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anthony chaney

Kids become literate faster with multimedia technology | abc7news.com - 0 views

abclocal.go.com/...story

digital literacy multimedia collaboration internet literacy faster

shared by anthony chaney on 17 Jun 13 - Cached
    • preston williams
      preston williams on 17 Jun 13
       
      using technology in school is helping the growth of children and developing a stronger learning process and technique. Utilizing these applications helps to keep the children more interested in their school work and the tend not to lose focus
  • The study concluded that children, especially in low income groups, learned an average of 7.5 more letters than children who didn't use the system during the same time period.
  • A new study indicates that preschoolers become literate faster in a curriculum that uses video and online technology. Menlo Park's SRI International conducted the research at a school in East Palo Alto. Do literacy skills increase when preschool classrooms incorporate video and games? To answer that question, the Corporation for Public Broadcasting commissioned Education Development Corporation and SRI International. They studied 80 classrooms from New York to Ravenswood Child Development Center in East Palo Alto, where Tanya Senegal teaches 4-year-olds. "They're great," she says. "As you can see, they're eager, they love the sound, they love the music. And I like the fact that they can get up and be engaged with the video. They don't have to just sit."
Eugene Stewart

CCCCCCC.CCC (ten Cs) for evaluating Internet resources: EBSCOhost - 0 views

web.ebscohost.com.oclc.fullsail.edu/...detail

evaluating

shared by Eugene Stewart on 03 Dec 13 - No Cached
  • 1. ContentWhat is the intent of the content? Are the title and author identified? Is the content "juried"? Is the content "popular" or "scholarly", satiric or serious? What is the date of the document or article? Is the "edition" current? Do you have the latest version? (Is this important?) How do you know?
  • 2. CredibilityIs the author identifiable and reliable? Is the content credible? Authoritative? Should it be? What is the purpose of the information, that is, is it serious, satiric, humorous? Is the URL extension .edu, .com, .gov or .org? What does this tell you about the "publisher"?
  • 3. Critical ThinkingHow can you apply critical thinking skills, including previous knowledge and experience, to evaluate Internet resources? Can you identify the author, publisher, edition, etc. as you would with a "traditionally" published resource? What criteria do you use to evaluate Internet resources?
  • ...7 more annotations...
  • 4. CopyrightEven if the copyright notice does not appear prominently, someone wrote, or is responsible for, the creation of a document, graphic, sound or image, and the material falls under the copyright conventions. "Fair use" applies to short, cited excerpts, usually as an example for commentary or research. Materials are in the "public domain" if this is explicitly stated. Internet users, as users of print media, must respect copyright.
  • 5. CitationInternet resources should be cited to identify sources used, both to give credit to the author and to provide the reader with avenues for further research. Standard style manuals (print and online) provide some examples of how to cite Internet documents, although standards have not vet been formally established.
  • 6. ContinuityWill the Internet site be maintained and updated? Is it now and will it continue to be free? Can you rely on this source over time to provide up-to-date information? Some good .edu sites have moved to .com, with possible cost implications. Other sites offer partial use for free, and charge fees for continued or in-depth use
  • Is your discussion list "moderated"? What does this mean? Does your search engine or index look for all words or are some words excluded? Is this censorship? Does your institution, based on its mission, parent organization or space limitations, apply some restrictions to Internet use? Consider censorship and privacy issues when using the Internet.
  • If more than one user will need to access a site, consider each user's access and "functionality". How do users connect to the Internet and what kind of connection does the assigned resource require? Does access to the resource require a graphical user interface? If it is a popular (busy) resource, will it be accessible in the time frame needed? Is it accessible by more than one Internet tool? Do users have access to the same Internet tools and applications? Are users familiar with the tools and applications? Is the site "viewable" by all Web browsers?
  • Does the Internet resource have an identified comparable print or CD ROM data set or source? Does the Internet site contain comparable and complete information? (For example, some newspapers have partial but not full text information on the Internet.) Do you need to compare data or statistics over time? Can you identify sources for comparable earlier or later data? Comparability of data may or may not be important, depending on your project.
  • What is the context for your research? Can you find "anything" on your topic, that is, commentary, opinion, narrative, statistics and your quest will be satisfied? Are you looking for current or historical information? Definitions? Research studies or articles? How does Internet information fit in the overall information context of your subject? Before you start searching, define the research context and research needs and decide what sources might be best to use to successfully fill information needs without data overload.
  • Eugene Stewart on 03 Dec 13
     
    the 10 C's
Ryan Green

Digital-Citizenship-Hub - 0 views

www.cyberwise.org/Digital-Citizenship-Hub.html

digital citizenship video

shared by Ryan Green on 03 Dec 13 - No Cached
    • Ryan Green
      Ryan Green on 03 Dec 13
       
      Interest take on digital citizenship. Great educational video.
anthony chaney

Unlocking the Power of Internet Collaboration: Adjusting Concepts So More P...: EBSCOhost - 1 views

web.ebscohost.com.oclc.fullsail.edu/...pdfviewer

practice internet collaboration concepts unlocking

shared by anthony chaney on 02 Dec 13 - No Cached
  • Spencer-Scarr, D. (2010). Unlocking the Power of Internet Collaboration: Adjusting Concepts So More People 'Get It'. International Journal Of Technology, Knowledge & Society, 6(2), 1-16.
anthony chaney

The Design Studio / DL themes developing academic practice - 0 views

jiscdesignstudio.pbworks.com/...veloping%20academic%20practice

information design studio themes developing academic practice

shared by anthony chaney on 02 Dec 13 - No Cached
  • An example of cultural differences would be the different impact of open data and open research in different subject areas - the technologies are the same but the practice is more or less accepted. Digital scholarship is by nature fine-tuned for specific disciplines and even topics. Arriving undergraduates are likely to have more generic literacies which need to be contextualised and refined.
  • with examples of SPSS being used by humanities students and social media by students in engineering. There is a great deal of overlap in what is actually being used.  
Cameron Browne

Wiki - Definition and More from the Free Merriam-Webster Dictionary - 0 views

www.merriam-webster.com/...wiki

Wikis definition wiki DGL vocabulary DGL Vocabulary digital literacy

shared by Cameron Browne on 02 Dec 13 - Cached
  • a Web site that allows visitors to make changes, contributions, or corrections
Cameron Browne

wiki - definition of wiki by the Free Online Dictionary, Thesaurus and Encyclopedia. - 0 views

www.thefreedictionary.com/wiki

wikis DGL Vocabulary definition Vocabulary DGL

shared by Cameron Browne on 02 Dec 13 - Cached
  • A collaborative website whose content can be edited by anyone who has access to it.
Cameron Browne

"Digital Natives and Immigrants: What Brain Research Tells Us" by Herther, Nancy K. - O... - 0 views

www.questia.com/...immigrants-what-brain-research

Digital Immigrant digital definition vocabulary DGL

shared by Cameron Browne on 02 Dec 13 - No Cached
  • "Digital Immigrants," technology users older than 30 who can use technology but in frameworks and ways that reveal their nondigital roots.
  • Cameron Browne on 02 Dec 13
     
    An abstract from a larger article focusing more on digital natives.
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