Connectivism: How Do We Become Curators of Information? (ED 7714: Week 4)

The Reading for week 4 deals with the theory of connectivism.

My Networks

Technology has changed the way that we learn because it is impossible to keep up with the volume and pace of information which is available to us. As a result, according to the Connectivism article on Elearnspace, we need to be able to “make connections between specialized sets of information.” Also, since information is constantly changing, knowing how to find and evaluate information is more important that what one actually knows at the moment.  

The volume of information is what leads to the idea of being a “curator” as discussed in the YouTube videos by Steve Rosenbaum and Robert Scoble. Rosenbaum refers to the “data overload” and an “avalanche of data.”  He talks about the need to filter the information and “embrace clarity.” Scoble reinforces these ideas, although the amount of data that he filters seems overwhelming to me! I think what both men are saying is that it’s impossible to take in all of the information. We need to be “human filters.” That implies filtering what we pay attention to. In other words, don’t attempt to follow everything; create your own banks of information.  Choose who you follow carefully. Also, pass on, as in the form of retweets or likes, what you think is worthy for others to see.

We’ve been talking about the idea of creating Personal Learning Networks, which I see as a place to find and share information that is important to us. This is a form of curating. The truth is, I have only just begun to think about how to organize and make sense of all of the information which is out there. At times, I find the amount of information daunting, so I am looking for the best way to sift through and filter what I read.

I feel like I’m still trying to find the best way to curate, but for now I’m most comfortable with Google+. In particular, I think the communities are a place to start, especially to facilitate my integration of technology into my instruction. I’ve joined a few communities and I will look to them for ideas. I also hope that as time goes on I will share my ideas with them. In addition, I am investigating other communities which will be helpful.

Google+ Communities

I also am eager to use Twitter more. Robles advocated Twitter as one of the best sources of information. As we have learned, Tweetdeck helps to filter that information. As Robles said, I need to figure out who to follow. I’m still working on that. Honestly, I haven’t used Twitter much before, but I want to become more comfortable with it as I develop my “online identity.”

Tweetdeck

The Internet has definitely become “the dominant text for our generation” (O’Byrne). We must develop the ability to find, evaluate, filter and share the information that we deem important. As always, the traits that will help us to be successful are persistence and flexibility.

Networked Learning Project: Progress - Week 3!

I’ve been reviewing videos and practicing my golf swing. The video "Beginner Golf Guide - Driving Basics Video" by Golf Info Guide.com was informative. The Golf Channel has beginner videos as well that provide useful tips. Watching Youtube videos of various golf swings has helped. I also tested an app called “Ubersense" which was recommended by Stephanie in one of our class discussions. The app is extremely helpful. It allows the user to make a video, analyze it in slow motion, annotate it, and compare the technique to a pro's. It’s very cool and I’m looking forward to using it not only for my own benefit, but as a swimming and diving coach in the fall. I’ve used “Slo-Pro” in the past to coach diving, but this app has more features that will be helpful.

Navigating the Web: Challenges

I just finished reading chapters 9 and 10 in The New Lit Handbook, and I see how the information in the chapters connects to the skills in the ORMS model, particularly as they relate to online reading comprehension.

My first impression of Chapter 9 is that it seemed “dated.” The latest reference was 2003. The Internet was not yet the dominant text in education at the time this chapter was written. However, the authors recognized the skills that students need in order to be able to utilize the Internet effectively. The authors discussed the challenges students had in “web-searching.” Although self-inquiry quests seemed to have some success, students had trouble generating questions for in-depth searches. Students were not using keywords effectively and were looking for quick answers. They also browsed and jumped from site to site randomly. Finally, they tended to think that sites were valid simply because they were on the Internet. These challenges lead directly to the online reading comprehension skills discussed in the ORMS model. The model identifies the need for students to be able to generate questions, locate information effectively, and evaluate the validity of information found on the Internet. The authors of the Chapter realized that in order for the Web to be valuable for knowledge construction, individuals must develop the skills to locate and evaluate the information.

Chapter 10 went on to analyze the navigational skills of students. Researchers noted that the way an individual navigated the Internet was influenced by prior knowledge, spatial ability, learning style and motivation. They believed that the complexity of the task was posing new challenges to learning. This coincides with research by Leu et al (2013) in an article I used for my research in online reading comprehension. They argue that in many cases online reading requires more higher order thinking than offline reading.  This is particularly true when students try to synthesize information from multiple sources.

Even though the use of the Internet as a source of knowledge construction has increased astronomically in the past few years, many of the challenges remain the same. Finally we are recognizing that there are specific skills associated with online reading which even proficient offline readers may not possess.

The final idea that I took away from the article is that persistence and flexibility are two of the key factors leading to success as the Internet becomes the dominant text of our generation. From my own experience and challenges, I wholeheartedly agree!

Motivation in the Classroom and in the World: It's Not That Different

  The topic of motivation which is addressed this week in the articles is especially pertinent to us as educators. Dan Pink’s explanation that although money can motivate individuals on simple, mechanical tasks, monetary rewards do not increase motivation on tasks that require cognitive skills. Pink’s findings were related to the business world but can easily be applied to education. According to Pink, people are far more motivated by “autonomy, mastery, and purpose.” Relating this to students, I think that students are most engaged in their learning when they have some choice, when they believe it matters, and when they really want to get good at something. One of the most successful projects that I did with kids was having them research a human rights organization or charity and prepare a presentation encouraging others to get involved. Some kids took it to heart and one group, who researched the Susan G. Komen Foundation, even registered for the Race for the Cure that year. It made me realize how hard kids will work when they see a real purpose for something.  I find that teachers are the most creative and effective when they are given the freedom to develop curriculum and deliver instruction the way that they see fit.

      Arzt, in her article about “Online Collaborative Inquiry,” writes about how blogging motivates kids while reinforcing 21st century skills. Blogging can give kids a real audience and purpose for their writing and I look forward to using blogs in my English classroom this year.

      Finally, Castek et al (2011) discuss online reading comprehension in “The New Literacies of Online Reading Comprehension.” In fact, they argue that online reading can motivate struggling readers because they are oftentimes more successful at that than they are at offline reading. The shorter texts and multimodal nature of online reading fosters comprehension. I will be investigating the skills involved in online reading further in my research paper later this semester.

Cooking With TPACK: Flexibility and Persistence

As the articles on TPACK explain, in order to effectively prepare students for the 21st century, we need to integrate our knowledge about pedagogy, content and technology into our instruction. What the “Cooking with TPACK” reinforced to me is that we won’t always have the perfect conditions to integrate technology as effectively as we might like. As we’ve discussed in class, we need to be flexible and persistent. We have to teach the students we have with the resources available to us. That means that we need to be innovative and flexible. As I’ve said previously, we can’t be afraid to take risks and make mistakes. Making a peanut butter and jelly sandwich with a spoon isn’t ideal, it’s a bit messy but in the long run it works just fine. The same goes for integrating technology into our instruction; It won’t always be pretty, but we have to be able to adapt and make it work.

PLN's: Teachers, Students, and Pinterest

Following up on Wagner’s article on PLN’s, Will Richardson, in his YouTube video, emphasizes the need for teachers to create and participate in their own PLN’s so that they can effectively instruct students in using online networks safely, ethically, and effectively. He points out that kids are using networks for socializing and finding information, but they can be used much more productively with the proper instruction. As he says, PLN’s are the way the world is going.

On a final note, I had not thought of Pinterest for a PLN. I’ve used Pinterest as a class advisor to create invitations and centerpieces for the Junior Prom. However, I will now think of it as a site with much more to offer. I will look to Pinterest for all kinds of ideas and will not hesitate to post ideas of my own.

Personal Learning Networks: Powerful Learning

I just finished reading “Personal Learning Networks for Educators: 10 Tips” by Mark Wagner. When I create lesson plans, units and write curriculum, I search the Internet for examples and helpful information. However, until I began taking classes in the UNH program and reading articles on digital learning, I never realized the powerful impact that online learning communities could have. Dr. Wagner emphasizes the need to make a commitment to a personal learning network. Being committed involves not just asking for information, but sharing and dialoguing with other professionals. I plan to spend some time researching the various networks, but the one I am most eager to start with is google+. I have joined several communities and I look forward to investigating them further. I think the theme of “play” which we have discussed for the past several weeks applies to the idea of PLN’s. As an educator, I need to take some time to learn what’s out there and see what will work best for me.


One other point that I agreed with on Wagner’s article is the need to develop a personality online. I think the blog gives us the perfect opportunity to do that. There are multiple professional responses to articles, but the the opportunity also exists to infuse the blog with some personal information and interests. It’s much easier to connect with a person when you feel that you know a little bit about him or her.

Networked Learning: Let the Games Begin

Learning to Golf: How should I go about it?

I’ve been thinking about the steps I need to take to learn to play golf. My first thought was that I should get some cute golf clothes.  

Just kidding! I just wanted to test out posting a screen shot because I think they're pretty cool! Plus, I am supposed to be learning a new skill for this project and I am already quite proficient at online shopping!

What I’ve really done so far is find some "learn to golf" videos. I’ve located several by doing a google search and I have saved them in a folder on google drive. I watched the British Open on TV this weekend for inspiration. Actually, the winner, Rory McIlroy said that as he’s making shots, the mantra he repeats to himself is “process.” By studying videos and reading tips, I hope to learn the process. (Although I KNOW it’s not that easy!)  I also am looking for a "Learn to Golf" community but so far I haven't found any that seem to be helpful for my needs at this time. However, I will keep that in mind.  

After watching the videos, I’m going to go outside and practice! I know now that the first two things I need to work on are the grip and my stance. I’m looking forward to it!

TPACK: What is It and Why Does It Matter?

Technology is changing our world in many ways and as educators we need to find the best way to integrate the new technologies into our instruction. TPACK, defined by Koehler and Mishra (2008) provides a framework of what teachers need to know to most effectively integrate technology into the curriculum.

First of all, we all know that educators love anagrams. I will define TPACK using a mix of text and images to try to sum up the main ideas. 

TPACK includes 3 basic areas.

T = TECHNOLOGY

  Technology can include anything from pencils to computers. However, it's the new, digital technologies that are challenging to incorporate into teaching. Information technology is "unstable" according to Koehler and Mishra, meaning it's rapidly changing. Additionally, much of digital technology is "protean," meaning it has more than one use. Frequently, the use is not necessarily designed for education, hence it must be adapted. The bottom line is that teachers need to have knowledge about technology in order to be able to implement it effectively.

P = PEDAGOGY

Teachers need to understand how students learn and how best to convey information to students. Pedagogy refers to the values and beliefs that teachers have education. The bottom line is that teachers need to find ways to integrate their pedagogical knowledge with technology to best teach their content.

C = CONTENT

Content refers to the subject matter being taught. Teachers need to have deep knowledge about what they are teaching. In my case, I teach English. The question now becomes, how does everything fit together?

K = KNOWLEDGE

Effective instruction requires the intersection of technological knowledge, pedagogical knowledge, and content knowledge. Additionally, teachers must understand which technology best suits the content that they are teaching and meets the learning needs of their students. It sounds simple, but there are a few challenges.

ROADBLOCKS (not part of the anagram!)

One of the challenges is the continually changing nature of technology. Teachers need more in service training. Also, the state of constant change requires teachers to be adaptable, both to learning new technology and adapting technology to their content and pedagogical needs.

Funding for technology is limited in places and can pose challenges.

The integration of technology is a "wicked problem," implying that there is not a linear solution.

Teaching is an "ill-structured discipline." Situations vary widely, so there is no such thing as "one solution fits all."

However, the BOTTOM LINE is that we can, we must, and we will find a way to make it work. As educators, we have a responsibility to prepare our students for the 21st century.

Here is the TPAK diagram designed by Matthew Koehler.

“Reproduced by permission of the publisher, © 2012 by tpack.org” 

Networked Learning Project or How I Plan to Prepare for the Women's PGA Tour

   In my many roles in life, I get the chance to be a teacher, but I also have many opportunities to be a student. Besides what I've learned through my formal education, some of the things I've learned are how to cook, to balance schedules in a family of eight, to operate the snow blower, and thanks to my daughters, what NOT to wear. I've always believed that we all need to be lifetime learners, so I'm looking forward to the opportunity to use the Internet to teach me something. After raising six kids, I finally have some free time on my hands. I've decided that what I really want to learn is how to play golf (since it is considered a "leisure" sport after all.)
     I've played golf a few times but I'm so terrible that it's embarrassing. The worst part for me is driving the ball off the tee. If it was supposed to stay on the ground or go into a pond, I'd be pretty good. However, I'm told that's not how it works. Any one of the bad golf shots in the following video could be mine:

I'm looking forward to developing a drive that is straight, long, and more importantly, airborne. If I'm successful, and if I can really use the Internet to learn to golf, who knows what's next? The Women's PGA Tour? Let's set the bar high!

Embracing Change

After reading the articles for week 2, the theme is definitely that change is constant and as educators we must embrace it. I couldn’t agree more.

McVerry, Zawilinski and O’Byrne present their argument in the article, “Navigating the C's of Change.” Since change is constant, the authors stress the need to develop what they define as the C’s:  creativity, communication, critical thinking, and comprehension. In terms of applying their theories to teaching, the plan for Internet Reciprocal Teaching is concrete and immediately relevant to the classroom. I look forward to implementing a form of their inquiry based instruction in my classroom. I have utilized parts of the plan, but after reading the article I will spend more time on the “Basics of Navigation” described in Phase I. Students are often not as technologically adept as we might assume. I believe that the area where my students need the most instruction in is the Phase II level. I plan to spend more time working with students on evaluating websites for “usefulness and truthfulness.” The authors mention Google News as a site to obtain a variety of sources on a topic. I have also found “Room for Debate” in the Opinion section of the New York Times to be very helpful in providing students with multiple articles on a topic which they can then evaluate for bias and reliability. Finally, I think the inquiry project described “How Do I Make the World A Better Place?” is excellent. As far as implementation, I plan to modify some of the research projects my students do to focus on inquiry rather than research. I would like the work to be more student-centered, which is what the authors describe. I have always believed that when students have some choice in what they do, they become more engaged and productive.

Along the same lines, the John Seely Brown video on “Motivating Learners” supports the idea that we must embrace change. Using surfing and gaming analogies, Brown makes the point that when people develop a passion for something, they collaborate, analyze, evaluate and revise to achieve. More and more I am realizing that these are skills we must develop in our students.  I especially liked Brown’s belief that we need students to become invested in their own learning so that they can scaffold to higher levels as specific skills will quickly becoming outdated. Best of all, I agree that we can’t underestimate the power of play and also, as mentioned in the McVerry article, “Cornerstone of a New Literacies Curriculum,” the power of persistence. Too often, kids want results quickly. As educators, we need to make them realize that the process is as important as the result. Serious learning and quality work takes time!

This I Believe: My Philosophy

I always wanted to be a teacher. English was the perfect choice for me because I absolutely love to read and I love kids. (Good thing, considering my background stated previously). There are a few principles that guide my teaching and they're pretty simple.

• All children have potential. It's my job to figure out how to motivate them.
• Everyone has their own learning style. I must be able to provide ways for each child to learn so that he/she can be successful. 
• Learning should be fun for students but that doesn't mean it doesn't involve hard work.
• Teaching should be fun for the teacher but again, that doesn't mean it doesn't involve hard work.
• Teaching and learning should be challenging and involve lots of critical and creative thinking. We need to teach kids to think so that they can adapt to our ever changing society.
• My school's motto is "Be Creative, Be Collaborative, Be Conscientious, Be Committed." I believe they're good qualities to live by.

Finally, my beliefs lead me to my interest in instructional technology and digital media. As a teacher, I believe I need to challenge myself to keep up with twenty-first century technology. As an English teacher, the nature of much of what we read is being transformed. I want to learn more so that I can help my students be able to think critically and creatively in order to adapt to a world that is definitely changing, especially in the ways in which information is transmitted. 

Who Am I: A Little Background

Jody Ceglarski

I'm lots of things to many different people. I'm a daughter, a sister, a wife, a mother, a grandmother, an aunt, a friend, and a teacher. I consider myself truly blessed with an amazing family and a job I love. Here's the short of it: 

• Daughter to Joan and Bob. They're both in their eighties, fighting a few medical battles but going strong. 
• Sister to my TEN siblings, who are scattered from Rome, Italy, to California, to New York, to Massachusetts, to Rhode Island, to Texas and to New Jersey.
• Wife to my amazing husband Mark.
• Mother to SIX children - all successfully (hopefully) grown up. I just saw a cartoon that made me laugh. "Now that I've ruined their lives, my job is done!" Well, I hope I haven't ruined their lives (just when they were teenagers), and my job is never really done! 
• Grandmother to THREE beautiful grandsons. (3 years old, and 2 11 month olds). When they visit, the house is hopping.
• Aunt to THIRTY-EIGHT nieces and nephews. It's hard to keep up, but they're all great.
• Friend to many.
• Teacher to hundreds of kids over the past 18 years. I've taught English in 6th, 7th, 9th, 10th, 11th and 12th grades (never 8th) and tried my best to share my love of reading and writing with kids.

A New Adventure

I'm a rookie blogger, but looking forward to giving it a shot. I'm starting a program in Instructional Technology and Digital Media. The best way to learn is by "doing"  (and by making mistakes I'm sure!) It will be fun - isn't that what it's all about?