WEBSITE EVALUATION

Evaluating information I find before using it as source material is important when doing research on the Internet. Unlike most articles published in reputable journals and books, many websites do not undergo a rigorous review process. It is therefore imperative to evaluate any information I intend to use from the Internet. Evaluating web pages skill fully requires me to do two things at once:

Train my eye and fingers to employ a series of techniques that help me quickly find what you need to know about web pages; -Skim reading

Train my mind to think critically, even suspiciously, by asking a series of questions that will help me decide how much a web page is to be trusted. - To cultivate the habit of healthy scepticism, of questioning everything I find with critical thinking.

 To help me do this skilfully, I have come up with an acronym AAOCC (Authority, Accuracy, Objectivity, Currency, and Coverage) coupled with the FIVE Ws which will help me remember what to look out for while evaluating websites.

Why? –Authority

What?-Accuracy

Where?-Objectivity

When?-Currency

Why? –coverage

There are plenty of websites that support the teaching and learning of The English Language skills making it imperative for one to subject them to the evaluative criteria.

The following websites which I recommend underwent this rigorous process.

For summary writing:

This is a good resource for the teacher

http://www.readwritethink.org/files/resources/p-as_docs/PoetryandProse.pdf

This site is excellent for the teacher and student

http://academics.smcvt.edu/cbauer-ramazani/AEP/EN104/summary.htm

http://web.uvic.ca/~sdoyle/E302/Notes/HowtoWriteSummary.html

With a digital library, weekly writing practice, online writing and peer reviews, Common Core assignments, and multimedia lessons available, this site is a fully-featured tool for teaching and learning that can be a big help in the classroom.

 http://www.studysync.com/our-product/what-is-studysync/

As a resource for the student

http://courses.durhamtech.edu/perkins/sumact.html

https://depts.washington.edu/owrc/Handouts/How%20to%20Write%20a%20Summary.pdf

This video presents a comprehensive look at the difference between prose and poetry

www.youtube.com/watch?v=XyMwhrTXZDE

An excellent site for lesson plans categorized by grade and levels and subjects

http://www.learnnc.org/lp/pages/4050?ref=search

This site provides interactive reading activities suitable for learners at all levels

http://www.readtheory.org/

This Site Is Excellent For Digitally Evaluating Written Work

http://www.cmu.edu/teaching/technology/

Excellent site for the evaluation of web pages.

www.schrockguide.net/critical-evaluation.html

I have also learnt more about web sites, their creation and what defines them. I have translated my understanding into a glossary of Website Terms which I find useful.

Browser- a software program that allows you to view and access the text and picture resources on Internet Websites (i.e. Netscape Navigator, Microsoft Internet Explorer).

Domain the name which identifies each Internet site – the domain name points to only one machine/server on the Internet (i.e. www.gov.on.ca) download to transfer files or data from another computer to your own.

Error 404 an error that is displayed in a browser when trying to access a page on a server that is not available.

HTML Hypertext Mark-up Language – the tagging language used to create hypertext documents for use on the World Wide Web (WWW) hypertext text, image, or other object that can be tagged to become a "link" (as in a chain) to retrieve another computer file (another Web page, image, sound file, or other document) on the Internet.

IP Address/Number Internet Protocol – a unique number consisting of 4 parts separated by dots (195.156.27.4) A machine needs an IP number to be on the Internet.

LAN Local Area Network – a computer network that is limited to a specific area, usually within a building.

ISP Internet Service Provider – a company or organization that provides access to the Internet and its resources, usually for a fee.

Netiquette manners/rules for interaction with other users of the Internet.

Search engine a computer program on the Internet that allows you to find information/resources on the Internet website a location on the WWW with information, pictures etc – accessible using a Web browser.

 URL Uniform Resource Locator - the address for a website – this address is made up of the domain name and sometimes directory/folder names and page/resource names (e.g. www.gov.on.ca/documents/index.htm).

 WAN Wide Area Network – a network that covers a larger (geographic) area.

With any resource, remember to ask who created it, when they created it, and why  they created it.

                                                                              

A DAY IN THE OFFICE

I give credit to my team mates, Margaret and Amina with whom I have collaborated so far. I have learnt a lot from you - taking orderliness, neatness, clear thought processes, subject mastery and insightful use of the Microsoft word from Margaret, and the meticulous use of tabulated  illustrative detail from Amina, I am a better stronger more forceful  teacher. Thank you team mates.

I have been working at two levels: first, as a learner, creating documents and as a peer editor, having to evaluate  another's work. It culminated into a self examination!

With Microsoft Windows, I was able to create text, embed  a link, list and number my work, cut, copy, paste, highlight text, create titles and sub titles and many more. The challenge I set my self was to create a text box in which I could wrap a text to make it more distinct. I succeeded! 

Microsoft Power point is a power indeed. It simply unleashed my creativity! My windows 8 had pre-formed templates which helped me to emphasize key  points and stimulate interest. I was able to incorporate photographs and  images  and customize them. I was able to re-order my slides , play around with colour, different fonts and different  sizes.The challenge I set myself was to make my slides powerful, colourful, memorable and make a point about the Nobel Prize. I did it!

I was encouraged to let my students make use of the Note-makng app -OneNote amd also challenged them to create their own power point presentations!

The Microsoft suite has everything in one bucket. It no doubt is best suited for technology integration in the classroom, because of its versatility!

                                                                         














 

3.1.3 Technology integration models: Their impact: My learning

This journey was the most challenging to me, having to grapple to understand the TPACK model, especially! It was gratifying to learn:

TPCK model presents the knowledge the teachers use to teach technologically enhanced lessons.

The blend of PK and CK translates into what to teach and the best way to do it. (PCK)

TK influences the way I teach; TCK is the knowledge about the appropriate tools for the appropriate content and how to repurpose these tools for other content areas.

TPK is how I teach with technology tools-

                 How I plan the lessons, implement them and

                 How I Pace them,

                 How I take the tutorials that demonstrates the appropriate use of a technology tool

                 How I set up the equipment properly and use it appropriately

All this will influence how I teach with technology.

The blend between TPK –selection of appropriate tools and TCK –the selection of appropriate strategies and activities to teach technology enhanced lessons is TPACK-Teacher knowledge about teaching with technology.

The TPACK model is realised in the context of the classroom.

On the other hand,

Technological Knowledge is always changing and influencing how I describe CK and PK.

What does it mean for me as a teacher? How do I develop my TPACK?

I have to STRIVE to understand technology enhancement CK and technology enhancement PK

In order to be able to teach with technology, I need a familiarity with the tools that can enhance the content TCK and to teach with the tools in a classroom setting TPCK.

Find out activity types that can be used in lesson planning and how these integrate into binding what to teach and how to teach it.

I need to learn with the tools so that I can see how to teach with the tools TPK

Building the TPACK knowledge is building my knowledge to teach effectively with technology

What will help me to realise this?

I have to build a digital portfolio (starting today).

I have to build my own positive digital footprint.

Why? What is my litmus test?

As a teacher who teaches with technology, I have to demonstrate how I will help my digital learners tap into their own skills for learning purposes.

The SMAR model:

Augments the TPACK model to help me ascertain how to implement of various tech tools in the classroom.

Helps me evaluate my use of a particular tool as technology continues to transform me and classroom.

S- Substitution - The lowest level of technology integration or, where a classroom product is merely substituted in technology with what one could have done with pen and paper. Think using a word processor to type a report instead of hand writing it.

 A – Augmentation - some type of technology that adds value to the assignment is added. Think a spell checker, grammar checker, or electronic dictionary added to the typed report above. Then comes

M – Modification - a significant amount of the work has to be done using technology. Students write a report or create a newsletter using digital pictures and some kinds of newsletter template.

R- Redefinition - the assignment is transformed. Instead of a book report, students create an animation or cartoon that they write, film and distribute.

The  link to the pin  below showing the  pedagogy wheel  illustrates the SAMR model.

 https://www.pinterest.com/pin/213921051025822739/

I chose the oval shape because the SAMR cannot be read hierarchically or be used as a way to look down on other less tech savvy teachers. At different times in the classroom the substitution level of technology implementation can be just as valuable as the redefinition level. Indeed, a redefinition of a task may later turn out to be less valuable than the original task. In addition, many teachers are already teaching at high levels even before technology tools are used in the classroom.

Benefits of SMAR and TPACK models for Uganda?

 Teachers will begin to think of planning their lessons based on what are the needs, learning styles, current trends and interest of the students and not just the benchmarks or the curriculum. So far our schooling system asks for attainment of the prescribed content and knowledge by each child in the form of Standards and Benchmarks. Some of which may not be applicable to a child’s interest and future needs.

TPACK and SMAR correlate very well with Webb’s Depth of knowledge guide which helps the teacher  use the appropriate verbs to describe  students’ activity (role),teachers’ activity (role)  from the level of understanding to the level of analysis and synthesis. All these tasks are in relation to Bloom’s taxonomy of thinking (see diagram above) and also, the three domains that support learning: the cognitive, the affective and the psychomotor domains.

This is very exciting because I am experiencing scaffolding of learning. Technology is here to help me make better what I already know. CK, PK - out of my classroom experience and a little TK out of curiosity and interest. Building my digital portfolio starts now. I am unstoppable!

I love these quotes:

‘Technology in the classroom must support four key components of learning: active engagement, participation in groups, frequent interaction and feedback, and connection to real-world experts. The focus in each lesson or unit is the curriculum outcome, not the technology itself.”

“Integrating technology with the curriculum fosters creativity, which, in turn, can lead to classrooms where engagement is nourished and learning enhanced.” Goddard (2002)

 “Students’ needs have changed but we typically have the @21^st Century students being taught by 20^th Century teachers in the 19^th Century schools.”