My first contribution was:
My second contribution was:
My third contribution was:
Monday, October 20, 2008
Thursday, October 9, 2008
How to Help Someone Use a Computer
What I need to tell myself:
"Nobody is born knowing this stuff."
My one important rule:
"Be aware of how abstract your language is. "Get into the editor" is abstract and "press this key" is concrete. Don't say anything unless you intend for them to understand it. Keep adjusting your language downward towards concrete units until they start to get it, then slowly adjust back up towards greater abstraction so long as they're following you. When formulating a take-home lesson ("when it does this and that, you should try such-and-such"), check once again that you're using language of the right degree of abstraction for this user right now. "
Certain professors forget both of these statements and don't realize that we are often being thrown into these situations in a sink or swim sort of environment. These shouldn't come up as a problem in our presentation as there isn't much confusion associated with it as it's more of a database.
"Nobody is born knowing this stuff."
My one important rule:
"Be aware of how abstract your language is. "Get into the editor" is abstract and "press this key" is concrete. Don't say anything unless you intend for them to understand it. Keep adjusting your language downward towards concrete units until they start to get it, then slowly adjust back up towards greater abstraction so long as they're following you. When formulating a take-home lesson ("when it does this and that, you should try such-and-such"), check once again that you're using language of the right degree of abstraction for this user right now. "
Certain professors forget both of these statements and don't realize that we are often being thrown into these situations in a sink or swim sort of environment. These shouldn't come up as a problem in our presentation as there isn't much confusion associated with it as it's more of a database.
Tuesday, October 7, 2008
Copyright and Fair Use LR
19. A high school video class produces a DVD yearbook that includes the year's top ten music hits as background music. This is fair use.
I feel as though this is alright. As long as the songs are cited, I suppose that I don't see the problem. If it is the top ten songs, most people already know them and probably even have them. That too could be an argument as to why not to put them in the yearbook. I don't really see any harm in having them in there. Normal yearbook companies do the same thing, but charge twice the amount it is worth. I don't feel as though this is something that is ridiculously blown out of proportion. I understand and believe that thoughts should be cited, and I think that if it says who the song is by, when it was produced, and the production company, it should be as good as cited.
I feel as though this is alright. As long as the songs are cited, I suppose that I don't see the problem. If it is the top ten songs, most people already know them and probably even have them. That too could be an argument as to why not to put them in the yearbook. I don't really see any harm in having them in there. Normal yearbook companies do the same thing, but charge twice the amount it is worth. I don't feel as though this is something that is ridiculously blown out of proportion. I understand and believe that thoughts should be cited, and I think that if it says who the song is by, when it was produced, and the production company, it should be as good as cited.
Copyright and Fair Use SR
3. This question doesn't make much sense. I guess it's because of all of the computer-y lingo. I suppose I thought that all of the computers were at a disadvantage, making up for the reason to trade in the versions.
4. I believe that if the state mandates something that a school cannot possibly afford, then it should be fine to sneak around the copyright laws. It is not a problem of the school, so the state should take care of it. It seems confusing that when the school is lacking in what they can teach, even though it is mandated by the state, due to lack of state funding.
7. I don't believe that it is ever okay to reproduce something that uses another person's work without citing it. It is one thing if a student does it, learns how to cite from it, and shows their parents their paper product. It is a whole other thing, however, to reproduce it over the internet, because if anyone puts a little time in, they can break any password.
8.I was confused by this question. I don't really understand if it is a Taiwanese film or an American Film. If it is American, I agree that it is illegal. If it is a Taiwanese film, then I don't see much problem.
10. I don't see a problem with this because ANY teacher could go and get the SAME graphics from the SAME website. I feel that it is silly to look at this as a problem.
12. I feel like there are easier ways to fix this problem. Check youtube!
14. I think that this is ridiculous. You aren't charging to see the movie, you are charging for the service, if anything. I find this completely ridiculous. End of story.
16. I feel as though this is illegal. No matter how you stretch it. The coding is there for a reason. To use illegal software to get around it just makes it more illegal. I don't see how it's okay.
4. I believe that if the state mandates something that a school cannot possibly afford, then it should be fine to sneak around the copyright laws. It is not a problem of the school, so the state should take care of it. It seems confusing that when the school is lacking in what they can teach, even though it is mandated by the state, due to lack of state funding.
7. I don't believe that it is ever okay to reproduce something that uses another person's work without citing it. It is one thing if a student does it, learns how to cite from it, and shows their parents their paper product. It is a whole other thing, however, to reproduce it over the internet, because if anyone puts a little time in, they can break any password.
8.I was confused by this question. I don't really understand if it is a Taiwanese film or an American Film. If it is American, I agree that it is illegal. If it is a Taiwanese film, then I don't see much problem.
10. I don't see a problem with this because ANY teacher could go and get the SAME graphics from the SAME website. I feel that it is silly to look at this as a problem.
12. I feel like there are easier ways to fix this problem. Check youtube!
14. I think that this is ridiculous. You aren't charging to see the movie, you are charging for the service, if anything. I find this completely ridiculous. End of story.
16. I feel as though this is illegal. No matter how you stretch it. The coding is there for a reason. To use illegal software to get around it just makes it more illegal. I don't see how it's okay.
Sunday, October 5, 2008
Chapter 10: Going Beyond the Classroon
The section that jumped out at me was the section entitled" Recognize and support out learning on our own". From my own experiences in high school, I feel that this is important. I feel as though I never got to bring in outside knowledge from the outside organizations that I was involved with.
I think that students that learn outside of class through activities, or even just curiosity should be recognized. They have taken time, and sometimes money in order to pursue something they love and are fully interested in. In my mentor class it is interesting because kids learn things in football, horseback riding, and other things that they are involved with. The things that they continue to bring up are fascinating, and need to be encouraged.
I think that students that learn outside of class through activities, or even just curiosity should be recognized. They have taken time, and sometimes money in order to pursue something they love and are fully interested in. In my mentor class it is interesting because kids learn things in football, horseback riding, and other things that they are involved with. The things that they continue to bring up are fascinating, and need to be encouraged.
Chapter 9: When Things Go Wrong
Something that jumped out at me in this chapter would be, "To help prevent this devastating moment [caused when a student finds out they are doing poorly] ... teachers should communicate with them early and often about how things are going" (164). From previous experience, this is very important to me both as a teacher AND as a student.
When I was in high school, I sick for about a week, and had a teacher that didn't send any homework home for me. When I got back, I was unaware that a rough draft of a term paper had been due. The next day was the day for progress reports. Instead of giving an incomplete, he gave me an F. When I went in to ask exactly what was wrong, he yelled at me in front of another student that I should know what is wrong with my grade because I caused it. I was so taken aback, especially because this occurred in front of another student. I completely agree that there should be communication between teacher and student in order to prevent surprises along the way.
When I was in high school, I sick for about a week, and had a teacher that didn't send any homework home for me. When I got back, I was unaware that a rough draft of a term paper had been due. The next day was the day for progress reports. Instead of giving an incomplete, he gave me an F. When I went in to ask exactly what was wrong, he yelled at me in front of another student that I should know what is wrong with my grade because I caused it. I was so taken aback, especially because this occurred in front of another student. I completely agree that there should be communication between teacher and student in order to prevent surprises along the way.
Chapter 8: Teaching Teenagers Who are Still Learning English
Something I found to be important from this chapter is, "Finding out as much as possible about students' lives, both past and present, helps a teacher make important connections between things kids already know and what they will be learning in class" (146). I think that this is something that should be applied to all students no matter what.
The biggest thing I have learned so far in practicum is that you should know about each and every student that you have. I know that it is difficult, but I know which students like to tell stories, which like to move class along, which have 2 parents versus one or none. I think that things like this are all important. Knowing things that are both casual as well as things that are school related help to realize how to best teach and relate to the student.
The biggest thing I have learned so far in practicum is that you should know about each and every student that you have. I know that it is difficult, but I know which students like to tell stories, which like to move class along, which have 2 parents versus one or none. I think that things like this are all important. Knowing things that are both casual as well as things that are school related help to realize how to best teach and relate to the student.
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