications that you can choose to use. The possibilities are endless. Define your experience on Facebook by choosing applications that are useful and relevant to your world. At Facebook, we believe that people should have control over how they share their information and who can see it. People can only see the profiles of confirmed friends and the people in their networks According to the article the journalist are speaking about students who access facebook regulary or almost everyday dropped grade in their studies because students need to be update or have social contact everyday. Parents are also worried about their child social contact through facebook because children most of their will be spend infront of the computer rather than studying. The Journalist are also faer that new technologies might lead to cancer..The reason behind this might be because of students or user spend most of their time infront of computer rather than doing any other activities. However this issue are still debate whether it really good or bad. http://news.bbc.co.uk/go/pr/fr/-/2/hi/technology/8033466.stm
Content: MySpace, one of the largest social network site has a plan to lay out 30% of its employees, leaving them with a total of 1000 employees. Due to the rapid growth of facebook and twitter, the time spent by users on this site has decreased. In April 2008, 73% of the total time spent on social networks was spent on MySpace, according to a recent Nielsen study. Social network users spent just 23% of their time on MySpace in April 2009, compared to nearly 66% for Facebook. So MySpace is not able to compete with facebook, as facebook has taken on the lead in the social networking site.
Pantip is 1 of the top 10 websites in Thai. I think it is a great hub where people from all walks of life can come to share their ideas on issues happening in daily lives. The pattern of classifying topics is also unique and is relevant to people's interests. There are often issues in this webboard that are raised as important controversy in the society. The moderator of the website has some ways to control the use and makes the website really popular because a lot of people also seek guidance from the webboards they posts and comments on it and the anonimity.
Article Review Article Title: The ICT Impact Report Content Summary: This article is a review of the impact of ICT on education, looking clearly at each area that ICT impacts in education. Some of the key findings is that ICT has a positive impact on the students learning outcomes and also on their performances. Students in schools that have good ICT facilities achieve better results. This article looks closely into each area such as learning and learners, teachers and teaching. On learning and learners, students are more motivation and have the ability to work efficiently independently. Even students with lower learning ability benefit from ICT in a different way. While in the aspect of teacher and teaching, teachers are more enthusiastic and plans lesson efficiently and more effectively. Teachers have also been developing tremendously in their ability to use ICT. Some of the barriers in the use of ICT are that teacher’s level of ICT competency, school’s limitation in the access of ICT and sometimes the limitation of the countries education system in the use of ICT. Some recommendations provided in the article are support the transformation process and for ICT. Make some investment in ICT consolidation, motivate teachers to use ICT, integrate ICT in the school’s overall strategy, implement ICT in the professional development programs for teachers etc.
Connie said: http://schoolsinme.com/community/ Schools in Middle East social network and community.Schools in ME, is welling to be the biggest social network and community for education in Middle East, it’s a good website for schools, students, teachers and parents to meet all together using the power of community communications to set their goals. I think I will often use this website to look for the information about the middle school.
What we know, what we believe -- and what we don’t
General
1.It is generally believed that ICTs can empower teachers and learners, promote change and foster the development of ‘21st century skills, but data to support these beliefs are still limited There is widespread belief that ICTs can and will empower teachers and learners, transforming teaching and learning processes from being highly teacher-dominated to student-centered, and that this transformation will result in increased learning gains for students, creating and allowing for opportunities for learners to develop their creativity, problem-solving abilities, informational reasoning skills, communication skills, and other higher-order thinking skills. However, there are currently very limited, unequivocally compelling data to support this belief. 2.ICTs are very rarely seen as central to the overall learning process Even in the most advanced schools in OECD countries, ICTs are generally not considered central to the teaching and learning process. Many ICT in education initiatives in LDCs seek (at least in their rhetoric) to place ICTs as central to teaching and learning. 3.An enduring problem: putting technology before education One of the enduring difficulties of technology use in education is that educational planners and technology advocates think of the technology first and then investigate the educational applications of this technology only later.
1.The positive impact of ICT use in education has not been proven In general, and despite thousands of impact studies, the impact of ICT use on student achievement remains difficult to measure and open to much reasonable debate. 2.Positive impact more likely when linked to pedagogy It is believed that specific uses of ICT can have positive effects on student achievement when ICTs are used appropriately to complement a teacher’s existing pedagogical philosophies. 3.‘Computer Aided Instruction’ has been seen to slightly improve student performance on multiple choice, standardized testing in some areas Computer Aided (or Assisted) Instruction (CAI), which refers generally to student self-study or tutorials on PCs, has been shown to slightly improve student test scores on some reading and math skills, although whether such improvement correlates to real improvement in student learning is debatable. 4.Need for clear goals ICTs are seen to be less effective (or ineffective) when the goals for their use are not clear. While such a statement would appear to be self-evident, the specific goals for ICT use in education are, in practice, are often only very broadly or rather loosely defined. 5.There is an important tension between traditional versus 'new' pedagogies and standardized testing Traditional, transmission-type pedagogies are seen as more effective in preparation for standardized testing, which tends to measure the results of such teaching practices, than are more ‘constructivist’ pedagogical styles. 6.Mismatch between methods used to measure effects and type of learning promoted In many studies there may be a mismatch between the methods used to measure effects and the nature of the learning promoted by the specific uses of ICT. For example, some studies have looked only for improvements in traditional teaching and learning processes and knowledge mastery instead of looking for new processes and knowledge relatd to the use of ICTs. It may be that more useful analyses of the impact of ICT can only emerge when the methods used to measure achievement and outcomes are more closely related to the learning activities and processes promoted by the use of ICTs. 7.ICTs are used differently in different school subjects Uses of ICTs for simulations and modeling in science and math have been shown to be effective, as have word processing and communication software (e-mail) in the development of student language and communication skills. 8.Access outside of school affects impact The relationships between in-class student computer use, out of class student computer use and student achievement are unclear. However, students in OECD countries reporting the greatest amount of computer use outside school are seen in some studies to have lower than average achievement (the presumption is that high computer use outside of school is disproportionately devoted to computer gaming). 9.Users believe that ICTs make a positive difference In studies that rely largely on self-reporting, most users feel that using ICTs make them more effective learners.
Article Review Article Title: The ICT Impact Report
This article is a review of the impact of ICT on education, looking clearly at each area that ICT impacts in education. From the article, it is found that ICT has a positive impact on the educationa and students' performances. This article focuses on each area such as learning and learners, teachers and teaching. Even ICT is also benefit for students with lower self-efficacy in a different way. While in the aspect of teacher and teaching, teachers have also been developing tremendously in their ability to use ICT.
ICT is designed to host the project on ICT competency standards for teacher. Especially, we can share the various documents here, and exchange views. You may more know about ICT-CST after read. I love it because it is in many different languages. It is main key that I love read “Chinese” versions of the UNESCO Standards, and documents are not old.
A case study of first grade meaning making in a technology rich environment
by Gordon, Jaclyn Prizant
The purpose of this study was to describe first grade meaning making in a technologically rich classroom environment and to explore the ramifications of technology on early literacy learners. Currently, few in depth research studies have examined meaning making in a technologically rich classroom setting, especially with first grade students in an urban setting. Over the past 50 years, the literacy community has investigated issues central to the meaning making process, including whether meaning resides solely in the text or in a transactional relationship between the text, reader, and the context. Today this sociopsycholinguistic view of meaning making supported through a constructivist theoretical framework has been further impacted by technology and the new literacies. In response to the growing force of technology in the lives of young students, this study wanted to describe literacy behaviors of these students by documenting student behaviors as they engaged and interacted with a range of literacy activities. Ultimately, the study sought to investigate how students used these opportunities to make meaning. The results of this study were based upon data gathered in support of the following research questions that guided the study: (1) what kinds of interaction happen when a teacher purposely constructs an environment using technology in a first grade classroom; (2) how do students use these interactions to make meaning? These research questions were analyzed through a qualitative single case study methodology. Data collection included classroom observations, interviews, student artifacts, and pertinent classroom documents. This study employed the use of QSR* NVivo 7 computer software to manipulate the data. The analysis of the data began with an a priori code structure derived from a review of the research literature and evolved through a reiterative reading of the data from which themes emerged.
The findings from the study detailed three types of interactions used by students in the technologically rich classroom environment for meaning making. These included interactions with (1) the print environment, (2) the "real-world" environment, and (3) the technology environment. Through these interactions students were found to make meaning in three ways; specifically, through (1) social construction, (2) experience-based inquiry and interpretation, and (3) multimodal encounters. Throughout the study, the three types of interactions were rarely seen as distinct from one another but rather were often viewed working in confluence. Further analysis of the data revealed that all three types of interactions included two pervasive features: (1) opportunities for social collaboration and (2) the incorporation of multiliteracies. Moreover, this study recognized the potential impact of a technologically rich instructional environment on students' meaning making through the new literacies. Results of this study suggest that a curriculum that actively incorporates the new literacies may provide a powerful framework for classroom instruction.
Title:Just how bad is Facebook for you
ReplyDeleteFacebook is a social utility that connects people with friends and others who work, study and live around them. People use Facebook to keep up with friends, upload an unlimited number of photos, share links and videos, and learn more about the people they meet.
All that's needed to join Facebook is a valid email address. To connect with coworkers or classmates, use your school or work email address to register. Once you register, join a regional network to connect with the people in your area.
Facebook is made up of many networks, each based around a company, region, or school. Join the networks that reflect your real-life communities to learn more about the people who work, live, or study around you.
Facebook's Platform enables anyone, anywhere, to build complete applications that you can choose to use. The possibilities are endless. Define your experience on Facebook by choosing applications that are useful and relevant to your world.
At Facebook, we believe that people should have control over how they share their information and who can see it. People can only see the profiles of confirmed friends and the people in their networks
According to the article the journalist are speaking about students who access facebook regulary or almost everyday dropped grade in their studies because students need to be update or have social contact everyday. Parents are also worried about their child social contact through facebook because children most of their will be spend infront of the computer rather than studying.
The Journalist are also faer that new technologies might lead to cancer..The reason behind this might be because of students or user spend most of their time infront of computer rather than doing any other activities. However this issue are still debate whether it really good or bad.
http://news.bbc.co.uk/go/pr/fr/-/2/hi/technology/8033466.stm
http://news.bbc.co.uk/go/pr/fr/-/2/hi/technology/8033466.stm
Title: MySpace to cut 30% of workforce
ReplyDeleteContent: MySpace, one of the largest social network site has a plan to lay out 30% of its employees, leaving them with a total of 1000 employees. Due to the rapid growth of facebook and twitter, the time spent by users on this site has decreased. In April 2008, 73% of the total time spent on social networks was spent on MySpace, according to a recent Nielsen study. Social network users spent just 23% of their time on MySpace in April 2009, compared to nearly 66% for Facebook. So MySpace is not able to compete with facebook, as facebook has taken on the lead in the social networking site.
http://money.cnn.com/2009/06/16/technology/myspace_layoffs/index.htm?postversion=2009061614
Kannika
Title: Pantip.com
ReplyDeleteLink: http://wapedia.mobi/en/Pantip.com
Pantip is 1 of the top 10 websites in Thai. I think it is a great hub where people from all walks of life can come to share their ideas on issues happening in daily lives. The pattern of classifying topics is also unique and is relevant to people's interests. There are often issues in this webboard that are raised as important controversy in the society. The moderator of the website has some ways to control the use and makes the website really popular because a lot of people also seek guidance from the webboards they posts and comments on it and the anonimity.
Article Review
ReplyDeleteArticle Title: The ICT Impact Report
Content Summary:
This article is a review of the impact of ICT on education, looking clearly at each area that ICT impacts in education. Some of the key findings is that ICT has a positive impact on the students learning outcomes and also on their performances. Students in schools that have good ICT facilities achieve better results. This article looks closely into each area such as learning and learners, teachers and teaching. On learning and learners, students are more motivation and have the ability to work efficiently independently. Even students with lower learning ability benefit from ICT in a different way. While in the aspect of teacher and teaching, teachers are more enthusiastic and plans lesson efficiently and more effectively. Teachers have also been developing tremendously in their ability to use ICT. Some of the barriers in the use of ICT are that teacher’s level of ICT competency, school’s limitation in the access of ICT and sometimes the limitation of the countries education system in the use of ICT. Some recommendations provided in the article are support the transformation process and for ICT. Make some investment in ICT consolidation, motivate teachers to use ICT, integrate ICT in the school’s overall strategy, implement ICT in the professional development programs for teachers etc.
Kannika
Connie said: http://schoolsinme.com/community/ Schools in Middle East social network and community.Schools in ME, is welling to be the biggest social network and community for education in Middle East, it’s a good website for schools, students, teachers and parents to meet all together using the power of community communications to set their goals. I think I will often use this website to look for the information about the middle school.
ReplyDeleteWhat we know, what we believe -- and what we don’t
ReplyDeleteGeneral
1.It is generally believed that ICTs can empower teachers and learners, promote change and foster the development of ‘21st century skills, but data to support these beliefs are still limited
There is widespread belief that ICTs can and will empower teachers and learners, transforming teaching and learning processes from being highly teacher-dominated to student-centered, and that this transformation will result in increased learning gains for students, creating and allowing for opportunities for learners to develop their creativity, problem-solving abilities, informational reasoning skills, communication skills, and other higher-order thinking skills. However, there are currently very limited, unequivocally compelling data to support this belief.
2.ICTs are very rarely seen as central to the overall learning process
Even in the most advanced schools in OECD countries, ICTs are generally not considered central to the teaching and learning process. Many ICT in education initiatives in LDCs seek (at least in their rhetoric) to place ICTs as central to teaching and learning.
3.An enduring problem: putting technology before education
One of the enduring difficulties of technology use in education is that educational planners and technology advocates think of the technology first and then investigate the educational applications of this technology only later.
Impact on student achievement
ReplyDelete1.The positive impact of ICT use in education has not been proven In general, and despite thousands of impact studies, the impact of ICT use on student achievement remains difficult to measure and open to much reasonable debate.
2.Positive impact more likely when linked to pedagogy It is believed that specific uses of ICT can have positive effects on student achievement when ICTs are used appropriately to complement a teacher’s existing pedagogical philosophies.
3.‘Computer Aided Instruction’ has been seen to slightly improve student performance on multiple choice, standardized testing in some areas
Computer Aided (or Assisted) Instruction (CAI), which refers generally to student self-study or tutorials on PCs, has been shown to slightly improve student test scores on some reading and math skills, although whether such improvement correlates to real improvement in student learning is debatable.
4.Need for clear goals
ICTs are seen to be less effective (or ineffective) when the goals for their use are not clear. While such a statement would appear to be self-evident, the specific goals for ICT use in education are, in practice, are often only very broadly or rather loosely defined.
5.There is an important tension between traditional versus 'new' pedagogies and standardized testing
Traditional, transmission-type pedagogies are seen as more effective in preparation for standardized testing, which tends to measure the results of such teaching practices, than are more ‘constructivist’ pedagogical styles.
6.Mismatch between methods used to measure effects and type of learning promoted
In many studies there may be a mismatch between the methods used to measure effects and the nature of the learning promoted by the specific uses of ICT. For example, some studies have looked only for improvements in traditional teaching and learning processes and knowledge mastery instead of looking for new processes and knowledge relatd to the use of ICTs. It may be that more useful analyses of the impact of ICT can only emerge when the methods used to measure achievement and outcomes are more closely related to the learning activities and processes promoted by the use of ICTs.
7.ICTs are used differently in different school subjects
Uses of ICTs for simulations and modeling in science and math have been shown to be effective, as have word processing and communication software (e-mail) in the development of student language and communication skills.
8.Access outside of school affects impact
The relationships between in-class student computer use, out of class student computer use and student achievement are unclear. However, students in OECD countries reporting the greatest amount of computer use outside school are seen in some studies to have lower than average achievement (the presumption is that high computer use outside of school is disproportionately devoted to computer gaming).
9.Users believe that ICTs make a positive difference
In studies that rely largely on self-reporting, most users feel that using ICTs make them more effective learners.
Article Review
ReplyDeleteArticle Title: The ICT Impact Report
This article is a review of the impact of ICT on education, looking clearly at each area that ICT impacts in education. From the article, it is found that ICT has a positive impact on the educationa and students' performances. This article focuses on each area such as learning and learners, teachers and teaching. Even ICT is also benefit for students with lower self-efficacy in a different way. While in the aspect of teacher and teaching, teachers have also been developing tremendously in their ability to use ICT.
ICT is designed to host the project on ICT competency standards for teacher. Especially, we can share the various documents here, and exchange views. You may more know about ICT-CST after read. I love it because it is in many different languages. It is main key that I love read “Chinese” versions of the UNESCO Standards, and documents are not old.
Connie's News card
ReplyDeletehttp://proquest.umi.com/pqdweb?index=3&did=1788283771&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1253861188&clientId=58702
A case study of first grade meaning making in a technology rich environment
by Gordon, Jaclyn Prizant
The purpose of this study was to describe first grade meaning making in a technologically rich classroom environment and to explore the ramifications of technology on early literacy learners. Currently, few in depth research studies have examined meaning making in a technologically rich classroom setting, especially with first grade students in an urban setting. Over the past 50 years, the literacy community has investigated issues central to the meaning making process, including whether meaning resides solely in the text or in a transactional relationship between the text, reader, and the context. Today this sociopsycholinguistic view of meaning making supported through a constructivist theoretical framework has been further impacted by technology and the new literacies. In response to the growing force of technology in the lives of young students, this study wanted to describe literacy behaviors of these students by documenting student behaviors as they engaged and interacted with a range of literacy activities. Ultimately, the study sought to investigate how students used these opportunities to make meaning. The results of this study were based upon data gathered in support of the following research questions that guided the study: (1) what kinds of interaction happen when a teacher purposely constructs an environment using technology in a first grade classroom; (2) how do students use these interactions to make meaning? These research questions were analyzed through a qualitative single case study methodology. Data collection included classroom observations, interviews, student artifacts, and pertinent classroom documents. This study employed the use of QSR* NVivo 7 computer software to manipulate the data. The analysis of the data began with an a priori code structure derived from a review of the research literature and evolved through a reiterative reading of the data from which themes emerged.
The findings from the study detailed three types of interactions used by students in the technologically rich classroom environment for meaning making. These included interactions with (1) the print environment, (2) the "real-world" environment, and (3) the technology environment. Through these interactions students were found to make meaning in three ways; specifically, through (1) social construction, (2) experience-based inquiry and interpretation, and (3) multimodal encounters. Throughout the study, the three types of interactions were rarely seen as distinct from one another but rather were often viewed working in confluence. Further analysis of the data revealed that all three types of interactions included two pervasive features: (1) opportunities for social collaboration and (2) the incorporation of multiliteracies. Moreover, this study recognized the potential impact of a technologically rich instructional environment on students' meaning making through the new literacies. Results of this study suggest that a curriculum that actively incorporates the new literacies may provide a powerful framework for classroom instruction.