Tech Tuesday Weblogs PDF

8/14/2019 Tech Tuesday Weblogs PDF

1/35


2/35

When Tim Berners-Lee conceived the Web, heenvisioned it as a space in which both writingandreadingwould occur. Web browsers proved easierto develop then Web Editing tools. ..The resultwas that the Web sometimes became what he termeda read-only medium. The latest blogging tools nowtake us closer to his original intent of the Web as aread-write medium.

Learning and Leading with TechnologySeptember 2003.

-Bull, Bull, & Kajder


3/35

A weblog (blog) is a web-basedpublication consisting primarily of periodicarticles, most often in reverse

chronological order.

~Wikipedia


4/35

Blogging is the posting of journal-like pages to awebsite. While these pages can contain photos,hyperlinks, or media, they are primarily focused onthe easy ability to post written thoughts to awebsite. The postings are organized

chronologically. Typically, a blog "post" can be"commented" on by others, allowing for a dialogueon the topic of the post. Teachers and educatorshave used blogs to allow for what is commonlycalled "peer review," meaning that students can

post writings or assignments to the web, and otherstudents can respond or encourage through thecomment feature.

~Definition fromhttp://SupportBlogging.com
http://supportblogging.com/http://supportblogging.com/


5/35

ht tp: / /b lakef ie ld. typepad.com/ l i tcr i t1/ ht tp: / /b lakef ie ld. typepad.com/ l i tcr i t5/

ht tp: / /b lakef ie ld. typepad.com/ l i tcr i t6/
http://blakefield.typepad.com/litcrit1/http://blakefield.typepad.com/litcrit1/http://blakefield.typepad.com/litcrit1/http://blakefield.typepad.com/litcrit1/http://blakefield.typepad.com/litcrit6/http://blakefield.typepad.com/litcrit6/http://blakefield.typepad.com/litcrit6/http://blakefield.typepad.com/litcrit6/http://blakefield.typepad.com/litcrit1/http://blakefield.typepad.com/litcrit1/http://blakefield.typepad.com/litcrit1/http://blakefield.typepad.com/litcrit1/


6/35

As you all know, I can't take anymore literature that is

mainly about racism. I feel that we are forced to readtoo many pieces of literature that are about racism overour four years at Loyola. (I Know Why the Caged BirdSigns, A lesson Before Dying, A Hope in the Unseen,Invisible Man, etc.) I'm not saying that racism is anunimportant issue but I just think there about otherthemes and ideas that we should be exposed to. To bea well rounded student we should learn as manydifferent things as we can, instead of just having oneissue forced upon us year after year. Do you agree withme or not? Why? What other books or themes do youthink we should be exposed to at Loyola?

Optional Question: What do you think the Ravens shoulddo in the draft?


7/35

I disagree with Matt. I really dont think that we have read as manybooks about racism as he believes. As Hayes stated, weve read a farlarger proportion of books with themes other than racism throughout

our high school careers. It seems to me that the books focusing onracism are even assigned for summer reading because Loyola doesntwant its students to believe that they are going to a school where thecurriculum is based around racial struggle. Also, it may look as ifweve read so many books about racism because its such a constant

theme. Out of the many other books and stories that weve read, mosthave varying and different themes, so none stand out like racismdoesand thats not a bad thing! Racism is still a constant theme insociety so why not in the literature that we study in school? Also, Ithink its very important to include many books about racial struggle in

a school thats far from diverse. We can easily get caught up in ourprivileged little white world at Loyola and these books bring us back toreality, reminding us that not everyone has the opportunities that wedo. So, instead of blaming the school for giving us too many booksabout racism, maybe we should be asking ourselves why were evenbothered by it?


8/35

Today we started to discuss some of the societalchanges since the 1950s concerning women andtheir role as "housewives." Mr. Durkin gave us a

list of what women should do in order to be goodwives. Respond honestly and as if you weretalking to a male AND female audience, do youthink the list Mr. Durkin gave us is outdated or do

you think they are good guideline and why?


9/35


10/35

http://blakefield.typepad.com/litcrit1/2010/03/women-in-the-home.html
http://blakefield.typepad.com/litcrit1/2010/03/women-in-the-home.htmlhttp://blakefield.typepad.com/litcrit1/2010/03/women-in-the-home.htmlhttp://blakefield.typepad.com/litcrit1/2010/03/women-in-the-home.htmlhttp://blakefield.typepad.com/litcrit1/2010/03/women-in-the-home.html


11/35

If you were the teacher of our class, whatone question would you have added to themidterm exam? Include the works and/or

critical theories you would have includedand why. Please give good reasoning foryour answer.


12/35

I believe that a good question could have come fromsome sorts of classroom discussion as well. We spenda whole lot of time talking about blogs and opinionatedside of stories. Instead of asking another factualrelated question, there could have been a questionwhere the student had to defend an opinion based onany of the critical theories and why they picked thattheory. This brings in skills we learned from outresearch papers and rewards those who participate inclass and/or pay attention all the time. An example ofthis could have been:In many of the short stories there were discussionspertaining to the real intentions behind theprotagonists actions. Pick 3 of the short stories andthrough a critical lens and discuss and defend yourreasoning for the decision making leading up to theclimax of that story.Yeah saints!


13/35

If I had to add one question to the exam, I wouldhave asked to compare and contrast Ras the

Destroyer and General Zaroff. Considering that theessays we wrote were quite boring to write (exceptthe Last Duchess one), it would have been cool towrite about the two biggest bosses that we'vecovered last semester. I mean who really caresabout using the feminist or deconstruction lens. Ithink Ras and General Zaroff have similar viewson human life but their styles are so very different.Ras takes the form of the untrained brute while

Zaroff embodies the calm, skilled hunter that isexacting in his profession. Now that is somethingfun to write about. They are the real men not SirThomas More.


14/35

As a class, we have thoroughly discussed theramifications of Aristotle's definition of a tragichero. In the interest of reflection, define yourpersonal take on "greatness" considering all that

was said in class. By your personal definition,would the following be great?

http://blakefield.typepad.com/litcrit5/2010/02/greatness.html
http://blakefield.typepad.com/litcrit5/2010/02/greatness.htmlhttp://blakefield.typepad.com/litcrit5/2010/02/greatness.html


15/35

Concerning the two pictures that we discussed inclass, who do these images appeal to the most(who are they intended for)? Do you think weshould censor these images? Why or Why not?

50 Cent, Seventeen Magazine. (I know that the

seventeen magazine front cover is different, butwhat are you thoughts about this cover?)http://blakefield.typepad.com/litcritdurkin6/2008/09/images-in-socie.html
http://blakefield.typepad.com/litcritdurkin6/2008/09/images-in-socie.htmlhttp://blakefield.typepad.com/litcritdurkin6/2008/09/images-in-socie.html


16/35

http://blakefield.typepad.com/apgov/
http://blakefield.typepad.com/apgov/http://blakefield.typepad.com/apgov/http://blakefield.typepad.com/apgov/


17/35

Common Features:

I. a type of website that is EASY and QUICK tocreate (dont have to learn HTML or web

authoring softwarei.e. FrontPage,Dreamweaver etc.)

2. able to instantly publish to the web

3. ability to personalize layouts (templates/skins)

Common Features by Anne Davis, NECC 2004


18/35

Common Features:

4. organized by time (chronologically backwards)

5. it is organized with dated entries (each entry istime-stamped)

6. allows for archiving of previous posts (greatfor tracking progress or record keeping)



19/35

Common Features:

7. organized by posts (a.k.a. entries, postings)

8. posts are usually short and frequently posted



20/35

Common Features:

9. readers can often respond or react throughcomment feature

10. encourage active participation



21/35

Common Features:

11. The use of hypertext links is a common feature

12. Blogs open student writers to multiple means of

communication (multimedia friendly)


Diary of Samuel Pepyshttp://www.pepysdiary.com/
http://www.pepysdiary.com/http://www.pepysdiary.com/


22/35



23/35

Banner Posts (entries) Comments Sidebar Links

Recent comments Recent posts Categories

Archives Pictures Other Gadgets (Polls, Chatbox, Maps, Weather,

& Much, much more.)


24/35

Constructivist tool for learning

Weblogs expand the walls of the

classroom*

Blogs archive the learning thatteachers and students do

Source: Will Richardson Weblogs: Pedagogy and Practice pgs. 27-29


25/35

Blogs are democratic tool thatsupports different learning styles

Weblogs can enhance thedevelopment of expertise in aparticular subject

Blogs can teach students the newliteracies they will need to function inan ever expanding information society

Source: Will Richardson Weblogs: Pedagogy and Practice pgs. 27-29


26/35

http: / /b lakef ie ld . typepad.com/apgovt7/
http://blakefield.typepad.com/apgovt7/http://blakefield.typepad.com/apgovt7/


27/35

http: / /b lakef ie ld . typepad.com/pd3f lan igan/ /
http://blakefield.typepad.com/pd3flanigan/http://blakefield.typepad.com/apgovt7/http://blakefield.typepad.com/apgovt7/http://blakefield.typepad.com/pd3flanigan/


28/35


29/35

Template driven

Multimedia friendly -can easily add

the following to posts: Files (PPT, Word, Excel, PDFs,

pics, hyperlinks, video clips,music/sound clips, etc.)

Large storage space


30/35

Student Blogging Terms and Conditions Handout

Give them models (also recognize great thoughts) What are your goals for the blog?

How to tie it to good instructional practice?

Think about how you will manage it What are your expectations in regards to student

responses? Time? Number? Quality?

Be clear with expectations Set aside time to discuss in class as well

Think bigBe Creative!


31/35

Protective features include:

Password protection

Email notifications of comments sent to

teacher Comments can be held for approval

Banned word list (no comments will bepublished that contain a word from this

list) Ban specific IP addresses


32/35

Students can be guest authors

Allows them to contribute by

writing entries, adding content,files, links etc.

Guest authors entries can beheld for teacher approval


33/35

http://lbtechknowledgey.wikispaces.com/Weblogs
http://lbtechknowledgey.wikispaces.com/Weblogshttp://lbtechknowledgey.wikispaces.com/Weblogs


34/35

http://lbtechknowledgey.wikispaces.com/Weblogs#Content Specific Examples
http://lbtechknowledgey.wikispaces.com/Weblogshttp://lbtechknowledgey.wikispaces.com/Weblogs


35/35

Extending the Conversation.

Tom Durk in

Br ian Koh ler

Mike Lack ner

Tech Tuesday Weblogs PDF

Documents

Transcript of Tech Tuesday Weblogs PDF